1. Illinois Autism/PDD Training and Technical Assistance Project Illinois’s Work Toward a Data-Driven System of Support for Students with Autism Spectrum Disorders PBIS Forum for Change October 11, 2007 Kathy Gould, IATTAP Project Director Barbara Sims, Illinois State Board of Education

2. Project Design History Illinois Autism/PDD Training and Technical Assistance Project Parents as informed & educated consumers Wide array of effective intervention models “Trainer of trainers” team model Began in 1998 as a three year Statewide Project funded through ISBE

3. Current Project Design Illinois Autism/PDD Training and Technical Assistance Project IS-TAC ISBE TA Initiatives – Barbara Sims On-line Courses - Illinois State University Family Support – FFSASD District/School Teams State Leadership Team Web- based Evaluation System

4. Experiential Team Trainings Week long guided practice Apply a variety of teaching strategies Include typical peers, Illinois learning standards *self-assessments/action planning *team monthly coaching

5. SCHOOL-WIDE SYSTEMS Current Status: Level of Implementation FeatureNeed for Improvement In Place Partial in Place Not in Place School-wide is defined as involving all students, all staff and all settings. HighMedLow 1065 8) Schools implement policies regarding school-wide supports and strategies for students with ASD. 584 1587 9) School-based problem solving teams are in place and have necessary skills to develop/implement effective interventions for students with ASD. 6104 5146 10) School-based teams use data- based decision making to ensure progress of students with ASD. 1152 Self-Assessment Surveys used with IEPA Teams

8. Team Action Planning Self Assessment Summary For each System Area, follow steps below Overall Perception District School-Wide Non-Classroom Classroom Individual 1. Use the EIS Survey summary to rate overall perception of implementation – circle High, Med or Low High Med Low High Med Low High Med Low High Med Low High Med Low 2. Using the Survey, list three major strengths a. b. c. a. b. c. a. b. c. a. b. c. a. b. c. 3. Using the Survey, list three major areas in need of development. 4. For each system, circle one priority area for focusing development activities. a. b. c. a. b. c. a. b. c. a. b. c. a. b. c. 5. Define activities for this/next year’s focus to support area selected for development. 6. Specify system(s) to sustain(S) & develop(D) 7. Complete Action Planning Form for determining management, design and implementation activities in the selected focus areas.

9. What about the child and family?

10. FY2005 School Consultation Model 15 School/Parent Teams participated in intensive consultation and training with three consultants 7 Chicago Suburban area 4 Central Illinois 4 Southern Illinois

11. Systematic Information Management for Education Outcomes School Consultation Model Piloted with

12. FY2005 14 students/team data entered 7 students with multiple data points Multi-disciplinary Team/ IATTAP facilitator Tracked on a variety of information and risk factors/ 3 month intervals

13. FY 2005SIMEO

14. FY 2005 SIMEO

15. From School Consultation to Focus Family Support

16. Attended FFPBS training at West Virginia Autism Training Center 3 days training on the family-focused model Completed our own PATH Brought back FFPBS information Worked with Illinois State Board of Education on grant priorities The Changing Focus of IATTAP

17. From School Consultation –School entry point –School agreements for consultation –School observation –Some home/community observation –Report with recommendations, training and follow-up

18. To FFSASD –Home entry point –Use of Community Partners and Education Facilitators –Family Frames –Team development –PATH –Action plans –Continued support The Changing Focus of IATTAP

19. Focus Family Support 06-07 70 families began the FFSASD Process 59 entered into SIMEO 11 FFSASD families - launched

20. Evaluation Tools Assessment Schedule Data Collection Methodology Data Storage and Graph Retrieval SIMEO 07

21. FY 2007 SIMEO Demographics 85% Male 85% have diagnosis of “Autism” Median age 10.5 years 93% Caucasian 56% Living with single mother 52% at-risk for failing home, school and/or community placement

22. 9 students 10 students 27 students SIMEO Autism Evaluation Capacity Increases

23. Increase in Data Use by Family Focus Facilitators

24. IATTAP Data Summary Cohort Classroom Behavior Functioning *=Approaching statistically significant change **=Statistically significant change Always Appropriate Sometimes Appropriate Seldom Appropriate Never Appropriate

25. IATTAP Data Summary Cohort School/Classroom Inclusion **=Statistically significant change Always Sometimes Seldom Never

26. IATTAP Data Summary Cohort Student Placement Risk: Home, School and Community *=P<.000 High Risk Moderate Risk Low Risk No Risk

27. FY 2007 Training Need Decreases in Home, School and Community

28. IATTAP Data Summary Cohort Family Stressor by Type N=27 (*Categories Not Mutually Exclusive)

29. IATTAP Data Summary Cohort Amount of Stress Reduction by Stressor N=27

30. Quality of Life N=11 Much Better Slightly Better No Change Slightly Worse Much Worse

31. Quality of Life: Team Strategies and Team Process Sub-Section-Areas of Highest Rating N=11 Strongly agree Somewhat agree Somewhat disagree Strongly disagree

32. Twins Tim and Trey Age 11 Daughter Age 9 Mom Meet a Focus Family

33. Team helped Mom to access Personal Assistant for A. He will receive 250 hours until the end of the fiscal year. PA gets Tim involved in social / community events. School team got Tim involved in Special Olympics for the 1 st time. SIMEO 2007-Home, School, Community Tool Data used in work with Student A

34. Goal: A will communicate effectively. SLP began using a loaner AAC Device with A. Mom completed paperwork for purchase of AAC device. School team members are using AAC device within the classroom. SIMEO 2007- Educational Information Tool Question: Has a Communication System with Peers & Adults

35. Goal: A will finish school at XYZ District. Team called for meeting to develop a BIP for A Team watched video on addressing sensory needs. Team implemented MORE visuals at school and home. Communication system in place. Progress toward PATH Goals SIMEO 2007-Referral Disposition Tool Question: Risk of Student Placement from School

36. Student A – Education Information Tool

37. Student B – Big Behavior Tool

38. IATTAP Data Summary Cohort Student A-Decreases in Family Stress High Stress Moderate Stress Low to Moderate Stress Low to No Stress Moderate to High Stress

39. IATTAP Data Summary Cohort Student B-Decreases in Family Stress High Stress Moderate Stress Low to Moderate Stress Low to No Stress Moderate to High Stress

40. Project Future Coordinated TA with other initiatives “Coaching Network” members of problem-solving teams District assessment and support, external observation Expanded on-line courses Coordinated on-line evaluation data system Increase ability to access and use data to make decisions across initiatives