ESY
Extended School Year
ESY
Aids in predicability of environment
Visual supports/schedule
learning new skills in the community
community based training
considerations for planning for the future with an autistic student
Purpose and independence
Recommended student to staff ratio
4:1
Team that decides if a student qualifies for ESY
ARD committee
recess and lunch are an example of
being able to function in a community and home based environment
Independent living
planning for going from middle school to high school to college
Transition planning
Evidence based intervention for autistic students
natural language strategies, social narratives, video modeling
This is provided when a student requires an extended school year
ESY
may impact an AU student in achieving independence
unstructured day
Items that can elicit positive behavior
Positive behavior supports
Aiding parents in skill development with their student
Family training
Provide when a student needs verbal support with output and understanding
AAC
Regression of skills
Aids the student in understanding what happens first, next in the sequence of events
First/Then visual
A teacher raising their hand to gain attention
Silent/visual signal
Interacting with family and peers
Social skills training
When implementing this type of therapy consult the student about their interests/needs
social intervention
When will services be provided for ESY
During break times from school and when determined by ARD team
Pictures of events that happen during the school day
Schedule
Using positive statements in place of negative statements
Positive phrasing
Understanding there are a variety of differences with autistic students
Neurodiversity
how to respect and honor uniqueness of an autistic student
provide training and support on neurodiversity with a student centered focus