Procedure – Category 5000 (Students)
AR 5005.2 – Determining the Need for 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
A. 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:
1. The related service is necessary to the child to benefit from his/her special education program;
2. The program modifications or supports for school personnel are necessary to assist the child to;
a. Advance appropriately toward the annual goals;
b. Be involved in and progress in the general curriculum;
c. Participate in extracurricular and other nonacademic activities; and
d. Be educated and participate with other disabled and non-disabled children.
AR 5005.2 – Determining the Need for TISA
Page 3
Desert Mountain Special Education Local Plan Area (DMSELPA) (rev. 00/00)
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