Procedure – Category 5000 (Students) AR 5005.2 – Temporary Intensive Supports Assessment (TISA)
4.0
Factors for Temporary Intensive Supports Whenever temporary intensive supports are being considered by an IEP team for a student with special needs, the following factors need to be considered:
4.1
Personal Independence First and foremost, an important goal for all special education students is to encourage, promote, and maximize independence. If not carefully monitored, temporary intensive supports can easily and unintentionally foster dependence. A student’s total educational program must be carefully evaluated to determine where support is indicated. Natural support and existing staff support should be used whenever possible to promote the least restrictive environment. The general categories to be considered for temporary intensive supports include: 1. Health/personal care issues 2. Behavioral support 3. Instruction 4. Inclusion/mainstreaming
5.0
Temporary Intensive Supports Assessment 1. IEP teams should identify the need for related services based on appropriate documentation and assessment. If the IEP team recommends such services, the following statements must be considered for inclusion in the IEP: 2. The IEP team shall address the means for reviewing and evaluating the necessity of continuing temporary intensive services to the student. It is recommended that these intensive supports be monitored every six months and reconsidered at every annual IEP. 3. The IEP team shall also include a statement of the anticipated frequency and duration for the services and modifications. 4. If it is determined that additional personnel support is required, the IEP team should periodically review the effectiveness of this additional support. A systematic, written plan needs to address how additional personnel support will be monitored.
AR 5005.2 – Temporary Intensive Supports Assessment (TISA) Desert Mountain Charter Special Education Local Plan Area (DMCS) (rev. 10/19)
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