sop9 aisd standards for serving students with disabilities · document aisd standards for serving...

AUSTIN INDEPENDENT SCHOOL DISTRICT Department of Special Education,

Division of Special Programs, Office of Academics Phone :( 512) 414-1731 Fax :( 512) 474-7338

SOP9 AISD Standards for Serving Students with Disabilities

SOP9: AISD Standards for Serving Students with Disabilities Developed by: Janna Lilly, John Fuerst, Elizabeth Dickey, Sara Merritt, Elsa Lopez, Peggy Garen Date: April, 2011 Revision: October 17, 2011

Location: Sped Shared, A Standard Op Procedure, In Progress, SOP9 Standards for Serving SWD 092911 of 62

Background The Department of Special Education exists to design and deliver quality supports that ensure: 1. Students are successful 2. Parents are partners and 3. Educators are empowered. The term ‘Special Education’ means the specially designed instruction to meet the unique needs of a child with a disability birth through 21 years of age. Special education services are determined utilizing an individualized, child centered process followed by the ARD (Admissions Review and Dismissal) committee based on formal and informal assessments, student strengths and meaningful parent involvement. A variety of specialized services are provided to students, families and staff. The student’s IEP (Individual Education Plan) outlines the services to be provided to the student. Student services and supports may include:

1) External supports such as: Modified materials, adapted equipment, accommodations, supplementary aids and services for school personnel prepared in advance of instruction

2) In class supports are instructional accommodations/curricular modifications delivered INSIDE the general education classroom by general education and/or special education teachers, paraprofessionals and/or special population personnel such as:

peer assistance, support facilitator(weekly support), co-teacher (daily support) for a specified segment of time.

3) Specialized supports are focused services for students who may require support to address one or more of the IEP goals in a setting OUTSIDE the general education classroom for a period of the school day. Services include accommodations and curricular modifications that are critical for student success such as –

specialized reading programs, community-based instruction, specialized counseling and speech therapy. Other examples include infant program; preschool program for children with disabilities; hospital/homebound program; Regional Day School for the Deaf; vocational training programs; social, behavioral, communications skills classes, classes serving students with significant cognitive disabilities (formerly known as life skills), and academic classes (previously known as Resource).

AISD recognizes that special education is a service and not a place and that all staff support the unique needs of students with disabilities. From 2009-2011, with the use of ARRA funds, AISD conducted district wide training and technical assistance in the area of inclusive education called Us+. This document AISD Standards for Serving Students with Disabilities, previously referred to as ‘Program Standards’, has been modified and updated to reflect the district’s new language and philosophy for inclusive education and service delivery standards based on the Us+ Inclusion Initiative.

Purpose: This document AISD Standards for Serving Students with Disabilities was developed to provide consistent standards of service across the district to empower educators in their specific roles for the success of students with disabilities. This manual provides delivery standards that campuses can expect from the Department of Special Education as well as standards of professional practice for personnel such as principals, special educators and paraprofessionals. Standards are also provided in the area of student services.


HOW DO I USE THIS DOCUMENT?

For ALL District Staff Use SOP9-A: Special Education Department Service Delivery Standards to understand what the Special Education Department can do for you.

For the Special Education Teacher: 1. Use SOP9-C: Special Educator Professionals Standards as a self reflection tool. Request assistance for the areas you would like to grow. Celebrate the areas you excel. 2. Use SOP9-D: Para-Professionals Practice Standards as a teaching, guiding and role clarification tool with your paraprofessional. 3. Use

• SOP9-E: Continuum of Support • SOP9-F: External Support Standards • SOP9-G: In Class Support Standards • SOP9-H: Specialized Supports for Students with SCD (Formerly known as Life Skills) • SOP9-I: Preschool Program for Children with Disabilities (PPCD) Standards • SOP9-J: Specialized Instructional Support Standards (Formerly known as Resource) • SOP9-K: Specialized Supports for Students with Social Behavior Disability (Also known as SBS) • SOP9-L: Specialized Service for Students with Social Communication Disability (Also known as SCORES)

as self reflection tools for the service areas you teach. Request assistance for the areas you would like to grow.

For the Principal 1. Use SOP9-B: Principal Leadership Standards as a self reflection tool. Request assistance for the areas you would like to grow. Celebrate the areas you excel. 2. Use

• SOP9-C: Special Educator Professionals Standards • SOP9-D: Para-Professionals Practice Standards

as a teaching, guiding and role clarification tool with your special education teachers and paraprofessionals. Use to set expectations for standards of practice. 3. Use SOP9-E: Continuum of Support

• SOP9-F: External Support Standards • SOP9-G: In Class Support Standards • SOP9-H: Specialized Supports for Students with SCD (Formerly known as Life Skills) • SOP9-I: Preschool Program for Children with Disabilities (PPCD) Standards • SOP9-J: Specialized Instructional Support Standards (Formerly known as Resource) • SOP9-K: Specialized Supports for Students with Social Behavior Disability (Also known as SBS) • SOP9-L: Specialized Service for Students with Social Communication Disability (Also known as SCORES)

to set student services delivery expectations with your staff, and to request assistance for the areas you would like to grow.

For the Special Education Support Staff (Coordinators, Specialists, Supervisors, Directors etc.)

1. Use to understand the standards of service delivery to provide to campuses. 2. Use as a teaching, guiding and role clarification tool. 3. Review with teachers to identify areas of strength and areas for growth.




AISD Standards for Serving Students with Disabilities

SOP9: AISD Standards for Serving Students with Disabilities Developed by: Janna Lilly Date: May 2, 2011 Revision: September, 2011

Department

• SOP9-A: Special Education Department Service Delivery Standards Personnel

• SOP9-B: Principal Leadership Standards

• SOP9-C: Special Educator Professionals Standards

• SOP9-D: Para-Professionals Practice Standards

Student Services • SOP9-E: Continuum of Support

• SOP9-F: External Support Standards

• SOP9-G: In Class Support Standards

• SOP9-H: Specialized Supports for Students with SCD (Formerly known as Life

Skills)

• SOP9-I: Preschool Program for Children with Disabilities (PPCD) Standards

• SOP9-J: Specialized Instructional Support Standards (Formerly known as

Resource)

• SOP9-K: Specialized Supports for Students with Social Behavior Disability (Also

known as SBS)

• SOP9-L: Specialized Service for Students with Social Communication Disability

(Also known as SCORES)




SOP9 – A Special Education Department Service Delivery Standards


Special Education Department Service Delivery Standards

SOP9-A: Special Education Department Service Delivery Standards Developed by: Janna Lilly Date: April 26, 2011 Revision: September, 2011

Instruction Compliance Resources

Design - (the

Standards)

• Standards for Instructional Supports: External Support, In Class Support (Co-teach/support Facilitation) Specialized Support

- PPCD - Life skills services - Intensive Behavior and Social Skills - Specialized Academic Support

(formerly resource/lab/CMC) • Standards for Administrative Leadership • Standards for Professionals and

Paraprofessionals • Model lessons to support targeted

TEKS/student expectations • Differentiated CRMs (Lenz and Shumacher) • IEP Assessment Guidelines

• Critical district compliance areas

• Protocols and tools for compliance

• Ongoing systems of compliance checks and corrective actions

• Staffing Parameters

• Federal Budget allocations for district

• Parameters for Federal and local budget allocations to campuses

• Operating Guidelines

• Standard Operating Procedures

Deliver - (the

training)

• Research/Evidenced-based PD to support instructional standards (*What Works Clearinghouse, Fuchs and Fuchs) - IEP Best Practice 7 modules - Bilingual/special education annual PD - Stetson 9 modules and Stetson WEB

courses - New Teacher Institute - Special Education Institute - Department Chair training - Paraprofessional training - Disability specific training - SAMA - Behavior strategies - Tier 3 Reading - PPCD monthly - Differentiated CRMs - IEP assessment guidelines

• PD on Standards for Administrative Leadership

• Model lessons to support targeted TEKS/student expectations

• Structured Technical Assistance on selected campuses

• WEB course on Progress Monitoring

• PD for critical compliance areas based on district and campus data -ARD/LPAC - Translator - Surrogate Parent - E trainings on compliance, transition, RF registration -SEEDs usage

• Campus specific data aligned to district critical compliance areas

• Research based strategies to address critical compliance areas

• Campus feedback to desk audits

• Supplemental funds annually to campuses

• Regular notification of expended funds for campuses

• Information on allowable costs

• Sp. Ed. Campus allocations

• PD on Tiered Staffing Model and Parameters for Staffing Decision Making

• On-line and WEB courses


Deploy – (resources, accountabi

lity reviews)

• Onsite support for demonstration classrooms

• Staff for targeted on site, critical needs ARD support

• Staff to participate in campus systems checks

• Critical case problem solving • Instructional quality campus reviews • Facilitation of quality site visits • Graduation Analysis review • Provision of campus specific data related to

instruction: - State test participation and performance, - MOY analysis

• Sp. Ed. Website - Principal Tool Kit - Operating

Guidelines - E trainings

• Staff for limited on site support based on critical needs

• Staff to participate in campus systems checks

• Ongoing systems of compliance checks and corrective action feedback and instructions

• Assistive tech - Communicati

on devices - FM auditory

systems • Identified funds

to campuses • Adaptive

equipment (lifts, mats

• Adapted software • Instructional

materials • All furniture for

PPCD start up programs




SOP9 – B Principal Leadership Standards


Principal Leadership Standards

SOP9- B: Principal Leadership Standards Developed by: Janna Lilly Date: April 26, 2011 Revision: September, 2011 Research basis: Principals and Special Education: The Critical Role of School Leaders By Michael F. DiPaola and Chriss Walther-Thomas The College of William and Mary, February 2003 In this recent article published by Focus on Exceptional Children, the authors provide an extensive overview of the current research concerning school principals and special education in the context of academic success. It addresses the 30 year challenges facing school leaders regarding the education of students with disabilities and recognizes the significant “evolution” of services for these students from segregated classrooms to a recognition that special education is no longer a place but is an “integrated system of academic and social supports.” The article also notes the significant impact of recent school reforms, especially the No Child Left Behind Act, and how this federal mandate is impacting the role of the school principal. Thus the principal’s role in providing effective special education services has evolved and the principal is now viewed as the major force in improving the quality of services for students with disabilities at the school settings. Some specific research findings regarding the role of the principal described in this summary include: the school leadership is a powerful predictor of positive teacher attitude relative to implementation of inclusion, principals’ values influences special educator’s confidence in their own ability, and leaders affect the extent to which teachers use proven researched based practices. Five dimensions of effective leadership in promoting effective special education identified by this extensive research include: promoting an inclusive school culture, providing instructional leadership, modeling collaborative leadership, managing and administration of organizational processes, and building and maintaining positive relations with teachers, families and communities. Thus the quality standards and responsibilities described below are provided to guide the campus administrator in supporting the services for students with disabilities and reflect examples of the most recent research. The Responsibilities of the Campus Administrative Leader for Special Education Services include: Student Achievement and Instructional Support

Ensure that all special education staff is trained in instructional practices that promote access to the general curriculum standards.

Ensure that all special education teachers have the content knowledge of the general curriculum so they can promote access and progress of the students.

Ensure progress reports are provided to parents each reporting period (6/9 weeks) and teachers are monitoring the progress of students using multiple sources.


Establish structure/schedule for sufficient collaborative planning between general education and special education teachers.

Ensure special education students’ statewide assessment and district benchmarks results are analyzed and a plan is implemented for resolving their academic challenges.

Ensure special education students are receiving instruction and interventions in the general education classroom to the maximum extent possible and in their enrolled grade level standards with appropriate accommodations or modifications and necessary support.

Ensure that when supports are provided in the classroom by two adults through collaborative teaching or support facilitation the adult providers are equitably sharing of responsibilities.

Ensure special education students are included with general education students in interventions throughout the year in the same manner as their typical peers.

Ensure that when students have access to the general curriculum and make gains on district tests and/or statewide assessment they are transitioned from a modified assessment to an assessment that is appropriate for them.

ARD/IEP Leadership and Supervision:

Set expectations with teachers that pre-ARDs are held with parent to gather input and collaborative develop recommendations.

Ensure ARD/IEP meetings are held within annual timeline and parent receives at least 5 days notice in accordance with federal requirements. Consider establishment of campus annual ARD calendar.

Ensure that practices are in place that model the philosophy that parents are partners in the

ARD/IEP process. Ensure the committee exhibits practices that are aligned with the school’s philosophy and mirror

a belief that all students are valued. Ensure all required members of ARD are prepared, understand their roles, remain present for

the meeting and implement their area of responsibility after the meeting. Ensure that the ARD/IEP team follows norms and practices collaborative skills in carrying out

their functions. Ensure state assessment decisions meet state requirements and align with IEP. Ensure that collaborative time to plan and prepare the IEP is allocated. This includes providing

information prior to the meeting, allowing stakeholders to collaborate and gather information from all necessary resources and the IEP is prepared with the input of all stakeholders.

Ensure procedures for the identification of intensive adult supports are followed. This includes proactive practices to educate staff regarding identification of this need and following the guiding question provided by the district.

Ensure measurable goals and objectives contain the required components, are based on meaningful Present Level of Academic Achievement and Functional Performance (PLAAFP), and promote access to the general curriculum at the students’ enrolled grade level.

Ensure non-English speakers can meaningfully participate in ARD meeting.

Ensure Spanish only families receive IEP in Spanish either in writing or audio. (Spanish IEP in SEEDS)

IEP Implementation:

Ensure that all stakeholders, teachers, counselors, etc. are provided the relevant portions of the IEP (Goals, Accommodations, BIP) for implementation of the IEP following the meeting.

Ensure the student's schedule for services match IEP schedule of services page.


Ensure commitments made to parent at ARD are kept by using a promise list. Ensure IEP implementation is documented (service times, related services). Ensure process for identifying students’ specific service need relative to the curricular and

support needs are determined following the decision making sequence outlined in AISDs US+ Inclusive Schools Initiative. Thus the student’s removal to a specialized support setting happens only when the nature and severity of the students need is well documented.

Ensure Special Education Operating Guidelines are followed. Funding Requirements:

Ensure staff funded with local or federal special education funds (pic code 23) is scheduled, assigned and are serving special education students in accordance with allowable cost

requirements. Ensure accuracy of staffing information for subsequent year decisions is based on a needs-based

decision-making process (Forms 2 and 3 of US+). Facilities:

Ensure the location of your special education classrooms models the inclusion you expect in the classroom. Students with disabilities are to be integrated to the greatest extent appropriate with their typical peers and are not to be isolated, separated or placed in a setting that is not comparable to peers. (e.g. Do not put all, most or many sp. ed. classrooms in portables or in one area of campus).

Ensure campus meets requirements for accessibility as specified in the Americans with Disabilities Act (ADA) in all areas including: stage, playground, lunchroom, restrooms etc.

Leadership:

Review any district corrective action plans and have campus goals to address. Know special education data benchmarks, campus target goals and message the goals regularly

to staff members. Lead the master schedule planning to begin with identification of special education student IEP

requirements. Ensure required and needed professional development opportunities are provided and completed

by appropriate campus staff members: TBSI, SAMA, interpreter training, transition, compliance etc.

Ensure that teaching assistants have a set daily schedule that is based on student needs, specifies the time of day, the teacher or classroom, the students they are supporting, and the support needs to be provided. Include clear identification of their roles and responsibilities and a regular planning/collaboration time with supervising sp. ed. teacher (TAs not required conference period).

Ensure annual confidentiality training is held with all staff. Ensure student eligibility folders are maintained in accordance with district guidelines. Monitor and verify monthly campus rosters and ensure students with disabilities are identified

and receiving the services recommended on their IEPS. Ensure implementation of registration protocol for new students to ensure that SWD receive

services upon arrival.


Tools to Support the Principal as Leader (Step-By-Step for Inclusive School Training and Handouts Tools) To request assistance or support for any of the above responsibilities, please contact your Department of Special Education at 414-1731.


AUSTIN INDEPENDENT SCHOOL DISTRICT

Department of Special Education, Division of Special Programs, Office of Academics

Phone :( 512) 414-1731 Fax :( 512) 474-7338

SOP9 – C Special Education Professionals Standards


Special Education Professionals Standards

SOP9-C: Special Education Professionals Standards Developed by: Janna Lilly Date: April 26, 2011 Revision: September, 2011 Source: (Adapted from Council for Exceptional Children)

Instructional Responsibilities Special education personnel are committed to the application of professional expertise to ensure the provision of quality education for all individuals with disabilities. Professionals:

Have a deep understanding of the general curriculum standards and recognize that the curriculum for students with disabilities is the general curriculum.

Identify and apply instructional methods and standards-based curricula that are appropriate to their area of professional practice and effective in meeting the individual needs of students with disabilities.

Identify and provide accommodations, modifications and supplemental aides and services as required by the student’s Individualized Educational Program (IEP).

Work as a collaborative partner when providing in class support through collaborative teaching or support facilitation. Ensure partnership and equity by providing a variety of structures that include one-teach, one-assist, one-teach, one-observe, parallel teaching, station teaching, team teaching and alternative teaching.

Participate in the selection and use of appropriate instructional materials, equipment, supplies, and other resources needed in the effective practice of their profession.

Create safe and effective learning environments, which promote acquisition of knowledge and skills, stimulation of learning, and self-concept.

Monitor class size and caseloads that are conducive to meeting the individual instructional needs of students with disabilities.

Use culturally proficient assessment instruments and practices that do not discriminate against persons with exceptionalities on the basis of race, color, creed, sex, national origin, age, political practices, family or social background, sexual orientation, or disability condition.

Base grading, promotion, graduation, and/or movement out of the program on the student’s Individualized Education Program in accordance with federal and state requirements.

Monitors the progress of students with disabilities, using progress monitoring techniques that will inform and enhance the instructional process.

Provide accurate program data to administrators, colleagues, and parents, based on efficient and objective record keeping practices, for the purpose of decision making.

Maintain confidentiality of information except when information is released under specific conditions of written consent and statutory confidentiality requirements.


Management of Behavior Special education professionals participate with other professionals and with parents in an interdisciplinary effort in the management of behavior. Professionals:

Have a clear knowledge and understanding of positive behavioral supports and interventions and apply these supports as a practice in the classroom.

Apply only those disciplinary methods and behavioral procedures, which they have been instructed to use, and which do not undermine the dignity of the individual or the basic human rights of students with disabilities, such as corporal punishment.

Clearly specify the goals and objectives for behavior management practices in the student’s individualized education program.

Conform to policies, statutes, and rules established by state/provincial and local agencies relating to judicious application of disciplinary methods and behavioral procedures.

Take adequate measures to discourage, prevent, and intervene when a colleague’s behavior is perceived as being detrimental to students.

Refrain from aversive techniques, such as: corporal punishment, seclusion, and physical restraint is only used in strict adherence to local and federal requirement.

Support Procedures for Medical and Personal Care Professionals:

Seek adequate instruction and supervision before they are required to perform support services for which they have not been prepared previously.

May administer medication, where state/provincial policies do not preclude such action, if qualified to do so or if written instructions are on file which state the purpose of the medication, the conditions under which it may be administered, possible side effects, the physician’s name and phone number, and the professional liability if a mistake is made. The professional will not be required to administer medication.

May perform health related support such as catheterization, suctioning, and personal hygiene assistance only after required training has been completed.

Note and report to those concerned whenever changes in behavior occur in conjunction with the administration of medication or at any other time.

Parent Relationships Professionals develop relationships with parents based on mutual respect for their roles in achieving benefits for the exceptional person. Special education professionals:

Co-develop the IEP with parents through a pre-ARD process. Develop effective communication with parents, using the primary language of the home, and

other modes of communication when appropriate and use terminology that is understandable to the parent or family member.

Provide required progress reports to parents in an understandable method. Seek and value parents’ knowledge and expertise in planning, conducting, and evaluating

special education and related services for students with disabilities. Maintain communications between parents and professionals with appropriate respect for

privacy and confidentiality. Extend opportunities for parent education utilizing accurate information and professional

methods.


Make one (1) deliberate position parent phone/email/written contact per week. Inform parents of the educational rights of their children and of any proposed or actual

practices, which violate those rights. Recognize and respect cultural diversities which exist in some families with persons with

exceptionalities. Recognize that the relationship of home and community environmental conditions affects the

behavior and outlook of the exceptional person and use this information to foster positive relationships between school and home.

For families who only speak Spanish – utilize Spanish IEP in SEEDS (Spanish IEP in SEEDs)

Advocacy Special education professionals serve as advocates for exceptional students by speaking, writing, and acting in a variety of situations on their behalf. They:

Work cooperatively with and encourage other professionals to improve the provision of special education and related services to students with disabilities.

Document and objectively report to one’s supervisors or administrators inadequacies in resources and promote appropriate corrective action.

Monitor for inappropriate placements and services in special education and intervene at appropriate levels to correct the condition when such inappropriate placements exist.

Follow local, state and federal laws and regulations which mandate a free appropriate public education to exceptional students and the protection of the rights of students with disabilities to equal opportunities in our society.

Professional Development Special education professionals systematically advance their knowledge and skills in order to

maintain a high level of competence and response to the changing needs of persons with exceptionalities by pursuing a program of continuing education including but not limited to participation in such activities as in-service training, professional conferences/workshops, professional meetings, continuing education courses, web-based courses, the reading of professional literature and other job-embedded professional development activities.

Professionals participate in the objective and systematic evaluation of themselves, colleagues, services, and programs for the purpose of continuous improvement of professional performance.

Professionals in leadership positions support and facilitate professional development.

In Relation To Other Professionals Special education professionals function as members of interdisciplinary teams, and the reputation of the profession resides with them. They:

Practice collaborative skills with others regarding planning and delivery of instruction. This includes planning on a consistent basis with general education teaching partners and identifying and addressing collaborative practices to improve the teacher-to-teacher relationships.

Recognize and acknowledge the competencies and expertise of members representing other disciplines as well as those of members in their own disciplines.

Strive to develop and encourage positive attitudes among other professionals toward persons with exceptionalities, representing them with an objective regard for their possibilities and their limitations as persons.


Cooperate with other agencies involved in serving individuals with disabilities through such activities as the planning and coordination of information exchanges, service delivery, evaluation, and training, so that duplication or loss in quality of services may not occur.

Provide consultation and assistance, where appropriate, to both general and special educators as well as other school personnel serving students with disabilities.

Provide consultation and assistance, where appropriate, to professionals in non-school settings serving individuals with disabilities.

Maintain effective interpersonal relations with colleagues and other professionals, helping them to develop and maintain positive and accurate perceptions about the special education profession.

Case Management

The RN will attend case conferences (ARDs, SAPs, LSTs, IMPACT) to plan for students with special health needs.

The RN will identify students with special health needs. The RN will develop, implement and monitor individual health care plans (IHCPs). The Principal will appoint the AISD staff that the RN will train to meet special health care

needs of students. Competency must be documented before any treatment is given. The RN will assist pregnant and parenting students to safely attend and return to school in

cooperation with the student’s physician. The RN will assist with medical and social services linage as needed.




SOP9 – D Para-Professional Practice Standards


Para-Professional Practice Standards

SOP9- D: Para-Professional Practice Standards Developed by: Elizabeth Dickey/Sara Merritt Date: April 29, 2011 Revision: September, 2011

Major Responsibilities

Recognize the role of the principal as the building leader. Recognize that the supervising teacher has the ultimate responsibility for instructional planning

direct instruction and classroom management. Meets with the supervising teacher(s) to clarify roles and responsibilities relative to the

beginning of the year and during the year as needed scheduled assignment and to determine training needs for the paraprofessional relative to the responsibilities assigned. This meeting must identify what the paraprofessional may do and what the paraprofessional must not do.

Follow the directives of the supervising teacher and other certified and licensed staff to support student success.

Build and maintain effective communication and relationships with teachers, administrators, paraprofessionals and families.

Collect data with guidance from supervising teacher. Follow the confidentiality policies of the district. Discuss confidential school and student

information only as directed by the supervising teacher (with appropriate school personnel). Instructional Support

Implement instructional reinforcement strategies that are teacher developed. Maintain a basic understanding of the curriculum standards (what is taught). Maintain instructional focus and activities if the teacher is called away from the classroom. Assist in preparation of learning materials including accommodations and modifications. Assist teachers in delivery modifications and accommodations for students with special needs. Provide in class support facilitation for students in general education settings under the

supervision and guidance from the general education teacher. Support facilitation may include assisting a student as the teacher provides direct instruction, observing and gathering data as directed by the teacher, working with small groups or individual students to reinforce skills introduced by the teacher, and implementing accommodations such as reading a test aloud as specified in the student’s IEP.

Support administration of state, district and classroom assessments. Behavior Management Support

Implement student behavior intervention plans that have been designed by certified or licensed staff.

Have a basic understanding of Positive Behavioral Interventions and Supports (PBIS) and how this system promotes student behavior.


Understand and implement district policy, procedural and students’ BIP safeguards regarding the behavior management and discipline of students.

Understand effective strategies for dealing with verbal aggression and other forms of resistance. Reinforce appropriate student behavior as modeled by the teacher and record accurate data

when necessary. Collect and record relevant data pertaining to behavior as directed by the supervising teacher.

Medical/Personal Care Assistance

Follow all campus and classroom protocols for addressing student medical issues. Request information and training from supervising teacher when assisting students with

specialized medical needs. Follow and utilize universal health precautions for preventing illnesses and infections; follow

and use proper procedures for lifting students and heavy objects. Provide personal care services including lifting, transferring, feeding, escorting, dressing,

personal hygiene, with direction from supervising teacher and/or school administration. Exercise prudent judgment regarding the safety and welfare of students.

Professionalism

Follow the directions of the supervising teacher and other licensed or supervising staff. Present self as a positive role model for students. Share relevant information with school team members to facilitate problem solving, program

planning and student concerns. Support effective communication with parents under the direction of supervising teacher. Participate in all required staff meetings and professional development. Refer concerns expressed by parents, students, or other staff to supervising teacher or principal. Arrive promptly and follow daily schedule that notes the time of day, the supervising teacher,

the students that are to receive support, and the type of support needed. Manage time efficiently during the work day. Ask for assistance or clarification and training as needed from supervising teacher to

successfully support the student needs.




SOP9 – E Overview: Continuum of Support


Overview: Continuum of Support

SOP9 - E: Overview: Continuum of Support Developed by: Janna Lilly Date: August, 2011 Revision: September, 2011 Quality Standards for the Delivery of Special Education Services and Continuum of Supports Overview Introduction Austin Independent School District is committed to quality services for students with disabilities. This commitment is based on the beliefs that special education is a service and not a place. We also recognize services for students with disabilities are individually determined based on identified needs throughout the school day. Placement for services is not based on a student’s disability condition or “label, rather services are determined based on the students needs. Access to and progress in the general curriculum is the primary instructional goal for all services, thus IEPs are crafted within a standards-based framework for all students with a disability. Decision-making regarding the provision of services including the location or setting is made by an IEP team of concerned stakeholders and follows a specific sequence that begins with a consideration of the student’s curricular needs followed by a consideration of the students type and level of support needs. This sequence of decisions follows the Least Restrictive Environment provision of the Individuals with Disabilities Education Act and ensures that all options are carefully considered and students are properly placed. Continuum of Services There is a continuum of services that is used by today’s educators and practiced in the Austin ISD. These services can be best described in the following three categories:

1. External Supports 2. In-class Supports 3. Specialized Supports

External Supports refers to services that are provided for students with disabilities who are in the general education setting yet a special educator does not go in to the classroom. Typical services include monitoring the student’s grades and behavior, preparing accommodations, modifications and supplemental aides and services, and consultation with the general education teachers or teams regarding the students access and progress in the general education curriculum. A professional (teacher, related service provider, Speech/Language Pathologist) may provide external support; a paraprofessional may also provide this level of support under the supervision of a teacher. In-Class Support refers to services that are provided within the general education setting by another individual other than the general education teacher. There are three types of in-class support. These include peer supports, support facilitation, and formal collaborative teaching.


Peer Supports are the most natural and the least restrictive type of support. This type of support may include the natural assistance offered by a peer partner (shared reading, physical assistance with page turning,) or more formal assistance provided by trained peers (peer tutoring). For many students with disabilities, having the support of peers will enable them to access the school and the curriculum. Support Facilitation is a type of support delivered either by a professional or paraprofessional within the general education setting and is typically delivered 2-3 times per week for a segment of the class time or student’s day. Services include assisting students with accommodations, modifications, supplemental aides as well as participation in the delivery of instruction using a variety of structures that include station teaching, parallel teaching, alternative teaching, student observation, and assisting individual students while instruction is delivered. Collaborative Teaching involves a partnership of two professionals (one general education teacher and one special education professional) in the planning, preparation and delivery of instruction on a daily, semester-long, or yearly basis for an entire class period. This type of delivery is highly collaborative and requires a high degree of knowledge and shared responsibility for instruction, planning behavior management and progress monitoring/grading for both partners. Specialized Supports refers to services that are delivered outside of the general education classroom by a special education professional in a specialized setting. It is the most restrictive setting for students with disabilities. Student receive specialized supports only when the nature and severity of their condition is such that even if they are provided accommodations, modifications, supplemental aides, in class support they cannot be successful in the general education setting. The decision for specialized support is determined through an analysis of individual student needs and not on the basis of labels or traditional settings (such as resource or self contained). The location of our setting for services is the last consideration when the IEP team makes decisions. The locations of the services are individually determined and may include a single setting or a variety of settings throughout the student’s school day. While we have historically referred to some specialized settings as “programs” i.e. Life Skills, Resource, Social Behavioral Skills, we recognize these are descriptions of types of services rather than programs. For some students, access is not attainable without instruction linked to functional living skills, and/or intense behavioral interventions and training, and or addressing significant communication and social interactions. Because students with disabilities may require multiple types and levels of support it is important that educators understand and have knowledge of the quality standards for the supports provided to the students. Thus we have developed standards for AISD that address the quality indicators and expectations regarding the provision of services along a continuum that provides clear expectations and tools for the purpose of this document is to provide clear expectations and tools. The purpose of this doc is to provide clear expectations for following stakeholders and PD needs:


Parents may use this document for: o Receiving information about services and supports o Receiving overview and synopsis of each program

Teachers/Paraprofessionals may use this document for:

o Structuring new or existing programs for continuous improvement o Accessing supports needed for program management o Professional growth

Principals may use this document for:

o Reviewing and building campus capacity o Supporting the needs of teachers and paraprofessionals o Evaluating teacher performance o Understanding the Principal’s role in quality services for students with disabilities

Instructional Coordinators may use this document for:

o Supporting the needs of special education programs on all campuses o Monitoring consistency of program implementation across the district

Professional Development can be enhanced by using this document to provide:

o Clear checklist of expectations and activities o Consistent formatting of written expectations o Scheduled annual review/update

*Enrolled Grade Level Instruction standards and Multicultural Considerations are embedded within each of the

program standards listed above

Program Expectations All Special Education professionals in the Austin Independent School District should implement the following procedures. The case manager will be responsible for the direct implementation and/or supervision of each service for each of the students s/he is serving. Administrative review of each campus will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your Instructional Coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice on your campus. A.) Evaluation

Each student has an FIIE (Full Individual Initial Evaluation) or other evaluation that identifies the specific impact of the student’s disability on academic performance in the general curriculum standards across content areas.

The evaluation(s) identifies any impact the disability can have on social skills and peer relationships.

Recommendations for strategies and interventions required that promote access to the general curriculum at the students’ enrolled grade level and social success are included.

All teachers responsible for the student’s instruction have access to and understand the results of the evaluation.


Student strengths and needs are identified. An IEP (Individual Education Program) is developed only for areas of identified need.

B.) Curriculum/Academics The IEP is aligned to grade-level TEKS The IEP (Individual Education Plan) identifies the level of TEKS mastery expected for each

subject area. The IEP lists specific strategies to use in accessing enrolled grade level instruction

(accommodations or modifications). The IEP lists the student’s present level of academic achievement and functional

performance. It contains Measureable annual goals and short-term objectives as determined by the student’s identified need.

The IEP also addresses how the student’s progress will be measured. Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum (TEKS). Accommodations and/or modifications are provided per the individual student’s IEP. The level and type of participation in the state-wide assessment is addressed in the IEP

including the provision of supplemental aides and services. C.) Schedule of Services/Placement

Services (type of) and placement (location of) are considered after each student’s individual needs are identified relative to participation in the enrolled grade level curriculum.

General education is the reference point for discussion of placement. Curricular needs are discussed prior to discussing and determining the type and level of support needs.

Supports, including related services, are aligned to the strengths and needs identified in each student’s evaluation(s).

Placement is based on a careful systematic consideration of the student’s curricular needs at the enrolled grade level, support needs, and support needs.

Placement is not based on the student’s disability condition or label.

D.) Roles and Responsibilities 1) Special education and general education teachers collaborate to assign responsibility for:

Providing instruction in enrolled grade level curriculum Providing supports necessary for the student to access curriculum Providing supports necessary for the student to experience social success

2) Team Communication

Contact with families and caregivers initiated by general education teachers are assumed for all students in classroom.

Students and families understand the qualifying eligibility and the supports needed to access enrolled grade level curriculum and instruction.

E.) Student Communication

Each student participates in the ARD process and the development of the IEP at a level appropriate with his/her ability and level.

F.) Cultural Considerations

ESL Instruction is aligned to the AISD Bilingual/ESL framework and is a part of the daily schedule.


Special education, bilingual, and ESL professionals share information about effective strategies for working with English Language Learners (ELL).

Training on bilingual/ESL best practices is accessed through district professional development resources.

Respect and appreciation for all students’ native languages and cultures is evident in the classroom and school community.

A collaborative and supportive relationship between parents and the school is maintained, such as all communication between home and school delivered in parents’ native language wherever possible.

Curriculum of academic rigor that is culturally responsive (i.e., recognizing strengths and experiences of individual cultures and using them as tools to achieve academic mastery) is implemented in all classrooms.

Effective teaching methodologies and strategies for the ELL students with special needs are utilized according to each student’s individual needs and strengths.

The Bil/ESL section of the Special Education Operational Guidelines is used as a resource for program information.

Placement decisions for LEP students are made in conjunction with the ARD/LPAC process. State and federal regulations for both English Language Learners and students with disabilities

are followed. Opportunities for students to experience cultures represented in the classroom and campus

community are accessed or created.




SOP9 – F External Support Standards


External Support Standards

SOP9-F: External Support Standards Developed by: Janna Lilly Date: August, 2011 Revision: September, 2011 Guiding Principles for External Instructional Support: External Support is support provided in order to serve the academic, cognitive and social needs of students while they are in the general education classroom. The support provider does not go into the classroom, but provides indirect support including monitoring student progress, providing accommodations, modifications, supplementary aids and services and support for school personnel. It is the least restrictive support service provided to students to meet their needs as identified through the IEP process and involves collaborative planning between the general education teacher and the special populations personnel. A special education teacher and/or paraprofessional may provide External Support.

Program Expectations All External Support providers in the Austin Independent School District should implement the following procedures. The case manager assigned to provide External Support will be responsible for the implementation and supervision of services for each of the students s/he is serving. Administrative review of External Supports provided will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in your program. A) Curriculum/Academics

Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum (TEKS). Students are engaged in enrolled grade level TEKS-based learning within the general education

classroom. Ongoing assessment, data collection, and instruction are aligned with IEP’s, CRM’s and TEKS. Developmentally appropriate materials match students’ interests, ability level and cultural

background. Accommodations and/or modifications are provided as per each student’s IEP and may be

developed in advance of instruction by the external support provider or by the teacher within the general education classroom.

External support provider provides information to the case manager responsible for monitoring student progress.


B) Inclusion/Least Restrictive Environment The goal for every student receiving external support is to successfully participate in the general

curriculum in the general education setting. External support provider collaborates with general educators to facilitate success in the general

education classroom.

C) Behavior Support/Social Skills Students receiving external support for behavior are monitored for progress toward their behavior goals and necessary supports are provided. Examples: checklists, planners, reinforcers, etc. Students are aware of their current behavior goals. Objective criteria are used to measure progress toward these goals. External support provider uses a collaborative approach in determining progress.

D) Data Collection

Data collection/portfolio system must be in place for each student in regard to all IEP goals/objectives and Behavior Intervention Plan (BIP) strategies and consequences.

Systematic monitoring of student’s academic performance (grades) and general behavior (attendance, work completion, conduct).

Annual student assessment including progress monitoring, which guides the development of new IEP’s, must be conducted (See district recommended tools in Operational Guidelines).

E) Roles and Responsibilities

Frequent and ongoing collaboration between general and special education teacher(s) occurs in order to review and discuss student’s progress and/or need to provide support materials. Collaboration may occur in a variety of ways: meetings, correspondence, and electronic communication.

Student performance and progress are regularly monitored. Communication among all stakeholders is consistent, ongoing and fosters mutual collaboration. External Support log is maintained noting date, time, frequency, and type of service provided. Documented communication includes frequent positive reports Adults share pertinent information without compromising confidentiality. External Support providers supply sufficient information to case managers so that they can

effectively participate in the ARD meetings. F) Student Communication

The inherent value of each child and the child’s self-perception are positively reinforced in all adult-student interactions. Frequent, positive, and respectful constructive feedback is provided. Data on student performance is maintained, shared, and discussed with individual students, as

appropriate. Disruptive or off-task behavior is redirected in a timely and consistent fashion. Students frequently self-evaluate and receive constructive teacher feedback.


G) Cultural Considerations Align with the AISD Bilingual/ESL framework. ESL instruction should be part of the daily

schedule. Shared knowledge base among educators about effective strategies to work with ELL’s, such as

BIL/ESL training provided by the district, ESL training for secondary. Demonstrate respect and appreciation for students’ native language and culture. Demonstrate a collaborative and supportive relationship between parents and the school and

provide communication between home and school in parents’ native language wherever possible.

Provide curriculum with academic rigor and one that is culturally responsive. Use effective teaching methodologies and strategies for the ELL students with culturally and

linguistically diverse needs for ESL or Bilingual. External support provider may be present with the case manager/teacher in the communication

with parents in their native language. Become familiar with the BIL/ESL section of the Special Education Operational Guidelines. Be aware that the ARD/LPAC process must be considered in conjunction with the ARD

meeting when making placement decisions for LEP students. Bilingual and Special Education state/federal regulations must all be followed. Create or be aware of opportunities to experience cultures represented by the host campus

community. Use students’ strengths and difference(s) as starting points for instructional support. External Support Provider, including case manager/teacher and paraprofessional(s) are SAMA

trained/certified. External support provider, case manager/teacher and paraprofessional(s) recognize and pursue

opportunities for growth and development (i.e., FBA/BIP, SEEDS, data collection, policies and resources, assistive technology, transition planning, etc.).




SOP9 – G In Class Support Standards


In Class Support Standards

SOP9 - G: In Class Support Standards Developed by: Janna Lilly Date: July 2011 Revised: September, 2011 Guiding Principles for In-Class Support: In-Class Support refers to services that are provided within the general education setting by another individual other than the general education teacher. There are three types of in-class support. These include peer supports, support facilitation, and formal collaborative teaching. The choice of which model to use is dependent on the needs of the student, and will vary throughout the day. And follows the decision-making sequence that includes a review of the student’s curricular needs accommodations, modifications, and behavior interventions before considering the support needs. Typically the level and intensity of curricular support needs will determine the level of adult support needs. Consideration for instructional setting should always begin with the general education classroom. Both adults in the classroom form a partnership for the delivery of instruction. Thus collaborative planning is an essential requirement for support facilitation and collaborative teaching. They ensure equity of practice and provide a variety of structures to promote shared responsibility. This includes instructional delivery practices such as one-teach/one-drift, one-teach/one-observe, station teaching, parallel teaching, alternative teaching, and team teaching. Paraprofessionals work under the supervision of the general education teacher and are not responsible for direct teaching, but may participate in other structures under the supervision of the teacher.

Service Delivery Expectations

All in-class support providers in the Austin Independent School District should implement the following procedures. The teacher or paraprofessional assigned to provide in-class support will be responsible for the implementation and supervision of services for each of the students s/he is serving. Administrative review of in-class supports provided will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals throughout the school year. Please contact your coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in your program. A) Curriculum/Academics

Students are engaged in grade level TEKS-based learning within the general education classroom yet the learner my receive accommodations and modifications as determined by his or her IEP that promote access and progress in the general education curriculum.

Ongoing assessment, data collection, and instruction are aligned with IEP’s, IPG’s and TEKS.


Developmentally appropriate materials match students’ interests, ability level and cultural background.

Supplemental aides and services are individually determined and routinely provided to support instruction and assessment.

In-class support providers implement accommodations and/or modifications and behavior interventions cooperatively with the general education teacher as per each student’s IEP.

Co teachers and/or support facilitators monitor student progress and report the status of the student to the Case manager as appropriate.

B) Inclusion/Least Restrictive Environment

The goal for every student receiving in-class support is to successfully participate in the general curriculum within the general education setting.

The support facilitator and co-teacher collaborate with general educators to facilitate student success in the general education classroom.

C) Behavior Support/Social Skills

Students receiving in-class support for behavior are monitored for progress toward their behavior goals and necessary supports are provided. Examples: checklists, planners, reinforcers, etc. Students are aware of their current behavior goals. Objective criteria are used to measure progress toward these goals. In-Class support providers use a collaborative approach in determining progress.

D) Data Collection Data collection/portfolio system must be in place for each student in regard to all IEP

goals/objectives and Behavior Intervention Plan (BIP) strategies and consequences. Systematic monitoring of student’s academic performance (grades) and general behavior

(attendance, work completion, conduct). Annual student assessment including progress monitoring, which guides the development of

new IEP’s, must be conducted (See district recommended tools in Operational Guidelines).

E) Roles and Responsibilities Participates in frequent and regularly scheduled collaboration and planning with the general

education teacher(s) and the instructional team. Shares in instructional delivery and participates in a variety of collaborative structures to

support all learners in the classroom. Implements accommodations and modifications cooperatively with the general education

teacher and develops links from the student’s IEP to the general education curriculum standards. Adheres to a schedule of services as required by the student’s IEP. Participates in shared instructional and ancillary responsibilities. Provides instructional accommodations, modifications and intervention strategies coaching for

the general education teacher(s). Coordinates schedules for relevant in-class support personnel (i.e., Title I, OT, PT, Bilingual,

etc.) Promotes the use of a variety of instructional strategies that support diverse learners in the

general education classroom. Communicates with parents and shares communication with the general education teacher.


F) Student Communication

The inherent value of each child and the child’s self-perception are positively reinforced in all adult-student interactions. Frequent, positive, and respectful constructive feedback is provided. Data on student performance is maintained, shared, and discussed with individual students, as

appropriate. Disruptive or off-task behavior is redirected in a timely and consistent fashion. Students frequently self-evaluate and receive constructive teacher feedback.






linguistically diverse needs for ESL or Bilingual. Become familiar with the BIL/ESL section of the Special Education Operational Guidelines. Be aware that the ARD/LPAC process must be considered in conjunction with the ARD

meeting when making placement decisions for LEP students. Bilingual and Special Education state/federal regulations must all be followed. Create or be aware of opportunities to experience cultures represented by the host campus

community. Use students’ strengths and difference(s) as starting points for instructional support. External Support Provider, Case manager/teacher and paraprofessional(s) are SAMA

trained/certified. External Support Provider, Case manager/teacher and paraprofessional(s) recognize and pursue

opportunities for growth and development (i.e., FBA/BIP, SEEDS, data collection, policies and resources, assistive technology, transition planning, etc.).




SOP9 – H Specialized Supports for Students with Significant Cognitive Disability

(Formerly known as Life Skills)


Specialized Supports for Students with Significant Cognitive Disability

SOP9 - H: Specialized Supports for Students with Significant Cognitive Disability Developed by: Sara Merritt Date: April 26, 2011 Revision: September 2011 Guiding Principles for Life Skills:

Supporting the unique needs of students and provide a positive environment which prepares students to live, work, and enjoy life in their community is a goal and purpose of Life Skills. We recognize that functional skills are a necessary IEP component for some students with disabilities and promote providing for these skills in the least restrictive environment for the student. We believe that by providing meaningful educational opportunities and instruction that meets individual student need, while ensuring that all students are an integral part of their school community, students will: Improve academic achievement Improve functional outcomes Experience a greater quality of life

A) Curriculum/Academics

Program Expectations

All professionals providing functional living skills in the Austin Independent School District should implement the following procedures. The case manager assigned to the student will be responsible for the direct implementation and supervision of services. Administrative review of each Life Skills program will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your Life Skills Specialist if you need additional training or consultation regarding the implementation of these expectations.

Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum (TEKS). The General Curriculum is the reference point for planning for all students, thus the instruction

in the general curriculum with appropriate accommodations and modifications is expected., Lesson planning must a detailed daily schedule. All students must be actively engaged throughout the instructional day as evidenced by

classroom schedule and data collection. Lessons are rich, activity-based, reflect rigor, and respond to the learner’s needs. Curriculum activities are functional and age appropriate while serving a purpose in the learner’s

life. Prompts are used on a continuum from least intrusive to most supportive (see Life Skills

Handbook, Instructional Strategies). All classrooms should include the following types of instruction: individual, small group, large

group, and community based instruction. Group instruction must reflect the inclusion of all students, and maximize the academic and


functional learning time for each learner. Accommodations and/or modifications are provided per the individual student’s IEP For students with significant cognitive disabilities, a specialized program is provided that allows

for TEKS instruction with supports and structures that maximize student success and real-life application of skills


Students will access all activities and environments available to non-disabled peers to the greatest extent possible. Examples include participation in the general education setting with appropriate in-class support for some instructional activities, participation in functional activities in the general education setting with appropriate support, grade level field trips, assemblies, lunch, and recess with grade level class/peers.

All students will have a general education, classroom/homeroom assignment that is based on the students’ enrolled grade level.

IEP objectives must be carried out in the context of academic subject areas and Locally Developed Courses at the secondary level (see Life Skills Handbook).

Students must be included in general education field trip opportunities with general education and have opportunities to participate in extracurricular activities with typical peers.

Full access and membership in the school setting is expected.

C) Behavior Support/Social Skills All student Behavior Intervention Plans will be followed and reviewed at least every 6 weeks to

analyze data collection and continued appropriateness of the plan’s current strategies. Data on student behavior, including antecedents, will be maintained. Functional Behavior Analysis (FBA) will be updated and used to develop or revise BIP as

needed. An individualized reinforcement system may be designed and utilized; dependent upon

individual student needs (see Life Skills Handbook). General classroom rules are posted and taught; classroom structure will include positive

behavior supports. All teachers and teaching assistants are required to obtain SAMA and TBSI training.

D) Data Collection/ Progress Monitoring

Data collection/portfolio system must be in place for each student on all IEP goals/objectives, and documented at least twice a week or as specified in the IEP (as appropriate to goals and objective instructional sequence).

Annual assessment to guide IEP development should be conducted (see district recommended tools in Life Skills Handbook).

Teachers may designate paraprofessionals to collect data as needed when appropriately trained and supervised.


1) Advancement from elementary to middle school and from middle to high school must be

coordinated between sending and receiving campuses and related support staff, i.e. sharing instructional and behavioral strategies, materials, equipment and pertinent information to promote student success.

Special Education and General Education Teachers

All required paperwork must be completed within timelines.


Staff will seek training needed to support Life Skills instruction (see Life Skills Specialist for training opportunities).

Staff schedules are developed around student needs and ensure that the appropriate student/staff ratios are maintained. (See Duty Day in Life Skills Handbook).

Teachers are the instructional leaders and are responsible for developing lesson plans; teaching assistants help implement teacher developed plans under the supervision of the teacher.

Teachers are responsible for supporting/training staff in understanding student IEP, BIP and other needs.

2) Team Communication Evidence of weekly home/school communication related to instructional programming will be

maintained. Methods include phone, SEEDS communication log, email and handwritten communication notebook.

Case-manager will collaborate/communicate with support staff on a regular basis throughout school year to address progress, needs, lesson planning, behavior, etc.

The specialized support teacher and the general education teacher routinely communicate with one another to align work and provide opportunities for greater participation and interaction with peers.

F) Student Communication All students must have a communication system and access to adapted equipment and devices

as appropriate. Staff will honor the students’ use of a variety of modalities to communicate such as facial

expressions, gestures, vocalizing, eye gaze, body language, bio-behavioral states and behavior. G) Cultural Considerations

ESL Instruction is aligned to the AISD Bilingual/ESL framework and is a part of the daily schedule

Special education, bilingual, and ESL professionals share information about effective strategies for working with English Language Learners (ELL)

Training on bilingual/ESL best practices is accessed through district professional development resources

Respect and appreciation for all students’ native languages and cultures is evident in the classroom and school community

A collaborative and supportive relationship between parents and the school is maintained, such as all communication between home and school delivered in parents’ native language wherever possible

Curriculum of academic rigor that is culturally responsive (i.e., recognizing strengths and experiences of individual cultures and using them as tools to achieve academic mastery) is implemented in all classrooms

Effective teaching methodologies and strategies for the ELL students with special needs are utilized according to each student’s individual needs and strengths

The Bilingual/ESL section of the Special Education Operational Guidelines is used as a resource for program information

Placement decisions for ELL students are made in conjunction with the ARD/LPAC process. State and federal regulations for both English Language Learners and students with disabilities

are followed Opportunities for students to experience cultures represented in the classroom and campus


community are accessed or created H) Schedules

The classroom schedule(s) and /or calendar(s) are posted and reflect maximal use of allotted time for instruction.

Each student has an individual calendar/schedule that is easily accessible to the student matches his or her IEP (see Life Skills Handbook).

Individual schedules will reflect the classroom schedule. Determine the type and format of schedule based on student’s cognitive functioning level

(objects, photographs, picture symbols, and print). I) Physical Environment

Classroom must be arranged with clearly defined instructional areas. Evidence of student work must be displayed. Teachers must have access to materials and equipment that are necessary to implement the

student’s IEP such as Boardmaker, computer, color printer, camera, kitchen materials, laundry, Velcro, and a laminator.

Materials are organized and accessible to promote learning and reduce visual clutter. J) Transition

Transition planning is required by age 13 and continues throughout the student’s school career. Provide families with information regarding waiting lists and community service agencies.

Contact Parent School support Team for more information, 414-0955. A scope and sequence chart (4.1) regarding transition activities is found in the LS Handbook.

K) Vocational Instruction

The natural environment for students at the elementary level is the school environment. There are multiple opportunities to address functional skills in this environment. Vocational instruction should begin in secondary school with age appropriate tasks that become the foundation of skills needed to work. The scope and sequence increases as the student ages and work tasks occur more frequently and in varied settings. (See Vocational Scope and Sequence chart in LS Handbook for detailed information).

L) Community Based Instruction (CBI)

Community Based Instruction is an integral component of Life Skills programming and may begin at the elementary level on a regularly scheduled basis and continue throughout the student’s public education as related to student IEP goals (see Life Skills handbook). However the natural community for elementary students is the school environment.

Community Based Instruction is a planned, meaningful and structured lesson. It incorporates IEP goals and objectives that reinforce and complement content taught in academic subjects.




SOP9 – I Preschool Program for Children with Disabilities (PPCD) Standards


Preschool Program for Children with Disabilities (PPCD) Standards

SOP9 - I: Preschool Program for Children with Disabilities (PPCD) Standards Developed by: Elsa Lopez Date: April 26, 2011 Revision: September 2011

Guiding Principles for PPCD: Specialized Support

The mission of the Preschool Program for Children with Disabilities is to promote an understanding of the importance of intervention during the most critical developmental years of a child’s life while providing for their communicative, academic, cognitive and social success in the least restrictive setting. By providing services and supports, programs will move children closer to age-expected functioning by looking at integrated behaviors or skills that allow the child to achieve functional outcomes across domains and situations by addressing:

Positive social-emotional skills Acquisition and use of knowledge and skills Use of appropriate behaviors to meet their needs

Additional Bilingual Mission and Guiding Principles: The Mission of the Bilingual Program in PPCD is to support 3-5 year old English Language Learners who are also receiving special education services to:

Develop competence in communicative and academic English Enhance academic native language skills, and Assure the development of positive self-images and attitudes towards other cultures

Communication

Specialized Support Expectations

All PPCD professionals in the Austin Independent School District should implement the following procedures. The case manager assigned to each program will be responsible for the direct implementation and supervision of each service for each of the students s/he is serving. Administrative review of each PPCD program will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your Instructional Coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in your program. A) Curriculum/Academics

o Teacher provides a language rich environment as a foundation to learning. o Students have means to communicate: words, gestures, symbols, eye gazes,

alternative/augmentative communication that can be accessed in all environments.


o Assessment determines the most effective way for each student to communicate. o Teacher collaborates with other teachers and support specialists to provide consistent

instruction to provide consistent use of communication method. o Developmentally appropriate materials match students’ interests, ability level and

cultural background. o Teacher facilitates scaffolding of accommodations that optimize academic success. o Oral Language and vocabulary development are critical in laying the foundation for

literacy development in later years/subsequent grades. Self Help

o Teacher will facilitate developmentally appropriate skills in all areas of daily living: eating, toileting, dressing, hand washing, etc.

o Teacher will use evidence based practices to teach self-help skills such as task analysis and prompt hierarchies/prompt fading to increase student independence and initiation

Social/Behavioral o Teacher considers the developmental and chronological age of the child to prioritize

and address student needs. o Expectations are clearly defined, displayed (visually) and directly taught. o Teacher will model appropriate behavior during instruction such as calm voice and

body and engage in respectful interactions with students. o Teacher will be proactive in their teaching by providing positive behavior supports. o Teacher will analyze data to recognize A-B-C (Antecedent-Behavior-Consequence)

patterns when designing interventions and strategies o This information will also be used to complete a FBA (Functional Behavioral

Assessment) and BIP (Behavior Intervention Plan) when necessary. o According to TBSI Law (Texas Behavior Support Initiative), physical contact (i.e.

restraint/containment) may not be used to gain compliance. Physical contact (i.e. prompting) may be used to teach a skill, provide comfort, and prevent a dangerous behavior from occurring or as prescribed by an OT/PT. All physical interventions must be documented, including the use of physical prompting.

o Build positive relationships between teachers/students and students/peers by creating opportunities to develop a trusting, safe, nurturing environment that includes engaging appropriate activities.

Fine and Gross Motor o Motor skills should be taught within activities and across domains to facilitate

independence in accessing all areas of a child’s environments. o Related services are based on educational need in the public school system.

Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum (TEKS) Accommodations and/or modifications are provided per the individual student’s IEP For students with significant cognitive disabilities, specialized supports are provided that

allows for TEKS instruction with supports and structures that maximize student success and real-life application of skills


All AISD students with disabilities are educated with typically developing peers to the maximum extent appropriate

Determination of instructional setting is based on student need


Consideration is always given to the fact that every child has the legal right to access to an education with typically developing peers.

Maintain awareness of the measurable difference between the chronological age and the developmental age of each child

Modifications and use of supplementary aids and services are provided for maximum success of each student

IEP and specific modifications for the classroom are monitored and updated accordingly, based on data collection

Collaboratively works with and supports all members of the team Advancement from PPCD to Kindergarten must be coordinated between sending and

receiving teachers and related support staff weeks before the ARD committee meeting Children who are 5 by September 1st, must be considered primarily a Kindergarten student

and enrolled as such [on a Kinder teachers’ roll] o Needed support and who will provide it as well as who will case manage will be

determined on an individual basis. o Possibilities for who will take over these responsibilities of Kinder students may be:

PPCD teachers, resource teachers, SCORES support specialists, Life Skills teachers, SBS teachers or any combination depending on the child’s specific needs.

Legally, no student who is 6 by September 1st can be served in a PPCD classroom or by a PPCD teacher

Students have access to all activities available to non-disabled peers Students will be included in general education environments to the greatest extent possible Teacher is actively engaged with general educators to facilitate inclusive programming The goal for every PPCD student is to successfully participate in the general education

setting to the maximum extent appropriate C) Data Collection

Any child entering the PPCD Program who is between the ages of 3-5 must comply with the legal mandate to meet all requirements of ECO (Early Childhood Outcomes). Needed assessments must be completed and the required forms filled out and filed within 30 days of the child entering the program. Any child who has been “entered” must be exited within 30 days prior to leaving the program. A copy of this form should be stored in the front of each child’s audit folder. (Please note that this became a mandate in the Fall of 2007, so not all children will have entry data in their folder.)

Data collection/portfolio system must be in place and updated on an ongoing basis for each student in regard to all IEP goals and objectives, BIP strategies and consequences, if appropriate.

Annual assessment to guide IEP development must be conducted. Maintain behavior data for all behaviors of concern, behaviors addressed in IEPs and any

physical contact. Portfolio should include but is not limited to: language samples, work samples, anecdotal notes,

classroom assessments, frequency counts, A-B-C data sheets, photos of accomplishments that cannot be preserved (i.e. block formations or engaging in sensory activities).

D) Roles and Responsibilities

Special Education and General Education Teachers o Teacher maintains daily lesson plans and/or accommodations for instruction and/or

support


o All required paper work must be completed within time lines. o Staff will seek training needed to support PPCD instruction o All PPCD staff should be trained in the district’s Physical Intervention Course

(currently SAMA). o Monthly trainings sessions are held to provide ongoing staff development geared

toward working with younger children. Teachers will work in an inclusive environment to provide access to age-appropriate peers for

each PPCD student. Team Communication

o Staff schedules are developed around student needs; staff breaks must be staggered so that appropriate student/staff ratios are maintained.

o Teachers are the instructional leaders and are responsible for developing lesson plans; teaching assistants help implement teacher developed plans.

Teachers are responsible for supporting/training staff in understanding student IEP, BIP and other needs.

E) Cultural Considerations

ESL Instruction is aligned to the AISD ELL/ESL framework and is a part of the daily schedule Special education, bilingual, and ESL professionals share information about effective strategies

for working with English Language Learners (ELL) Training on bilingual/ESL best practices is accessed through district professional development

resources Respect and appreciation for all students’ native languages and cultures is evident in the

classroom and school community A collaborative and supportive relationship between parents and the school is maintained, such

as all communication between home and school delivered in parents’ native language wherever possible



The ELL/ESL section of the Special Education Operational Guidelines is used as a resource for program information

Placement decisions for ELL/LEP students are made in conjunction with the ARD/LPAC process.

State and federal regulations for both English Language Learners and students with disabilities are followed

Opportunities for students to experience cultures represented in the classroom and campus community are accessed or created

F) Professional Development/Resources

Teacher, paraprofessional and other team members regularly attend district trainings by the Special Education, Bilingual Education Departments to strengthen instructional skills needed to work with ELLs as appropriate (Estrellitas, Esperanza, Avenues, and Hampton Brown.)

Bilingual: Attend meetings offered by the Bilingual Special Education Program to receive program updates, training and develop networking opportunities.




SOP9 – J Specialized Instructional Supports Standards

(Formerly known as Resource)


Specialized Instructional Supports Standards [Formerly known as Resource]

SOP9 - J: Specialized Instructional Supports Standards Developed by: John Fuerst Date: April 26, 2011 Revision: September, 2011

Guiding Principles for Specialized Instructional Supports: The mission of Specialized Instructional Supports is to support the unique needs of students in a manner that promotes their academic, cognitive and social success in each student’s least restrictive environment.

Program Expectations

All Specialized Instructional Support professionals in the Austin Independent School District should implement the following procedures. The case manager assigned to each program will be responsible for the direct implementation and supervision of each service for each of the students s/he is serving. Administrative review of each Specialized Instructional Supports classroom will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.), throughout the school year. Please contact your Instructional Coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in your program. A) Curriculum/Academics

Students are engaged in grade level TEKS-based learning and instruction is designed to promote participation and progress in the general education curriculum and in the general education setting.

Students are grouped and/or scheduled and are typically working on the same or very closely related learner objectives at any given time.

Students demonstrate critical thinking/problem solving skills. Scientifically based educational practices that support learning and improve academic

achievement, functional outcomes and educational results within the enrolled grade level standards are the basis for instruction in the specialized setting.

Ongoing assessment, data collection, and instruction are aligned with IEP’s, IPG’s and TEKS. Developmentally appropriate materials match students’ interests, ability level and cultural

background. The teacher provides rich, activity-based lessons and activities to respond to the needs of the

individual students. Case manager is aware of, and makes accommodations for various learning styles. Students use technology to support learning and academic growth.


Case manager maintains daily lesson plans and/or accommodations for classroom instruction and/or for student support.

Case manager recognizes process and product in regard to individual student work. Case manager facilitates scaffolding of accommodations that optimize academic success. Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum (TEKS). Accommodations and/or modifications are provided as per each student’s IEP.


The goal for every student receiving Specialized Instructional Supports is to successfully participate in the general education setting. All efforts in more restrictive setting will be made to encourage those social, behavioral, communication, and academic skills that could result in success in less restrictive settings.

Students will have access to all activities available to typical peers including grade level field trips, assemblies, lunch, and recess with grade level class/peers.

Specialized Instructional Support students will have a general education age-appropriate classroom assignment.

Case manager is actively engaged with general educators to facilitate inclusive programming, they routinely communicate with one another and coordinate efforts to align the work in the special education classroom with the general education classroom.

C) Behavior Support/Social Skills

Appropriate Social Skills must be taught directly in order for students to achieve positive interpersonal relationships. Students are aware of their current Social Skills goals. Objective criteria are used to measure progress toward their Social Skills goals. Opportunities to apply and practice these Social Skills are provided in natural and multiple

settings throughout the instructional day. Effort and incremental progress toward student’s Social Skills is noted and reinforced

consistently.

D) Data Collection Data collection/portfolio system must be in place for each student in regard to all IEP

goals/objectives and Behavior Intervention Plan (BIP) strategies and consequences. Data collection relative to the progress of the student in relative to the general curriculum

standards is maintained and used to determine future services and placement. Annual student assessment which guides the development of new IEP’s must be conducted (See

district recommended tools in Operational Guidelines). Data on student behavior, including antecedents, will be maintained.


1) Special Education and General Education Teachers Frequent and ongoing collaboration between general and special education teacher(s) occurs in

order to review and discuss student’s progress and/or need to revise program. Staffs are frequently moving about the classroom to reinforce and monitor student performance

and progress. Teacher establishes basic daily routines and procedures that maximize academic learning time

and minimize non academic learning tasks.


Team Communication - the team shares beliefs and understandings regarding the nature of problems and the chosen course of solutions.

Communication is consistent and ongoing (daily/weekly) Phone/Communication log is maintained Documented communication includes frequent positive reports Case manager and paraprofessional share information frequently to foster mutual support and

professional collaboration. Case manager/teacher advocates for students’ academic and emotional growth through ongoing

communication with various stakeholders. Adults share pertinent information without compromising confidentiality. Case manager have completed draft version of the students’ IEP’s, arrive at the ARD meeting

on time, bring appropriate data, and work in a collaborative fashion with all stakeholders at Annual, Review, and Dismissal (ARD) meetings.

Case manager, teachers and related service/support providers will communicate often to foster mutual support and collaboration.

F) Student Communication

[Staff must be aware of the power of verbal and nonverbal communication, and that the inherent value of each child and the child’s self-perception are positively reinforced in all adult-student interactions] Frequent, positive, and respectful constructive feedback is provided. Data on student performance is maintained, shared, and discussed with individual students. Students are taught and have an understanding of the classroom rules, and variations that may

exist between settings. Students are reminded of their choices in a calm, positive manner. Consequences are delivered consistently and in a timely manner. Students are frequently caught “doing the right thing”. Disruptive or off-task behavior is redirected in a timely and consistent fashion. Students frequently self-evaluate and receive constructive teacher feedback.






linguistically diverse needs for ESL or Bilingual. Case manager/teacher is present and directly involved in the communication with parents in

their native language. Become familiar with the BIL/ESL section of the Special Education Operational Guidelines. Be aware that the ARD/LPAC process must be considered in conjunction with the ARD

meeting when making placement decisions for LEP students. Bilingual and Special Education state/federal regulations must all be followed.


Be alert to the elements of overrepresentation of culturally and linguistically diverse learners within certain disability areas.

Became familiar with classroom management strategies as viewed through the lens of cultural considerations.

Create or be aware of opportunities to experience cultures represented by the host campus community.

Use students’ strengths and difference(s) as starting points for instruction. Case manager/teacher and paraprofessional(s) are SAMA trained/certified. Case manager/teacher and paraprofessional(s) recognize and pursue opportunities for growth

and development (i.e., FBA/BIP, SEEDS, data collection, policies and resources, assistive technology, transition planning, etc.).




SOP9 – K Specialized Supports for Students with Social Behavior Disabilities

(Formerly known as SBS)


Specialized Supports for Students with Social Behavior Disabilities

SOP9 - K: Specialized Supports for Students with Social Behavior Disabilities Developed by: Peggy Garen Date: April 26, 2011 Revision: September, 2011

Guiding Principles for Social Behavior Skills (SBS): We believe that the purpose of behavioral intervention is to facilitate the emergence and development of an internal locus of control that equips students to think, decide, and make choices in the self-responsible ways that can lead to success and joy in living.

All behaviors have a purpose or satisfy a need. Individuals grow and change when they are free to experience reasonable and appropriate

natural and logical consequences. Positive behavior supports along with consequences are essential. Interventions that detract from the primary goal include:

o Power struggles o Enabling o Inconsistency

SBS Service Expectations All SBS professionals in the Austin Independent School District should implement the following procedures. The case manager assigned to each SBS service will be responsible for the direct implementation and supervision for each of the students s/he is serving. Administrative review of each SBS Service will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your Instructional Coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in the services you provide to students. Active, Successful Student Participation in the Learning Process

The teacher will: Provide direct instruction in critical thinking, problem solving, organization/study skills

and social thinking skills Prepare students and provide practice in procedures for coping in crisis situations Teach and reinforce students’ use of self-monitoring and self-regulation strategies Have access to technology to supplement instruction and to support students’

academic/social/behavioral growth (i.e., digital camera, computer, printer)

Learner-Centered Instruction


SBS provides services alo0ng the continuum for students that address behavioral needs of students with disabilities that include external, in class and specialized support. Examples of these supports may include the following:

External support may consist of making behavior monitoring tools generated by the SBS and/or special education teacher prior to general education instruction

In class support may be provided by a paraprofessional supporting numerous students inside the classroom during general education instruction

Specialized support may include instruction in social cognitive skills outside of the general education classroom

The type and location of social/behavioral and academic support provided for each student is based on assessed individual competencies and needs. Students have opportunities to access all levels of support along the continuum of services.

The teacher will: Familiarize her/himself with the students’ IEPs and special education audit folders

(including evaluation reports) Instruction and assessment are guided by Enrolled Grade Level (EGL) curriculum

(TEKS) Maintain multiple data sources as a means to determine the most appropriate level of

SBS support, recognizing that the level of support may change over time Ensure that the student will have access and receive support (if necessary) in all

activities available to non-disabled peers including grade level community instruction, assemblies, lunch, access with grade level class/peers, after-school and extracurricular activities

Assign all elementary students receiving SBS services to a general education age-appropriate classroom

Ensure use of developmentally appropriate materials that match students’ interests and ability level

Use preference assessments to guide effective reinforcement Utilize learning style, communication and social skills inventories to guide effective

instruction Model, then provide opportunities and reinforce student use of Accountable Talk Develop a plan for assessing phases of learning (acquisition, fluency, maintenance and

generalization) and implement most to least prompt-fading techniques to enhance independence

Facilitate scaffolding of accommodations and modifications that optimize academic success in all settings in conjunction with the entire trans-disciplinary team

Recognize the relationship between student effort and academic achievement and will frequently reinforce those efforts that cause successful academic results

Develop lesson plans for teaching social/behavioral/study skills based on evidence-based/promising practices

Task analyze skills while teaching and reinforcing them systematically Practice skills in natural settings to encourage application and generalization


Evaluation and Feedback on Student Progress

The teacher will: Conduct baseline and use on-going assessment to develop, monitor and evaluate all

interventions Maintain data on student performance to guide effective intervention Use data to facilitate student self-awareness of performance Monitor students in all environments as deemed appropriate by identified goals and

objectives Promote use of consistent, systematic reinforcement systems

Management of Student Discipline, Instructional Strategies, Time and Materials

The teacher will: Post clearly defined behavioral expectations in designated SBS area(s)

o Train classroom and campus administrative staff to understand and support classroom behavior systems prior to implementation

Use a data driven behavior management system which includes the following elements: o Five or fewer positively stated class rules o Positive and natural/logical consequences for student behavior o Steps/levels/phases with progressive incentives and responsibilities to help

students develop an internal locus of control and move into a more inclusive setting

o Current FBA, behavior intervention plan, and IEP’s goals are shared and reviewed with all stakeholders

o Daily individual point sheets that frequently measure progress on specific IEP behavioral goals and objectives and overall performance

o Visual representation of data sources o Students understand the criteria for earning reinforcers

Create individualized Behavior Intervention Plans, based on assessed functions of behavior, that include positive behavior interventions and consequences

Prepare visual supports for students to address the following, but not be limited to: o Transitions between activities, locations, etc. o Academic success o Emotional regulation o Social/behavioral success o Communication

Provide students with environmental supports that accommodate sensory processing needs to include the following, but not be limited to:

o Structured work space o Minimal visual stimuli o Quiet work area o Calm-down area

Social Skills Instruction o Direct instruction in SS will be provided that prioritizes the general order in

which IEP and other behavior goals are addressed daily


o Students are aware that current social skills goals and related achievement is directly connected to the daily monitoring system

o SS are taught and practiced in natural and multiple campus settings via opportunities that occur throughout the day.

o Objective data are used to measure progress toward SS goals o Effort and incremental progress towards SS goals are documented and

systematically shared with students Proactive Crisis management

o A campus response team is identified o A crisis plan is written outlining specific steps to be implemented in case of a

crisis o Teacher, paraprofessional, and other response team members are SAMA trained o Students are aware of their role/responsibilities in crisis situations

Professional Communication

The teaching staff will: Communicate with students that value each child and the child’s self-perception are

constantly reinforced in all adult-student interactions o Move through the classroom(s) and various campus locations to provide

frequent, positive, and constructive feedback to students o Collect data on student performance which is maintained, shared, and

discussed with individual students o Teach students an understanding of the classroom rules, and variations that

may exist between settings o Remind students of their chores in a calm positive manner o Deliver consequences consistently and in a timely manner o Frequently catch students “doing the right thing” o Redirect disruptive or off-task behavior in a timely and consistent fashion o Support students in self-evaluation and receive constructive teacher feedback

Collaborate with special education and grade/content general education colleagues to develop daily lesson plans, accommodations for classroom instruction and to determine appropriate academic, behavioral, social and communicative supports

o Team Communication a) Communication is consistent and ongoing (daily/weekly) b) Phone/Communication log is maintained c) Documented communication includes frequent positive reports d) Teacher and paraprofessional share information frequently to foster mutual

support and professional collaboration e) Teacher advocates for students’ academic and emotional growth via

ongoing communication with various stakeholders f) Adults share pertinent information without compromising confidentiality g) Teachers are prepared, professional and communicate effectively at Annual

Review and Dismissal meetings h) Administrators are updated on program developments and needs

o Capacity building a) SBS teachers provide general, ongoing, informal trainings for general and

special education faculty and staff to include (but not be limited to)


1. characteristics of Emotional Disorders 2. strategies for supporting students with Behavior Disorders 3. sensitivity/awareness/diversity training

b) SBS teachers provide specific training on implementation of individual students’ intervention plans to all stakeholders

c) SBS teachers provide specific coaching, and feedback on implementation of research-based intervention strategies to para-professionals

Professional Development

Teacher and paraprofessional recognize and pursue opportunities for continuing education in areas of identified need in a timely manner (i.e., SBS Toolbox, FBA/BIP, SEEDS, summer training, E-Learning, etc.)

Staff understands the roles of available support staff (Instructional Coordinator, Special Education Campus Support, etc.) and utilizes their assistance as appropriate

All SBS teachers should be SAMA (Satori Alternatives for Managing Aggression) trained and recertified annually

Compliance with Policies, Operating Procedures and Requirements

The teacher will: Show documentation of adherence to every students’ IEP Access and utilize the AISD Special Education Operating Guidelines Update progress reports with quantitative and qualitative information each grading period Follow IDEA and TEA guidelines

Improvement of Academic Performance of All Students on the Campus

The teacher will: Ensure students are engaged in TEKS-based learning Preview participation requirements for state assessments and recommend assessments

based on each student’s individual needs and academic performance Additional Critical Areas for Social Behavior Skills Services (SBS):

Cultural Considerations:





A collaborative and supportive relationship between parents and the school is maintained, such as all communication between home and school delivered in parents’ native language wherever possible




The Bil/ESL section of the Special Education Operational Guidelines is used as a resource for program information

Placement decisions for LEP students are made in conjunction with the ARD/LPAC process.

State and federal regulations for both English Language Learners and students with disabilities are followed.

Opportunities for students to experience cultures represented in the classroom and campus community are accessed or created.




SOP9 – L Specialized Services for Students with Social Communication Disability

(Formerly known as SCORES )


Specialized Services for Students with Social Communication Disability

SOP9 - L: Specialized Services for Students with Social Communication Disability Developed by: Peggy Garen Date: April 26, 2011 Revision: September, 2011

Guiding Principles for Social Communication Resources and Services (SCORES):

Social Communication Resources and Services (SCORES) refer to highly specialized services that are provided to students with significant deficits in social/communication. While most of the students needing these services are students with autism, other students with disabilities who have significant social/communication deficits may also access these services. We believe that the purpose of behavioral intervention is to facilitate the emergence and development of an internal locus of control that equips students to think, decide, and make choices in the self-responsible ways that can lead to success and joy in living.

All behaviors have a purpose or satisfy a need. Individuals grow and change when they are free to experience reasonable and appropriate

natural and logical consequences. Positive behavior supports along with consequences are essential. Interventions that detract from the primary goal include:

o Power struggles o Enabling o Inconsistency

SCORES Services are specially designed to address students who my need a highly specific approach to addresses social and communication needs.

SCORES Service Expectations All SCORES professionals in the Austin Independent School District should implement the following procedures. The case manager assigned to each SCORES service will be responsible for the direct implementation and supervision for each of the students s/he is serving. Administrative review of each SCORES Service will require data, schedules, documentation, and other evidence of implementation of the expectations below. Specific training to support the implementation of these procedures will be scheduled at regular intervals (prior to grading periods, monthly, every three weeks, etc.) throughout the school year. Please contact your Instructional Coordinator if you need additional training or consultation regarding the implementation of these expectations, or for any other support needed to initiate or confirm acceptable practice in the services you provide to students.


Active, Successful Student Participation in the Learning Process

The teacher will: Provide direct instruction in critical thinking, problem solving, organization/study skills and

social thinking skills Prepare students and provide practice in procedures for coping in crisis situations Teach and reinforce students’ use of self-monitoring and self-regulation strategies Have access to technology to supplement instruction and to support students’

academic/social/behavioral/communicative growth (i.e. VOCA, digital camera, computer, printer, Boardmaker)

Learner-Centered Instruction

SCORES provides external, in class, and specialized support. Examples of these supports may include the following:

External support may consist of the SCORES teacher and/or special education teacher making behavior monitoring tools prior to general education instruction

Internal support may be provided by a paraprofessional supporting numerous students inside the classroom during general education instruction

Specialized support may include instruction in social cognitive skills outside of the general education classroom

The type and location of social/behavioral and academic support provided for each student is based on assessed individual competencies and needs. Students have opportunities to access all levels of support along the continuum of services.

The teacher will: Familiarize her/himself with the students’ IEPs and special education audit folders

(including evaluation reports) Ensure use of developmentally appropriate materials Use preference assessments to guide effective reinforcement Utilize learning style, communication and social skills inventories to guide effective

instruction Model, then provide opportunities and reinforce student use of Accountable Talk Develop a plan for assessing phases of learning (acquisition, fluency, maintenance and

generalization) and implement most to least prompt-fading techniques to enhance independence

Facilitate scaffolding of accommodations and modifications that optimize academic success in all settings in conjunction with the entire trans-disciplinary team

Develop lesson plans for teaching social/behavioral/study skills based on evidence-based/promising practices

Task analyze skills while teaching and reinforcing steps systematically Practice skills in natural settings to encourage application and generalization


Evaluation and Feedback on Student Progress

The teacher will: Determine baseline and use on-going assessment to develop, monitor and evaluate all

interventions. Maintain data on student performance to guide effective intervention Use data to facilitate student self-awareness of performance Monitor students in all environments as deemed appropriate by identified goals and

objectives Promote use of consistent, systematic reinforcement systems

Management of Student Discipline, Instructional Strategies, Time and Materials

The teacher will: Post clearly defined behavioral expectations in designated SCORES area(s) Create individualized Behavior Intervention Plans, based on assessed functions of behavior,

that include positive behavior interventions and consequences Prepare visual supports for students to address the following, but not be limited to:

o Transitions between activities, locations, etc. o Academic success o Emotional regulation o Social/behavioral success o Communication

Provide students with environmental supports that accommodate sensory processing needs to include the following, but not be limited to:

o Structured work space o Minimal visual stimuli o Quiet work area o Calm-down area

Develop a system to monitor students in the general education classroom Social Skills Instruction

o Direct instruction in SS will be provided that prioritizes the general order in which IEP and other behavior goals are addressed daily

o Students are aware of current social skills goals and related achievement is directly connected to the daily monitoring system

o SS are taught and practiced in natural and multiple campus settings via opportunities that occur throughout the day.

o Objective data are used to measure progress toward SS goals o Effort and incremental progress towards SS goals are documented and systematically

shared with students Professional Communication

The teacher will: Collaborate with special education and grade/content general education colleagues to

develop daily lesson plans, accommodations for classroom instruction and to determine appropriate academic, behavioral, social and communicative supports. o Team Communication


i) Communication is consistent and ongoing (daily/weekly) j) Phone/Communication log is maintained k) Documented communication includes frequent positive reports l) Teacher and paraprofessional share information frequently to foster mutual support

and professional collaboration m) Teacher advocates for students’ academic and emotional growth via ongoing

communication with various stakeholders n) Adults share pertinent information without compromising confidentiality o) Teachers are prepared, professional and communicate effectively at Annual

Review and Dismissal meetings p) Administrators are updated on program developments and needs

o Capacity building a.) SCORES teachers provide general, ongoing, informal trainings for general and

special education faculty and staff to include (but not be limited to): a. characteristics of Autism Spectrum Disorders b. strategies for supporting students with Autism Spectrum Disorders c. sensitivity/awareness/diversity training

b.) SCORES teachers provide specific training on implementation of individual students’ intervention plans to all stakeholders

c.) SCORES teachers provide specific coaching, and feedback on implementation of research-based intervention strategies to paraprofessionals

Professional Development

Teacher and paraprofessional recognize and pursue opportunities for continuing education in areas of identified need in a timely manner (i.e., Autism Essentials, FBA/BIP, SEEDS, Summer Training, E-Learning, etc.)

Staff understands the roles of available support staff (Instructional Coordinator, Behavior Campus Contact, etc.) and utilizes their assistance as appropriate

All SCORES teachers should be SAMA (Satori Alternatives for Managing Aggression) trained and recertified annually

Compliance with Policies, Operating Procedures and Requirements

The teacher will: Show documentation of adherence to every students’ IEP Access and utilize the AISD Special Education Operating Guidelines Update progress reports with quantitative and qualitative information each grading period Follow IDEA and TEA guidelines

Improvement of Academic Performance of All Students on the Campus

The teacher will: Ensure students are engaged in TEKS-based learning Preview participation requirements for state assessments and recommend assessments based

on each student’s individual needs and academic performance


Additional Critical Areas for Social Communication Resources and Services (SCORES): Cultural Considerations:





A collaborative and supportive relationship between parents and the school is maintained, such as all communication between home and school delivered in parents’ native language whenever possible



The Bil/ESL section of the Special Education Operational Guidelines is used as a resource for program information

Placement decisions for LEP students are made in conjunction with the ARD/LPAC process.

State and federal regulations for both English Language Learners and students with disabilities are followed

Opportunities for students to experience cultures represented in the classroom and campus community are accessed or created.

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