Fostering Student Independence: How to Develop a Needs Assessment and Fade Plan. Council For Exceptional Children April 7, 2005 Janet Hull School Based Resource Teacher Anne Arundel County Public Schools Jhull@AACPS.org. Participants will be able to:.
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Council For Exceptional Children
April 7, 2005
School Based Resource Teacher
Anne Arundel County Public Schools
Questions to ask before determining the need for Temporary Support Assistance:
Temporary Support Assistant Decision Making Flowcharts Pose the following Questions:
Negative consequences include:
Positive outcomes include:
Needs Assessment/Fade Plan
School: _________________________________ Grade: _____________________
Date: ___________________________________ Disability: __________________
Case Manager: Special education teacher assigned to a school building that will oversee/support the paraeducator as work with the identified student
Responsibilities: (case manager and paraeducator date and initial each of the responsibilities listed
Date Initial Initial
__________ __________ __________ Review responsibilities of paraeducator
__________ __________ __________ Provide paraeducator with student schedule
__________ __________ __________ Provide paraed. with information regarding student disability
__________ __________ __________ Review current IEP with paraeducator
__________ __________ __________ Review data collection method for documenting success
(responsibility of paraeducator for recording)
__________ __________ __________ Introduce student/paraeducator
__________ __________ __________ Monitor/observe paraeducator working with the student
__________ __________ __________ Case manager assesses need for additional training/resource
support with paraeducator
Date responsibilities are completed: ______________________________
Most to least intrusive:
Fading prompts: Allows students to change from responding to instructional prompts to responding to natural cues in the environment.
Fade prompts to allow responses to occur independently!