1. Division Wide Comprehensive Planning Creating a recipe for success using a systems change approach to intervention and supporting students with ASD

2. Primary : Division/Classroom- Wide Systems for All Students, Staff, & Settings Secondary System: Specialized Group Systems for Students with more significant concerns Tertiary System: Specialized Individualized Systems for Students with Highest Concerns ~80% of Students ~15% ~5% CONTINUUM OF DIVISION-WIDE INSTRUCTIONAL & RELATED SUPPORTS ALL SOME FEW

3. Major Issues in Systems Change What are the essential features of: divisions that provide resources/supports to schools? schools that are well-prepared to deliver effective educational services for all of the school’s students with ASD? And, How can the division’s capacity for support be evaluated?

4. Preparation Instructions…  A process of systems change... changing the way we do the business of education.  Focus on students with ASD who need higher levels & intensity of support  Data system for evaluation

5. ASD and Special Challenges for Schools Heterogeneity Dramatically increased prevalence High risk of problem behaviors Massive amounts of information re: EBP Massive amounts of misinformation re: EBP Tendency toward litigation

6. ASD and Special Challenges for Schools Need for specialized services and supports –Structure; communication; social skills Most need tertiary supports Need exists across: –all levels of functioning –all ages –all placements

7. Some School Considerations School level needs: Appropriate, effective services Need for division and state-wide support In VA, division is the place for system change

8. What do you think are possible features of comprehensive planning for divisions?

9. Possible Features of Effective Divisions --G. Dunlop, 10.11.07 & IL Educ. Prog. for Autism Administrative commitments (Sup., sch. brd.) Clear policies Continuous professional development for all district staff Availability of ongoing T.A. (coaching) Presence of functional data collection system –Student achievement and teacher performance Family voice & family involvement (planning, evaluation & support)

10. More Features of Effective Divisions Deployment of assessment and intervention expertise (PBS; AAC) Alignment with general education curriculum Presence of district leadership team (ASD data and ASD supports) Availability of materials and resources School wide strategies and practices for students with ASDs

11. Virginia Examples What features do these two divisions have?

12. The Cooks...

13. Funding Visibility Political Support Training Coaching Evaluation Local School Teams/Demonstrations Systems Implementation Logic Leadership Team Active & Integrated Coordination

14. EBP Team Data-based Action Plan ImplementationEvaluation GENERAL IMPLEMENTATION PROCESS

15. Conceptual Framework Applied to Developing Evidence-based Practices Evidence-based social strategies Evidence-based communication strategies Evidence-based behavior strategies Evidence-based instructional strategies Source Training Coaching Admin. Support Communication Link Faculty Staff Parents Volunteers Mentors Destination Influence: Organizational Structures/Culture Feedback Mechanisms Fidelity Measure Data-based decision making Evaluation data Adapted from Fixsen, et.al. (2005)

16. The Recipe

17. Classroom Non-classroom Family Student School-wide Smallest # Evidence-based Biggest, durable effect Division -wide

18. Family Engagement Sample Indicators of effective programming: –Parents have opportunity to contribute to program planning, development, implementation –Families have opportunity to communicate with multi-disciplinary consultants who provide services –School staffs have ongoing, frequent & positive communications with families –Variety of communication vehicles are used based on the strengths/needs of family –Families are informed and invited to evidence-based training regarding needs of their child Adapted from “Essential Components of Educational programming for Students with Autism Spectrum Disorders,” Alberta Education, 2006

19. ~80% of Students ~15% ~5% ALL SOME FEW Intervention Practices Division wide School wide Classroom Non-Classroom Individual Students Family Engagement

20. SYSTEM -WIDE 1. School staff have attended (& will continue to attend) professional development on educating students with ASD 2. Resources & materials are available 3. All staff are involved directly or indirectly in supporting students with ASD 4. A team & system is in place for positive behavior support planning & problem solving 5. Parents are a full part of the planning, evaluation & support process INTERVENTION PRACTICES CLASSROOM 1.Specific classroom areas are clearly defined 2.Classroom expectations & routines are clearly defined & directly taught 3.Expected student behaviors are clearly defined & taught 4.Students with ASD receive direct instruction in math, reading & written language 5.Students with ASD receive direct instruction on social skills & communication 6.Classroom teachers fully participate in planning for support & assisting with accommodations for student s with ASD 7.Related service personnel work closely with classroom staff 8.Instruction is designed to allow maximum interaction with typical students INDIVIDUAL STUDENT 1.Student has individual work space designed according to his/her needs 2.Student has individual daily schedule in place throughout day 3.Changes in schedule are planned for & on schedule prior to changes 4.Instruction includes grade level instruction with individualized modification & supports 5.Student can access sensory supports & breaks as needed 6.Student’s communication system is available at all times NONCLASSROOM 1.Strategies & supports are utilized in non-classroom settings 2.Supports for transitions are in place 3.Behavior plans are in place & generalized to these settings 4.Typical students have received training on how to interact 5.Physical features are modified to limit students from inappropriately leaving non-classroom setting FAMILY ENGAGEMENT 1.Parents have opportunity to contribute to program planning & development 2.School staffs have ongoing, frequent, & positive communication with families 3.Families are informed & invited to EBP training opportunities 4.A variety of communication vehicles are used based on strengths/needs of family resources 5.Families have opportunities to communicate with multi-disciplinary consultants who provide services regarding their child

21. Weight and Volume of Each Ingredient…

22. Personnel The big three: –Qualifications –Experience –Expectations

23. The Importance of These Two Major Ingredients … Increasing teacher effectiveness Equitable distribution of effective teachers Establishing data systems Using data for improvement

24. Ingredients for Success (EIC-ASD) Environmental elements Behavioral change elements Targeting core deficits Comprehensive instructional program Instruction Data collection and use

25. EIC-ASD Website http://education.gsu.edu/autism/index.htm

27. 5 Essential Components of a Quality Autism Program 1. Staff are trained in 3 areas of measureable competency 2. Student’s educational plan fits assessed needs 3. Plans use evidence-based methods 4. Well-designed activities target evolving objectives 5. Effective communication between staff and family -Autism Pro, 2009

28. Additional Sources to Assist with Comprehensive Planning National Autism Center (2009) ( National Standards Project Report) www.nationalautismcenter.org SCERTS (Social Communication Emotional Regulation Transactional Support) VA Autism Council Skill Competencies... www.autismtrainingva.org Educating Children with Autism

29. Completing the Recipes…

30. Putting the Plan in Place… Do you have your cooks? –Administrative and educational staff Do you have your EBP? Do you have your recipes? Do you have your ingredients? Are you ready to taste and revise?

31. What’s Your First Action Step? Write down your first action on a recipe card. The taste test

32. Available Resources… www.Pbis.org http://education.gsu/autism/index.htm www.scalingup.org Effective implementation and support of an Illinois Educational Program for Autism Spectrum Disorders (Adapted from EBS Self- Assessment Survey, version 2.0. Sugai, G., Horner, R., Todd, A. Educational and Community Support, University of Oregon)