District Autism Training
Comprehensive Program Planning for Individuals with Autism Spectrum Disorders: A Framework for a Systematic District-Wide Approach
The 2-day institute involves a process-planning framework for designing a district plan addressing comprehensive programs for individuals with autism spectrum disorders (ASD) including assessment, intervention design, implementation and progress monitoring. Participants will utilize tools to conduct baseline assessment on components essential to the development and implementation of comprehensive programming for individuals with ASD. Participants will work as teams to develop action plans based upon their district's needs.
Ideally, participants would attend as a district autism team and would consist of the following members:
- Administrators, preferably one representing each building level staff, who believe that all students should be considered essential members of the school community
- General education teachers, preferably one from each building level staff, who have had students with ASD in their classrooms
- Intervention specialists, preferably one from each building level staff, who have had students with ASD in their classrooms
- Qualified personnel with advanced knowledge of autism spectrum disorders (ie: communication issues, sensory differences, behavioral differences, etc.) and who have the flexibility within their work schedule to lead and facilitate the district in the development of a district-wide action plan with emphasis on the implementation of comprehensive program planning for students with ASD
There should ultimately be one qualified person to represent each building in the district.
Members of the team may be asked to complete baseline checklists prior to the training.
Autism Team Ongoing Activities
Members of the team will be responsible for actions such as:
- Championing the philosophical belief that all students, including students with ASD, are integral members of the district population and need to be planned for accordingly
- Assessing/surveying knowledge base of district/building personnel in ASD
- Leading the district in the development of an action plan that ultimately provides comprehensive programming for students with ASD
- Working with administration to determine the structural and instrumental supports/resources needed to create the capacity to build and implement a district comprehensive plan to address the needs of students with ASD
- Providing and/or coordinating professional development for certified/non-certified staff
- Providing coaching/consultation to classroom/non-classroom staff related to: assessing students' needs, developing appropriate programming/interventions, implementing programming, monitoring progress, etc.
- Supporting staff, student/building level teams with developing plans for transitioning students when they move from one building to another
Members of the autism team may need access to such things as:
- Flexibility within their work schedules to support teams/staff working with students with ASD
- Release time for:
- Planning with administration
- Planning with other district/building autism team members
- Planning with regional/state support team personnel
- Coordinating/developing/providing professional development
- Observing/providing direct support to staff in classroom/non-classroom settings
- Coordinating meetings with staff, student/building level teams