1	Cover
2	Autism Program Quality Indicators Introduction Program Considerations Program Characteristics Personnel Curriculum Methods Family Involvement and Support Community Collaboration Program Evaluation Student Considerations Individual Student Assessment Developing an Appropriate Individualized Education Program (IEP) Challenging Behaviors Program Options Transition Individual Progress and Monitoring
3	Program Considerations
4	Program Characteristics Engagement Intensity Location Systematically planned Documentation
5	Personnel Curriculum Knowledgeable supervision Sufficient numbers Administrative support Philosophy Goals Variety of Domains Naturalistic settings Aligned with: Preschool Standards Core Content
6	Methods Documented effectiveness Maximum engagement Instructional methods Generalization and maintenance Adaptable
7	Family Involvement and Support Active participants Timely information Respect Parent education services
8	Community Collaboration Cooperation Access Collaboration mechanism Program Evaluation Program-wide effectiveness Student progress
9	Student Considerations
10	Individual Student Assessment Multidisciplinary evaluation Variety of settings
11	Developing an Appropriate Individualized Education Program (IEP) Functional communication Social skills Play, Imagination, Creativity Increased engagement Academics Replacement of inappropriate behavior Independent skills Fine and gross motor skills
12	Challenging Behaviors
13	Individual Progress and Monitoring Systematic process Report Modifications
14	Outcomes Academic achievement Graduation rate Drop out rate Post school outcomes Post secondary education Employment Independent living Participation in community activities
15	NCLB - Academic Achievement Academic Achievement Makes a clear statement that the performance of students with disabilities is important Includes students with disabilities in the accountability system Provides for alternate assessment for more appropriate program evaluation In general, evaluates programs by the performance of the students against grade level expectations
16	Adequate Yearly Progress Must test students 3^rd – 8^th grade and once in high school School must make AYP Total population and subgroups Failure to make AYP requires sanctions placed on the school Sanctions based on failure of any subgroup as well
17	NCLB - Highly Qualified Teachers Highly Qualified Teachers Requires teachers to be qualified in the content area Just as important for students with disabilities Expectation of exposure to challenging curriculum Raising the bar for all Research based instruction