Division Wide Comprehensive Planning

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Division WideComprehensive Planning

• Creating a recipe for success using a systems
  change approach to intervention and supporting
  students with ASD

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Tertiary System Specialized Individualized Syste
ms for Students with Highest Concerns
CONTINUUM OF DIVISION-WIDE INSTRUCTIONAL
RELATED SUPPORTS
FEW
5
SOME
Secondary System Specialized Group Systems for
Students with more significant concerns
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Primary Division/Classroom- Wide Systems
for All Students, Staff, Settings
ALL
80 of Students
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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
  schools students with ASD?
• And,
• How can the divisions capacity for support be
  evaluated?

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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

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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

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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

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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

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

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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)

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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

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Virginia Examples

• What features do these two divisions have?

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The Cooks . . .
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Systems Implementation Logic
Visibility
Funding
Political Support
Leadership Team Active Integrated Coordination
Training
Evaluation
Coaching
Local School Teams/Demonstrations
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GENERAL IMPLEMENTATION PROCESS
Team
EBP
Data-based Action Plan
Implementation
Evaluation
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Conceptual Framework Applied to Developing
Evidence-based Practices

• Fidelity Measure
• Data-based decision making
• Evaluation data

Adapted from Fixsen, et.al. (2005)
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The Recipe
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Division -wide
School-wide
Classroom
Family
Non-classroom

• Smallest
• Evidence-based
• Biggest, durable effect

Student
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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

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Intervention Practices Division wide School
wide Classroom Non-Classroom Individual
Students Family Engagement
FEW
5
SOME
15
ALL
80 of Students
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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 Specific classroom areas are clearly defined Classroom expectations routines are clearly defined directly taught Expected student behaviors are clearly defined taught Students with ASD receive direct instruction in math, reading written language Students with ASD receive direct instruction on social skills communication Classroom teachers fully participate in planning for support assisting with accommodations for student s with ASD Related service personnel work closely with classroom staff Instruction is designed to allow maximum interaction with typical students
INDIVIDUAL STUDENT Student has individual work space designed according to his/her needs Student has individual daily schedule in place throughout day Changes in schedule are planned for on schedule prior to changes Instruction includes grade level instruction with individualized modification supports Student can access sensory supports breaks as needed Students communication system is available at all times NONCLASSROOM Strategies supports are utilized in non-classroom settings Supports for transitions are in place Behavior plans are in place generalized to these settings Typical students have received training on how to interact Physical features are modified to limit students from inappropriately leaving non-classroom setting FAMILY ENGAGEMENT Parents have opportunity to contribute to program planning development School staffs have ongoing, frequent, positive communication with families Families are informed invited to EBP training opportunities A variety of communication vehicles are used based on strengths/needs of family resources Families have opportunities to communicate with multi-disciplinary consultants who provide services regarding their child
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Weight and Volume of Each Ingredient
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Personnel

• The big three
• Qualifications
• Experience
• Expectations

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The Importance of These Two Major Ingredients

• Increasing teacher effectiveness
• Equitable distribution of effective teachers
• Establishing data systems
• Using data for improvement

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Ingredients for Success(EIC-ASD)

• Environmental elements
• Behavioral change elements
• Targeting core deficits
• Comprehensive instructional program
• Instruction
• Data collection and use

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EIC-ASD Website

• http//education.gsu.edu/autism/index.htm

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5 Essential Components of a Quality Autism Program

• 1. Staff are trained in 3 areas of
  measureable competency
• 2. Students 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

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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

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Completing the Recipes
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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?

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Whats Your First Action Step?

• Write down your first action on a recipe card.
• The taste test

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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)