18 years to change a life district-wide continuum for instructing students with autism spectrum...
TRANSCRIPT
![Page 1: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/1.jpg)
18 Years to Change a LifeDistrict-Wide Continuum for Instructing
Students with
Autism Spectrum Disorders
![Page 2: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/2.jpg)
Who Are We?
• Dr. Chris Daniels – Director of Special Services
• Mrs. Shayla Mendy – Autism Consultant
• Dr. Celeste Ortega – Lead Process Coordinator
![Page 3: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/3.jpg)
Park Hill
• Encompasses 71 square miles just north of downtown Kansas City, Missouri.
• 10, 713 students in 2014-2015 SY
• Ten elementary schools
• Three middle schools (including a sixth grade center)
• Two high schools
• A day treatment school (Russell Jones Education Center)
• An Early Childhood Education Center (Gerner Family Early Education Center).
![Page 4: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/4.jpg)
![Page 5: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/5.jpg)
Growth
• 21% population grown since 2000
• 29.5% Free and reduced lunch last year
• 2005 Free and reduced lunch was 18.3%
![Page 6: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/6.jpg)
10/11 11/12 12/13 13/14 14/15 15/160
50
100
150
200
250
Students Under the Eligibility of Autism
Blue Springs Columbia Lee's Summit Liberty Park Hill
![Page 7: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/7.jpg)
26%
4%70%
Where Our Students Are Served?
Self-Contained Transition Classroom
Resource Room
![Page 8: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/8.jpg)
The focus should be on teaching people with
autism to ADAPT to the social world around
them while still retaining the essence of who
they are, including their autism.
- Temple Grandin
![Page 9: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/9.jpg)
Continuum of Services
• Early Childhood Services
• 504 Services and Resource Setting provided in every Home School
• Transition Resource Classroom Specifically Designed for Students with Autism (Elementary)
• Classrooms Specifically Designed for Students with Autism (K-21)
• Public Separate Day Facility
• Private Separate Day Facility (2 students)
![Page 10: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/10.jpg)
Classrooms Specifically Designed for Students with Autism Spectrum Disorders
• Language-focused teaching environment that utilizes a variety of tools/strategies to increase verbal behavior and functional communication
• Social skills training directly taught and embedded in instruction throughout the day
• Access to sensory tools and supports
• Specially trained staff to work with students with Autism Spectrum Disorders
• High teacher to student ratio
• Positive-based behavior reinforcement programming derived from informal and formal functional behavior assessments
• Systematic and individualized process of integrating students into general education and fading level of supports to increase independence
![Page 11: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/11.jpg)
Transition Resource Classroom
• Behavior and social interventions provided throughout the school day
• Academic interventions, if needed
• Access to a home base for calming, processing, sensory breaks, etc.
• Support in general education classrooms via specially trained teaching assistants (the level of support is systematically faded over time)
• Utilization of peer models to increase social skills and social awareness
• Ongoing collaboration between general education and special education teachers.
• IEP team monitors progress to determine if/when the student is ready to transition back to his/her home school
![Page 12: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/12.jpg)
Trend Shows Success
• Year 1 – 1 students transitioned to home school resource setting 1 student transitioned to an Essential Skills classroom
• Year 2 – 3 students transitioned to home school resource setting
1 student transitioned to Essential Skills classroom
![Page 13: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/13.jpg)
Training Staff
• Full-time Autism Coach & part-time consultants (BCBA)
• TA Trainings: Initial and Ongoing
• Teacher Training & Support
• Bus Driver Training
• Encore (Art, Music, PE, Computer, Library) Teacher Training
• MANDT
• Parent Support
Future Training – Administration Training
![Page 14: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/14.jpg)
District Investment in Autism
• Built specific classrooms designed for students with Autism
• Provide exceptional support at district level for teachers and teacher assistants
• Outlines systematic procedures for placement in Autism program
• Visionary support from a board of education
![Page 15: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/15.jpg)
Universal Design
• Identify limiting factors
• Capitalizing on resources you already have
• Building bridges with other districts
• Early interventions
• Partnering with parents
![Page 16: 18 Years to Change a Life District-Wide Continuum for Instructing Students with Autism Spectrum Disorders](https://reader035.vdocument.in/reader035/viewer/2022081515/56649e985503460f94b9b850/html5/thumbnails/16.jpg)
Contact Information
Dr. Christopher Daniels-Director of Special Services (816)-359-6014 [email protected]
Mrs. Shayla Mendy- Park Hill District Autism Coach (816)-359-5999 [email protected]
Dr. Celeste Ortega-Lead Process Coordinator (816)-359-6676 [email protected]