April 18, 2013 Sabrina Beaudry & Pam Leonard Making Change Happen April 18, 2013 Sabrina Beaudry & Pam Leonard

Summary of Your Paradigm Shifts: How to label students (using the term “learner”) Shift from social skills to social thinking Service delivery- gen ed classroom needs to help with modeling Using different tools to assess needs (7 Considerations) Benefit of talking to students about their autism or disability Goal writing should look different for students with ASD

More Of Your Paradigm Shifts... Shift from blaming behaviors on autism to looking at how we can support classroom Understanding ASD better- each student presents differently Autism is much more complex than initially thought Understanding thinking style of students with ASD Applying the neuro way of thinking to behaviors

More Of Your Paradigm Shifts... We need to build capacity in our buildings Addressing social communication needs must become best practice Community model vs. pull out Everyone’s process vs. a few experts Being direct is ok Educating the job coaches to the “why” of behaviors Address the “why” with students

Paradigm shifts you would like to see in your buildings: Be proactive not reactive Importance of using common vocabulary across the board Social thinking supports can support ALL students Tying the skill set into collaborative teaching/Danielson model/CCSS, etc. Teachers don’t know what they don’t know Teachers sees their role as traditional academic experts Teaching staff that behaviors are not intentional Teaching terminology Teaching strategies to address behaviors

Paradigm shifts you would like to see in your buildings: Strategies do not just apply to students who are labeled Do not lower expectations- acknowledge the disability, but teach to it TA training Ongoing dialogue Stigma Parent views Background knowledge Academic requirements Time

Paradigm shifts you would like to see in your buildings: General ed teachers taking ownership of all students (so not just “your” kids) AP/Honors teachers/ Electives teachers- time to inform & buy in to ensure consistency Educating Deans & DA’s on behaviors and appropriate consequences

Barriers: Denial of student need Teaching style Who is responsible? Logistics of direct instruction Time for collaboration-Time for ongoing training and dialogue Time for training TA’s Difference between high schools Motivation Resistance to change

Barriers: Parent view point- different expectations at home Parent/student buy in Enabling/ low expectations Parent has negative stigma related to autism New terminology/ new way to think Too many initiatives Different focus across departments/ dept. chairs Emphasis on academics and graduation requirements Lack of follow through Background knowledge & prior experiences Time management of students

Take a look at your lists… Would you change anything? Control? No Control? Take a look at your lists… Would you change anything?

Prioritize and List The Barriers That You Have Control Over REASON OPTIONS

Identify Reasons that a Barrier Might Be Present: BARRIERS REASON OPTIONS

Brainstorm Options of How to Break Barriers: REASON OPTIONS

Next Steps: Start Planning OPTIONS RESOURCES NEEDED WHO IS RESPONSIBLE? COMPLETION DATE

Take a Break

NEXT STEPS for Us: Thoughts for next year: Assessment Teaching methodologies Behavior Family Perspectives and Teaming

Thanks for a fun year!