The Road to Independence: Providing High Quality Instruction for Students with Autism Spectrum Disorder Charlotte Mecklenburg Schools Caroline Stewart, Ed S- Program Specialist for Autism Teri Moffett- Itinerant Coordinating Teacher for Autism Alana Iannello- Itinerant Coordinating Teacher for Autism 1
Objectives: General District Overview Levels of Programming for Students with Autism Support for Students with Autism Community Connections Transitions Challenges 2
General District Overview 144,011 Students Total 14,266 Students on IEPs 174 Schools 59 Self-Contained Programs for Students with Autism 72 Self-Contained Programs for Students who Require Specialized Academic Curriculum (SAC) 32 Self-Contained Programs for Students who Require Specialized Behavioral Support (SBS) 2 Public Separate Schools 3
AU District Overview 1065 Students eligible for services under the category of Autism (AU) Also serve students eligible for service under Developmentally Delayed (DD) and Other Health Impaired (OH) Close to 70% of students eligible as AU educated in their home school 4
Inclusive Practices Inclusion is the practice of providing ALL students with the knowledge, skills and values necessary to live productive lives. 5
Programming for Students with Autism 6
Pre-K Services Drive In Services Community Based Preschool and/or Day Care Program Charlotte-Mecklenburg Schools Pre-K Programs Exceptional Children Preschool Classroom Metro School Developmental Day Programs Homebound Services 7
School Age Services Program Types Level of Service Regular Resource Separate Separate School 8
Regular 80% or more of the day with nondisabled peers May be pull-out services or push-in services Takes place at home school Approximate number of students with autism served= 407 9
Resource 40%-79% of the day with nondisabled peers May be pull-out services or push-in services Takes place at home school Approximate number of students with autism served= 155 10
Modifications in Resource 11
Modifications in Resource 12
Separate 39% or less of the day with nondisabled peers Can take place at home school If separate setting is required= Selfcontained program Approximate number of students with autism served= 10 13
Separate- Self-Contained 39% or less of the day with nondisabled peers 59 Programs for Children with Autism District Wide Approximate number of students with autism served=395 14
Self Contained Program for Students with Autism Description A self-contained class for Autism is for students who need sustained levels of support to respond consistently and with intent to instruction that is specially designed. Students receive instruction on the NC Extensions of the Common Core and are assessed on the NC EXTEND1. Because students are measured against modified achievement standards, they are no longer on any of the North Carolina diploma pathways. 15
Sustained Levels of Support? Severe Deficits: Communication Social Sensory Academic Behavior management to include repetitive behaviors 16
Physical Structure 17
Schedules 18
Academics 19
Communication 20
Behavior 21
Separate School Metro School Lincoln Heights Academy (LHA) 100% of population on an IEP Intensive level of support Approximate number of students with autism served at Metro= 60 Approximate number of students with autism served at LHA= 2 22
Two Separate Schools Metro School Lincoln Heights Academy 23
Support for Students with Autism 24
How does CMS support students with Autism? Elementary Elementary Instructional Support Team EC Elementary Specialist 5 Instructional Coordinating Teachers (ICT s) Kindergarten Support Team Secondary Secondary Instructional Support Team EC Secondary Specialist 6 Instructional Coordinating Teachers EC Graduation Coach 25
Kindergarten Support Team Who: 4 Part-time EC teachers/icts What: Support rising Kindergarteners When: Develop behavior plans or academic accommodations Assist with scheduling Provide tools and resources (and cube chairs!) First 6 months of the school year 26
Specialized Autism Support Team Specialist for Autism 2 Itinerant Coordinating Teachers for Autism 27
How do Teachers Get Support? AU File Box provided in schools Teachers submit a request for support A member of one of the teams conducts an observation/consultation and makes recommendations for additional strategies to put in place. Resource materials are provided when needed 28
Pre-Planning Process A Request for Support-Pre-Planning is submitted FBA and BIP must be in place for 4-6 weeks and data taken with fidelity prior to the first of 2 formal observations Fill out the Pre-Planning Form 2 Formal observations with 4-6 weeks of data collection in between 29
Team Decision Checklist is followed to complete the Pre- Planning Process Outside LEA is Requested IEP Team meets 30
Professional Development Dr. Jim Ball Dr. Paula Kluth 6 Week Courses Building Based PD Online Moodle Classroom Based PD Administrator PD TEACCH Summer Teacher Institute Parent Training 31
Community Special Olympics Women s Charity League Autism Society of North Carolina Autism Society of North Carolina, Mecklenburg County Chapter Autism Speaks UNCC 32
Autism Society of North Carolina, Mecklenburg County ipads for AU 33
Autism Speaks 34
Transitions 35
Pre-K to Kindergarten Kindergarten Crossroads meetings K curriculum Transition Process Inclusive Practices Special Ed Services 36
Pre-K to Kindergarten Needs-Based Ranking: Collaboration between Pre-K and AU support teams Facilitate transition to Kindergarten Kindergarten support team assigned if needed 37
Pre-K to Kindergarten Transition Form Informs K teachers about: Student strengths and needs Current interventions Communication needs Behavioral needs 38
IF a Separate Setting is being considered Pre-K teachers start a pre-planning process Itinerant Resource teachers support students AU support team observes student and makes recommendations for interventions Pre-K team collects data on effectiveness of interventions IEP meeting is held to consider most appropriate placement 39
Transition to Middle School District-Wide Transition Meeting held: Elementary teachers meet with Middle School teachers Discuss strategies and interventions in place Discuss needs/concerns 40
Transition to Middle School Transition IEP meetings held within last 30 days of school Change EC times to reflect middle school schedule IEP goals are updated as needed Special Education service delivery may look different in middle school 41
Transition to Middle School- Separate Setting Middle school teachers may go visit incoming 6 th grader in elementary school Teachers may attend transition IEP meetings Elementary teachers may schedule field trip to visit middle school classrooms for following year 42
Transition to High School District-Wide Transition Meeting held: Middle School teachers meet with High School teachers Discuss strategies and interventions in place Discuss needs/concerns Discuss Diploma Track 43
Transition to High School Possible Diploma Tracks Future Ready Core: Common Core Standards Occupational Course of Study Autism Society of Mecklenburg County provides transition packets for all students with autism 44
Occupational Course of Study Modified Occupational Course of Study Curriculum Students need 24 credit hours and 900 work hours 24 credit hours (classes) 300 school based work hours 240 hours of Community Based Instruction (work sites with job coach) 360 hours of paid employment 45
High School Separate Setting Concentrates on: Independent Living skills Community Based Instruction Choice-maker curriculum Transitional Course of Study 46
Transition Fair Allows students and families to collaboratively take action for their future by connecting them with community resources that promote independence Started in 2003 47
Transition Fair - 2013 Yearly event for transition age students 40 Vendors Categories- Higher Ed, Community Service Providers, Employment, Transportation, Personal living, Advocacy, Legal services, etc.) 250 Participants this year 48
Legal Challenges 2010-2013- 6 state Complaints (all placement decisions parents disagreed with IEP Teams decisions for a program placement change) 2010-2013 3 due process cases (all placement decisions parents disagreed with IEP Teams decisions for a program placement change) 2012 One mediation (ESY decision IEP team determined ESY wasn t warranted) 49
Challenges Behavior Determined the type of data needed Analyzed data collected Develop an AU Problem Solving Team Develop a plan to address concerns 50
Our Motto! If you have met one student with autism then You have met ONE student with autism! 51
Remember Don t Judge Too Quickly 52
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