Autism Support Team . “Putting the Pieces All Together”. Why Are We Here?. To create a process that aligns with the NHCS Student Support and Intervention process. Student Support Team. Does SST require the assistance of the AST?. YES.
“Putting the Pieces All Together”
Student Support Team
Does SST require the assistance of the AST?
(with review timelines)
a Formal Evaluation
1 – 7 %
5 - 15 %
Levels of Intervention
80 - 90 %
School-wide systems to support student achievement.
Adapted from Sugai and Horner
Provide assistance to the Student SupportTeam in the following areas:
Assist with Intervention Plan for Student Success
Assist with the Formal Evaluation/Reevaluation Design
Assist with the Development of an IEP/IAP
Levels of Intervention
Classroom Level Supports Prior to SST
Strategies for Differentiated Instruction
On-site Training Opportunities per request
Consultation with building level supports
(psychologist, and/or related services)Classroom StrategiesPrior to Request for Intervention Assistance
Process Related to SST
SST Process Begins. . .
Review past classroom interventions
Review teacher concerns
Involve school psychologist
Involve building level experts
Develop additional interventions and document on Intervention Plan
SST should use building level experts for the development/documentation of more specific interventions focused at strengthening the intensity, duration and/or frequency of interventions over a specified period of time.
SST Process Continues. . .
Team reviews data to determine need for further analysis of student behavior
If data suggests, school psychologist completes a specific screening tool
(documented on data collection section of IPSS)
Team determines process next steps . . .
Redesign Interventions Continue
I think it is time to call AST.
OT / PT / SLP Service Providers
Student Name: _____________________
School: ___________________ Grade: ______ Date of Birth: _________
Suggest more focused intervention strategies for the classroom
Modification of instructional presentation, curriculum, and physical environment
Provision of staff training on the use of visual structure
Observation by an AST memberHow Can AST Help When Classroom Strategies Are Needed?
Conduct formal evaluation
Collaboration with Psychologists and/or Related Services StaffHow Can AST Help When Formal Evaluation Is Needed?
Give input in developing goals/objectives and/or accommodationsHow Can AST Help When IEP/IAP Development Is Needed?
SST representative at AST reports back to SST
AST member, upon request, attends SST meeting
Two cases will be presented per meeting
Members will rotate meeting responsibilities of time keeper, note taker and meeting facilitator
Agenda:12:30 - 1:00 Team prep
1:00 - 2:00 Case 1
2:00 - 3:00 Case 2
Regional Meeting Dates
Northern Region will meet the first Friday of the month
Southern Region will meet the third Friday of the month
Western Region will meet the fourth Friday of the month
Eastern Region will meet the first Thursday of the month
Regional EOP will attend meetings and complete follow-up activities such as providing SST member with copy of page 4 of the AST RequestAST Setup
SST member submits document with any additional data to regional EOP
EOP continues the process by …
Sending AST members agenda via email
Logging in receipt of document
Scheduling for AST presentation
Distributing copies of document to team members
If no meeting is scheduled, EOP will notify team members via email by Wednesday prior to the meeting date
Knowledgeable SST member(s) present to AST
SST member takes information back to the school team
If SST member requests, designated AST member attends school level meeting with SST memberNuts and Bolts of the Process