How to Fill out the New Autism IEP Supplement

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How to Fill out the New Autism IEP Supplement

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Presented by the Multi Disciplinary Team

• Supervisor- Frances Montemayor
• Toro Team- Darlene Vera Baker
• Laura Hernandez
• Rossana Venecia
• Mustang Team- Sandra C. Rincon
• Mario Robledo
• Tiger Team- Benito Bondoc
• Barbara Charles
• Gabbi Ramirez

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Objectives

• The Learner will
• Be able to identify the 11 areas addressed in the
  supplement
• Be able to address the supplement in the ARD
  appropriately

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History of the Autism Supplement

• Supplement was created in 1987 addressing seven
  areas. In 2007, the supplement was revised to
  add four new areas, totaling 11 that need to be
  addressed.

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Autism Supplement 2007 Implications

• It does not
• Mandate a specific intervention strategy
• Make our jobs easier
• Mandate a specific degree or credential

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Autism Supplement 2007 Implications

• It does
• Require discussion and identification of
  intervention strategies
• Raise the bar for programming considerations
• Require qualified personnel and training

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Autism Supplement Strategies

• Each of the 11 items is referred to as a
  strategy. A strategy is a careful plan or
  method.
• Thus the autism supplement identifies the
  methods/strategies we should be considering for
  educational programming
• In order to address supplement
• Evaluate, Develop/Revise Goals/Objectives,
  Implement, Assess Progress

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1. Extended Educational Programming

• Programming that continues beyond the school day
  (ESD) or school year (ESY)
• Instructional and directly related to current IEP
  objectives
• Determined by ARD committee based on data
• Addresses the educational needs of the
• student

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Extended Educational Programming Considerations

• Extended School Day (ESD)
• Services after the regular school day
• Extended School Year (ESY)
• Summer
• Transition times (e.g., holidays)

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Extended Educational Programming

• Categories to consider for services
• Communication
• Social Skills
• Behavior
• Academics
• Self-help Skills
• For each relevant category, determine skill level
  and whether recommended services and time are
  sufficient for the student to make progress

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Extended School Day

• Data must support the need for services/strategies
  that extend beyond the regular school day
• Data must be collected on an on-going basis to
  document the students performance on each
  objective
• Analysis of the IEP and Progress is critical to
  determining the need for extended school day

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Extended School Day

• Focus of Instruction for ESD
• Goals and objectives that are currently addressed
  in the IEP
• IEP must be written in measurable terms with an
  objective system of data collection for
  objectives
• If not needed, then student is making reasonable
  progress with the current program in place

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Extended School Day Example - Strategy Not
Needed

• An analysis of the IEP goals and objectives
  reveals that progress is being made on __/__
  objectives, thus there is no need for extended
  school day services at this time. The IEP can be
  met through the regular school day the current
  services and duration of services are sufficient
  for the student to make progress.

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Extended School Day

• Consider meeting the needs within the school day
  with various options, for example
• Differentiated teaching strategies
• General education tutoring
• Related services
• Decreasing student-to-staff ratio
• Increasing special education instruction, etc.
• Consider duration, intensity, and type of
  programming
• After option(s) implemented, review progress
• If there are still difficulties in making
  progress, extended school day may be considered

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Extended School Day Example - Strategy is
Needed

• An analysis of the IEP goals and objectives
  reveals that adequate progress is being made in
  the following IEP objectives ________, _______,
  _______.
• There are ___ objectives in _____ which are not
  showing adequate progress and additional/other
  within-school-day services have been provided
  thus, there is a need for additional instruction
  beyond the school day in this area.
• In order to add ________, extended school day
  services are recommended for ______ weeks,
  _____ minutes per day.

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Extended Educational Programming

• How to determine need for ESD/ESY
• Progress on objectives
• Formal and informal evaluation
• Grades, benchmarks
• Levels of self-sufficiency
• Information from parents
• Levels of learning for certain skills (e.g.,
  acquisition versus generalization)
• Progress Monitoring

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Extended School Year

• ESY usually associated with regression-recoupment
  not disability specific
• ESY Can be justified without consideration of
  regression if
• Loss of acquired critical skill would be severe
• Loss of skill would result in harm to the student
  or others

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Extended School Year

• A skill is critical when the loss of that skill
  results or is expected to result in any of the
  following during the first 8 weeks of the next
  school year
• Placement in a more restrictive setting
• Loss of acquired skills necessary for progress
• Less self-sufficiency/self-help skill areas
• Loss of access to community-based independent
  living skills instruction or environment provided
  by other sources
• Loss of access to on-the-job training, sheltered
  employment, or competitive employment

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Extended School Year Example - Strategy Not
Needed

• At this time _____ is making adequate progress in
  all critical areas. He has not shown any
  significant regression after school breaks. His
  family has plans for the summer that support his
  continued development in the critical areas.

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Extended School Year Example - Strategy is
Needed

• _____ requires continued instruction in the
  following critical areas _____, ______, ______.
  
• Considering ____s current functioning levels,
  these areas are likely to result in loss of
  skills.
• Specific objectives from the current IEP to
  address these areas include _____, _____, ____.

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2. Daily schedules

• Minimal unstructured time means that IEP goals
  and objectives are being addressed throughout the
  day and across settings
• Student remains meaningfully engaged throughout
  the majority of the school day
• It must begin the minute the student arrives and
  end the minute he/she leaves
• Time increments should be small
• Schedule is student specific vs. teacher or
  classroom specific

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• Daily SchedulesExample - Strategy is Needed
• Based on data collected ______ displays _______
  (behavior) and has difficulty with ______
  (transition), and _______ (task initiation).
• Based on data collected, Johnny displays
  increased self-stimulatory behaviors in
  unstructured settings, has difficulty
  transitioning within the classroom, and does not
  independently initiate tasks.
• A Daily schedule reflecting minimal unstructured
  time is needed. An example of the schedule is
  attached.

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Daily SchedulesExample - Strategy Not Needed

• Based on data collected Johnny does not exhibit
  behavioral difficulty in unstructured settings.
  He is able to effectively transition within and
  between classrooms, and is able to independently
  initiate tasks or do so with minor prompting from
  the teacher .
• A Daily schedule reflecting minimal unstructured
  time is not needed. Johnny can follow the
  regular schedule of the day with natural
  environmental cues.

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3. In-home training or other viable alternatives

• Acquisition
• 1. Facilitating the acquisition of
  skills/behavior (critical) that can only be
  acquired if they are taught simultaneously in
  multiple environments
• Adaptive skills (e.g., toilet training)
• Reduction of self-injurious behavior (e.g.
  head-banging)
• Communication (e.g., requesting)

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• 2. Facilitating the acquisition of
  skills/behavior previously learned in another
  environment
• If a skill/behavior is not exhibited at home but
  is exhibited at school, then it needs to be
  acquired at home.
• If a skill/behavior is not exhibited at school
  but is exhibited at home, then it needs to be
  acquired at school.
• If a skill/behavior is not exhibited in the
  community but is exhibited at school or home,
  then it needs to be acquired in the community

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In-Home and Community-Based Training Example
Parent Declined Strategy

• The IHT evaluation supports the need for IHT to
  address ____. The parent declines the service at
  this time.
• Progress toward objectives _____ indicate the
  need for IHT/CBT. The parent declines IHT/CBT at
  this time.
• Consider Support is being provided to the
  parent in terms of parent training.

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In-Home and Community-Based Training Example -
Strategy Not Needed

• IHT/CBT is not needed. Progress on IEP goals and
  objectives is consistent across settings
• Identify the viable alternatives being used
• Consider support being provided to the parent in
  terms of parent training, if needed

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Viable Alternatives

• Visuals for home
• Schedule for home
• Communication notebook
• Parent observation at school
• Videotapes of teacher working with student
• Conferences regarding home concerns
• Community-based instruction

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4. Positive Behavior Support Strategies

• Should be based on relevant information, for
  example antecedent manipulation, replacement
  behavior, reinforcement strategies, BIP based on
  the Functional behavior assessment (FBA)
• Both BIP and behavioral strategies should reflect
  goals and objectives that are measurable, clear,
  specific.

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What is Positive Behavior Support (PBS)?

• PBS enhance the capacity of schools to educate
  all students, especially students with
  challenging behaviors, by adopting a sustained,
  positive, preventative instructional approach.

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What is PBS meant to do?

• Assess students
• Needs
• strengths and skills
• Planning a series of positive interventions that
  can help the student meet her potential

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What procedures are part of PBS?

• functional assessment
• prevention of problem behavior
• differential reinforcement of alternative
  behaviors that replace the problem behavior.
• teaching replacement skills
• collaborative teaming

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Summary

• PBS is an individual-centered approach that looks
  specifically and broadly at student needs and
  plans interventions that facilitate life success

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5. Futures planning

• May begin at any age,
• but is required before the age of 16.
• Future plans (transitional services) include
  planning for integrated living, work, community,
  and educational environments that consider skills
  necessary to function in current and post
  secondary environments.

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Future planning (Transition Planning)

• Integrated Living
• Consider what student needs to maximize
  independence at home.
• What kind of living skills will the student need?
• How much assistance ,if any, will he/she need in
  daily activities?
• Integrated Living
• Consider what student needs to maximize
  independence at home.
• What kind of living skills will the student need?
• How much assistance ,if any, will he/she need in
  daily activities?

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Future planning (Transition Planning)

• Employment
• Is the student able to be employed?
• Have you contacted DARS?
• Border Region MHMR?
• Work on pre-vocational skills in the classroom.
• VAC program/ Occupational Preparation classes
  should be considered during high school.
• Career interest surveys/ assessments should be
  considered.

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Future planning (Transition Planning)

• Community Participation
• What will the student need to access services in
  the community?
• What will the student do for recreation and
  leisure activities?

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Future planning (Transition Planning)

• Post Secondary Education
• Will the student be going to college or
  university?
• What services will the student need? (an
  assistant, note takers, tutor etc)
• What type of accommodations will the student at
  college?
• Consider contacting the special populations
  counselor at the higher education institution?

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6. Parent/Family Training and Support

• Training in specific skills
• Information about the disorder
• Information about resources
• Individualized to meet the needs of the family
• Based on evaluation
• Delivered in appropriate environments
• Delivered by personnel with experience in working
  with students with ASD

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The following Parent/Family Training is needed

• Information about support groups
• Information about relevant videos
• Information about relevant books
• Information about relevant web sites
• Information about conference/workshops
• Parent Training Sessions
• Frequency
• Duration
• Setting

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Parent/Family Training and Support Example -
Strategy is Needed

• Parent/Family training and support is needed in
  the area of _____ based on the evaluation and
  analysis of the IEP
• This will consist of
• Providing information regarding local resources
• Demonstrating strategies being used at school
  which should also be used at home

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Parent/Family Training and Support Example -
Strategy Not Needed

• Parent/Family training and support is not needed
  at this time
• Parent/Family possesses the necessary skills and
  knowledge to assist in the students educational
  programming

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7. Suitable staff-to-student ratio

• Suitable ratios are needed to achieve
• social/behavioral progress based on the childs
  developmental and learning level (acquisition,
  fluency, maintenance, generalization) that
  encourages work towards individual independence.
• Ratios are based on
• Adaptive behavior evaluation results
  
• Behavioral accommodation needs across settings
• Transitions within the school day
• There is NO mention of appropriate staff to
  student ratio to maintain a safe environment and
  provide appropriate levels of supervision

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Staff-to-Student Ratio

• For LISD it is one to two in the self contained
  classroom (basic guideline)
• However, staff to student ratio also needs to be
  addressed when students are in mainstream
  classroom
• Staff to student ratio also needs to be addressed
  with the levels of learning (acquisition,
  fluency, maintenance, and generalization)
• It is suggested that ratio should be tied in with
  the student schedule.

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Sample Schedule
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Example to state staff-to student ratio when
needed

• Given ______s levels of learning, the following
  ratios are suggested for the implementation of
  the IEP ____for IEP objectives at the
  acquisition level ____for IEP objectives at the
  fluency level ___for IEP objectives at the
  maintenance level and ________for IEP objectives
  at the generalization level. The range of staff
  to student ratio would be 11- 1___

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Staff to student ratio when not needed

• Given ___________s level of learning and
  adequate progress in the IEP and in the general
  school setting no specified staff-to-student
  ratio is required at this time

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8. Communication Interventions

• This is the first of four new areas added to the
  ARD AU supplement by the new Commissioners Rule.
  
• It is a provision requiring consideration of
  communication interventions, Including language
  forms and functions that enhance effective
  communication across settings (for example
  augmentative, incidental, and naturalistic
  teaching communication)
• The rule states that teachers and other
  instructional staff such as speech therapists are
  responsible for choosing specific communication
  methodologies

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8. Communication Interventions

• do not just refer to the speech services your
  district might provide.
• many ways to improve communication
• Picture-based systems
• Assistive Technology Devices
• Every child should have some form of
  communication
• Inability to communicate can lead to undesired
  behaviors and isolation.

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Communication InterventionsExample - Strategy is
Needed

• Communication goals and objectives in the areas
  of _____ are needed and are addressed in the IEP
• Interventions for these objectives include but
  are not limited to _____

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Communication InterventionsExample - Strategy is
Needed

• Communication goals and objectives in the areas
  of receptive and expressive communication are
  needed and are addressed in the IEP
• Interventions for these objectives include but
  are not limited to a picture exchange system,
  choice boards, and discrete trial training for
  labeling/naming

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9. Social skills strategies

• The second new rule requires a social skills
  supports and strategies based on social skills
  assessment/curriculum and provided across setting
  such as trained peer facilitators (e.g. circle of
  friends), video modeling, social stories, and
  role playing

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Social SkillsExample - Strategy is Needed

• Highly likely this strategy will be identified as
  needed.
• The following social skills have been identified
  as areas of need _____, _____. These skills are
  reflected in the goals and objectives. The
  strategies/supports used to address these needs
  will include _____, _____, ______.

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Sample of Strategies

• Direct instruction of social skills
• Role play and practice
• Peer-based supports
• Motivation system
• Video modeling
• Explanation
• Social Stories
• Immediate feedback
• Relaxation strategies
• Visual cues/reminders
• Other

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Social SkillsExample - Strategy Not Needed

• Students social skills are sufficient and no
  additional interventions are needed at this time
• Natural supports in the home, community and
  school environment are adequate to facilitate
  social skills at this time

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10. Professional Educator/Staff support

• The third new rule provides professional
  educators/staff support to those who work with
  the students to assure the correct implementation
  of techniques and strategies described in the
  IEP.

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Professional Educator/Staff Support

• Document all training/support related to a
  particular student
• Staffing
• Assistance from an ASD or behavioral consultant,
  speech therapist, school psychologist, etc.
• Access to information and resources

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Example of supports needed

• Staff Development to include
• Basic information on ASD
• Teaching behavior strategies
• Training for implementation of the students IEP
• Training for implementation of BIP
• Social Skills Training
• Other
• Consultation with AU Multi-Disciplinary Team
• Region 1 Training

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Professional Educator/Staff SupportExample -
Strategy is Needed

• It is highly likely that this strategy would be
  identified as needed
• Examples of what might be written on the
  supplement
• The teacher and paraprofessional will document
  training activities and support.
• The teacher and paraprofessional have access to
  support personnel and will document support
  activities.

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11. Research-based teaching strategies

• The final new rule is that teaching strategies
  are based on peer reviewed, research-based
  practices for students with ASD. Such as
  discrete-trial training, visual supports, ABA
  structured learning, augmentative communication,
  and social skills training.

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Teaching Strategies-when needed

• The following teaching strategies will be used to
  implement the IEP ___________, ___________,
  _____________

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Teaching Strategies when not needed

• The student is served in the general education
  class and making adequate progress in the IEP
• The instructional strategies, and accommodations
  used in the setting are sufficient for the
  student to make progress at this time

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Teaching Strategies

• Define- Teaching strategies based on peer
  reviewed, and/or researched-based practices for
  students with ASD such as those associated with
  discrete-trial training, visual supports, applied
  behavior analysis, structured learning,
  augmentative communication, or social skills
  training.

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References

• Susan Catlett, Ph.D,Gail Cheramie, Ph.D
• Cissy Coleman M.Ed.,Vickie Mitchell, Ed.D.
• Susan J. Sheridan, Ed.D (Region 4 Education
  Service Center Houston, Texas February 27, 2008)

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Questions ?????