Begin collecting data to set goals re:

• engagement

• communication skills

• social skills

If not done yet:

Complete Pre Training Questionnaire

Ensure all team members have access to shared folder + documents

Obtain Focus Student OR Focus Classroom Permission

Complete Target Student Reporting Form: Fillable PDF

OR Word

Self contained ASD Program (developed)

Template Self contained program (partially developed)

Transition Visuals (including SW-PBIS Expecations)

Sample Daily Schedule (slides : includes visual expectations)

Transition Zone Check (slides: includes regulation strategies)

Prompting Statement 

Joint Prompting Statement Supplemental Materials

Developing a Prompting Hierarchy Script + Checklist

Dear Colleague: Letter on implementation of IDEA discipline

Dear Colleague: Letter on supporting behavior for students with disabilities: A summary for stakeholders

Teachers Pay Teachers

FACTS:  Functional Assessment Checklist for Teachers and Staff

FAST:  Functional Analysis / Assessment Screening Tool

MAS:  Motivation Assessment Scale

3_SEE-KS_Quick Reference 

PDF Instructional Manual

• FAPE vs. LRE:  “A placement which might be considered better for academic reasons might not be appropriate because of the failure to provide for mainstreaming (inclusion)”

• Ed Benefit:  “What the IDEA implies, the case law makes explicit:  A child need not master the general education curriculum for inclusion to remain a viable option…. the appropriate yardstick is whether the child, with appropriate supplemental aids and services, can make progress toward the IEP goals in the regular education setting.”

• Methodology Premise:  “L.H. should not be mainstreamed because teachers and staff were unwilling or unable to properly engage in the process of mainstreaming as they deemed it futile or useless in light of his disability.”

“This is the type of approach that the IDEA was designed to remedy, not encourage or protect.”

Continuum of Programming Considerations and Resources