Assigned adult support means an adult is specifically responsible for supporting a student, routine, safety need, access need, or implementation requirement. It is different from adults being generally present in the area. Assigned means someone owns the support.
This checklist helps review whether assigned support is actually assigned, not merely assumed. Because “someone was around” is not the same as “someone had the job.”
Ask what the support means in practice. Who is assigned? When does support happen? Is it dedicated or shared? What routines are covered? What happens if the assigned person is absent? The goal is not to police people. The goal is to understand whether the plan is actually being implemented.
Assigned adult support should be clear enough that staff know who is responsible, caregivers know what is supposed to happen, and the institution can tell whether the plan is being implemented. The plan should explain who is assigned, when support is needed, what the adult is responsible for, what routines are covered, and what happens…
Adult presence is not automatically assigned support. If a plan says a student needs specific support, the question is not only whether adults were nearby. The question is whether someone was actually responsible for that student, that routine, that support, and that moment. This is not nitpicking. It is the difference between supervision as atmosphere…
If a plan calls for assigned support, general adult presence is not the same thing. A one-to-one, two-to-one, or specifically assigned support role has to be tied to the student, the routine, the responsibility, and the risk being managed. “There were adults nearby” is not the same as “someone was assigned to implement this support.”…