autism summit 2014 - kaye seale, worcester public schools
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Increasing Prevalence of Autism: Trends and Implications for School Districts
Kay C. SealeManager of Special Education & Intervention
ServicesWorcester Public Schools
Central Massachusetts Autism SummitJanuary 28, 2014
, Ph.D.
WPS ~ Autism Growth 46 %
302349
399440
050
100150200250300350400450
Count
2010 2011 2012 2013
School Year-End
Autism Disability in WPS District
ASD and Special Challenges for Schools
Dramatically increased prevalence Implications of Medical diagnosis Intensity of direct services at school and
home based on evidence based practices Competencies of professional staff On-going partnership with parents and
families Community awareness and resources
Autism Prevalence
Between 2000 to 2008, autism prevalence has grown from 1 in 150 children to 1 in 88 from the year 2000 until 2008. (Center for Disease Control, 2012)
Between 1998 to 2010, the number of 6 to 21 year old children receiving services for an ASD in public special education programs across the nation increased from 54,064 to 370,011.
Massachusetts Students with ASD
Massachusetts follows the national trend …..
The need for ACCOUNTABILITY!
This is as much a special education responsibility as it is a general education responsibility….
Need to build increased capacity as the population ages…….
Students with ASD by Age inWorcester Public Schoolso 50% of those students classified as
ASD are eight years old or less o 78% of those students classified as
ASD are twelve years old or less
Students with ASD by Age inWorcester Public Schools
X = 40
X = 26
X = 16
Distribution of Students Across Four Year Aged Cohorts
There are 160 students in the aged cohort from 6-9 years of age
There are 103 students in the aged cohort from 10-13 years of age
There are 64 students in the aged cohort from 14-17 years of age
There are 18 students in the aged cohort from 18-22 years of age
Practices Implemented with Treatment Fidelity
Need for specialized services and supports Structure; precise & highly systematic
instructional procedures; sophisticated communication and social skills interventions
Effective inclusive general education settings High expectations across all levels of
functioning, all ages, all settings
Increasing Demand for Services
Comprehensive professional development plan for educational and support staff
Many of these students, given their challenging behavior, are at risk for more restrictive services with limited community participation if they don’t receive evidenced based practices implemented with treatment integrity
How Do We Meet the Increasing Demand for Services? How do we conceptualize a framework for the
delivery of evidenced based practices for students with ASD implemented with treatment integrity in an efficient and effective model?
WPS ~ 1st Autism Forum will be held on
February 10th
WPS Action Steps:
Building internal capacity Competencies of existing staff
General educationSpecial education Hired 10 BCBA’s On-going professional development to
and teachers and support staff
WPS Action Steps……
Building effectiveness of services Comprehensive Program Evaluation of
ASD Services [PreK – Grade 3] Developing effective inclusionary
settings: Elementary ~ Specialized Approaches to
Individualized Learning (SAIL)
Secondary ~ Creative Options for Adolescents on the Secondary Tier (COAST)
Effective Post Secondary Planning
64 Young Adults receive Transitional Services Jerri Roach, District Transitional Specialist - Community Based and Post secondary Planning - Employment - Partnership with Assumption College and Worcester State
Together Everyone Achieves More
COMPASS ~ Focus on Teaching and Learning * Collaboration with community partners * Early intervention services * Family support organizations Designed a virtual apartment to provide
integration of services to maximize independence for our students
WPS COMMITMENT……
Students and our families Designing educational services that
promote high expectations Support to parents and families to better
support their child Providing ASD services that are evidence
based
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