Insight  Conference    February  6,  2015  

 Virginia  Department  of  Educa@on’s  

Training  at  Technical  Assistance  Center  at  ODU  

 Kelly  BarreI  M.S.  Ed,  BCBA,  LBA  

   

2/06/2015  

What  is  Happening  in  the  Local  Schools  Servicing  Students  with  Au@sm  Spectrum  Disorder?  

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Au@sm  Resources  and  Services  in  Regions  2  of  Virginia    

Region  2  ci*es  and  coun*es:  

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Accomack  County  Chesapeake  City  Franklin  City  Hampton  City  Isle  Of  Wight  County  James  City  County  Newport  News  City  Norfolk  City  

Northampton  County  Poquoson  City  Portsmouth  City  Southampton  County  Suffolk  City  Virginia  Beach  City  Williamsburg  City  York  County    

Child  Count    

hIp://www.doe.virginia.gov/sta@s@cs_reports/enrollment/

index.shtml    

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2013  Child  Count  

0  

10000  

20000  

30000  

40000  

50000  

60000  

Au@sm   DD   ED   ID     OHI     SLD   SLI    

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Gender: All Students Race/Ethnicity: All Students Group: All Students School Years: 2013-2014 (Only student groups of 10 or more are displayed. Note: This data is not longitudinal)

Special Education Child Count for Commonwealth of Virginia

School Year Disability Code Grade PK Grade KG Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12 Total

2013- 2014

AUT 825 877 1,089 1,299 1,414 1,392 1,371 1,290 1,217 1,154 1,036 887 818 1,190 15,859

2013- 2014

DB 32

2013- 2014

DD 6,750 2,906 1,326 10,982

2013- 2014

ED 48 161 317 495 582 674 773 862 995 1,191 1,083 917 948 9,051

2013- 2014

HI 131 93 114 111 93 113 99 94 86 103 100 86 82 99 1,404

2013- 2014

ID 42 201 367 450 562 608 645 734 790 783 871 784 815 1,568 9,220

2013- 2014

MD 146 132 173 199 227 229 238 214 260 268 284 253 295 482 3,400

2013- 2014

OHI 157 387 1,079 1,827 2,331 2,732 2,810 2,902 2,917 2,878 3,298 2,807 2,443 2,438 31,006

2013- 2014

OI 70 56 58 66 65 46 50 62 41 47 48 60 69 46 784

2013- 2014

SLD 10 169 879 2,108 3,337 4,609 5,317 5,663 5,650 5,695 6,187 5,304 4,486 4,616 54,030

2013- 2014

SLI 3,503 3,557 4,558 4,017 3,070 2,299 1,604 935 585 392 199 143 100 78 25,040

2013- 2014

TBI 18 11 11 11 20 28 31 29 28 45 37 40 46 64 419

2013- 2014

VI 32 30 49 33 46 45 57 49 45 46 50 38 31 41 592

CoLA’s  

             Communi@es  of  Learning  in  Au@sm      "Communi*es  of  Prac*ce  are  groups  of  people  who  share  a  passion  for  something  that  they  know  how  to  do  and  who  interact  regularly  to  learn  how  to  do  it  beLer.”    E*enne  Wenger    

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Summer  Statewide  CoLA  Communi*es  of  Learning  in  Au*sm  (CoLAs)  2014  Summer  

Ins*tute  June  25-­‐26,  2014  

Hosted  by:  VCU-­‐Au*sm  Center  for  Excellence  (VCU-­‐ACE)  and      

Virginia  Department  of  Educa*on  T/TACs      

Summer  of  2015  TBA    

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Portsmouth-­‐  PART    

                               Portsmouth  Au@sm  Resource  Team    

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Using  Expanding  Expression  Tool  (EET)  by  Tracey  ScoI  and  

Portsmouth  

6/17/2014  Individual  Innova@on  and  Impact  

WJCC  

•  Behavior  Specialist  on  staff  •  Long  Term  Technical  Assistance  Contract  with  TTAC  ODU  to  conduct  7  Au@sm  Program  Environmental  Ra@ng  Scales  in  7  classrooms  and  provide  imbedded  coaching  on  evidenced  based  prac@ces.    

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Chesapeake    •  Awarded  Cohort  2  Grant  with  the  Au@sm  Center  for  Excellence.  They  aIempted  twice  and  awarded  for  the  2014-­‐2017  school  years  to  include  follow  on.  

•  Team  training  has  been  completed.  •  APERS  assessments  occurring  and  ongoing.  •  Developed  a  3  year  PATH  and  ac@on  plan    

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Newport  News  

•  Completed    3  year  grant  as  part  of  cohort  1  with  the  Au@sm  Center  for  Excellence  

•  Elementary  Schools  Social  Skills  PLC  •  Book  club  leads  to  implemen@ng  strategies  for  comprehension  in  classrooms  which  lead  to  3  teachers  in  the  division  providing  two  regional  tra8nings  to  educators  in  March  of  2015  

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Social  Skills  through  Drama  Teresa  Crowson,  Blake  Crowson,  Danielle  Dail,  Bryan  Quanty,  Crystal  Hunt  

from  Newport  News      

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Virginia  Beach    •  Con@nued  training  of  Paras  per  HR  Bill  325;  800  were  trained  last  year,  remaining  

and  new  paras  are  being  trained  this  year  

 •       Started  a  ParaCoaching  model  to  provide  paras  with  an  embedded  para  to  demo  

what  they  had  learned  from  the  2-­‐day  training      •       Started  a  TrioTeam  Training  of  a  team  (Administrator,  Special  and  General  

Educa@on  Teacher)  from  all  schools  within  the  division;  80/86  aIended  

•           Ini@a@ng  an  ASD  Specialist  into  the  Early  Childhood  Special  Educa@on  classes  to  support  instruc@on;  especially  the  new  PreK  curriculum  

 •               Con@nuing  to  build  high  support  classrooms  across  the  division  

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Highly  Trained  Paras  by  Myra  Flint,  Kate  Quinn,  Letha  Anderson  and  Andrea  Curney  from  VA  Beach    

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ASP  Program  Update  

SECEP  serves  the  following  divisions      

•  Southampton  •  Suffolk  •  Chesapeake  •   Virginia  Beach  •  Isle  of  Wight    •  Norfol  •  Portsmouth  

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In order to provide quality research based instruction for students with autism, SECEP continues to set high expectations with the implementation of the 5 SECEP classroom standards.

 Secep  Classroom  Standards                      

•  Direct  and  Appropriate  Instruc*on  

•  Classroom  Structure  and  Organiza*on  •  Communica*on.  •   Use  of  Posi*ve  Behavioral  Prac*ces      •   School,  Home  and  Community  Collabora*on  

Support  and  Training  

Program  Support  •  To  support  the  classroom  

standards  SECEP  currently  has  27  BCBA’s  on  staff,  1  BCaBA  and  18  individuals  currently  seeking  BCBA  creden@als.  

Staff  Training  

•  Before  entering  the  classroom  all  staff  receive  competency  based  training  on  the  5  classroom  standards,  basic  reinforcement,  assis@ng  in  the  classroom,  au@sm  101  and  crisis  interven@on.    

•  Once  in  the  classroom  staff  are  required  to  demonstrate  on  going  knowledge  and  implementa@on  of  differen@al  reinforcement,  therapeu@c  instruc@on,  preference  assessment,  behavioral  momentum  and  graduated  guidance.    

Job  Skills  Training  •  SECEP  in  collabora@on  with  VCU,  DARS  and  Bons  Secours  is  in  

its  second  year  with  Project  Search  at  Maryview  Hospital,  6-­‐7  students  yearly  par@cipate  on  site  in  a  variety  of  internship  opportuni@es,  preparing  students  for  employment.  

•     •  ASP/EBICS  High  School  classrooms  work  with  a  variety  of  local  

business  in  order  to  increase  job  skills.    •  Some  of  the  community  stakeholders  willing  to  invest  in  our  

students  are:  Marshall's,  TJ  Maxx,  DePaul  Hospital,  Golden  Coral,  Botanical  Gardens,  Food  Bank,  Skinny  Dip  Yogurt,  Marriot  Hotel,  SPCA  and  CiCi's  Pizza.  

       Congratula*ons  Virginia  Schools!  

 Among  the  Top  15!!  

   

“Every  child,  regardless  of  income,  race,  background,  or  disability,  can  succeed  if  

provided  the  opportunity  to  learn”    -­‐Arnie  Duncan    

     

       Legisla*ve  Updates    

www.doe.virginia.gov/boe/legisla@on/index.shtml      

HB  325  and  Enjoy  by  Christy  Morgan  and  Daria  Lorio  from  York  

County  

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Legisla@ve  Updates:  Au@sm  Advisory  Council      

Au@sm  Advisory  Council  – Legisla@ve  body  promo@ng    – coordina@on  of  services  and  resources  – public  awareness  of  services  and  resources  

– July  1,  2016  

Legisla@ve  Update:  Restraint  and  Seclusion    

•  Seclusion  and  restraint  •  Requires    the  review  of    

–   statewide  policies  and  regula@ons    – methods  used  in  other  states    

•  Report  due  during  2015  General  Assembly  (1/14/15-­‐2/28/15)  

Legisla@ve  Update:  BCBA  Licensure  Excep@ons    

•  Licensure  excep@ons  to  prac@cing  behavior  analysis  – school  personnel    – training  – BCBA  student  

•  Requirements  for  excep@on  – self-­‐iden@fica@on  – private  cliental    

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Resources  for  Educators  

NPDC    

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www.vcuau@smcenter.org  

   

31!

Technical  Assistance  

Top  Down  and    BoIom  Up  

Improve  Classroom  and  School  Prac@ce  

Increase  Administra@ve  

Support  

Prac@ce  and  Coaching  

Assess  Division  ASD  Programs  

Facilitate  Team  

Develop  Au@sm  Services  Improvement  Plan  

Provide  Embedded  TA  

Develop  Transi@on  Plan  

Cohort  2  

•  Compe@@ve  applica@on  process  •  21  applica@ons  •  6  divisions  selected    (only  14%)    

Divisions  were  selected  Because…  

What  Was  required  for  a  successful  Applica@on?  

•   Division  resources  and  processes  to  support  ASD  Services  Improvement  Goals    

•  Division  Commitments  and  Support    •   Poten@al  to  benefit  from  technical  assistance  •  Demonstrated  commitment  to  change  •  Strength  of  exis@ng  supports    •  Vision  for  systems  change  •  Explana@on  of  plan  to  implement  a  divisionwide  coaching    •  Explana@on  of  current  work  taking  place  within  the  

division  

School  Divisions   #  of  Schools   #  of  Students  Iden*fied  with  ASD  

Alexandria  City  Public  Schools   19   140  Bedford  County  Public  Schools   23   91  Chesapeake  City  Public  Schools   47   619  

Franklin  County  Public  Schools   15   91  

Spotsylvania  County  Public  Schools  

33   282  

Warren  County  Public  Schools     8   93  

TOTALS   145   1316  VC

U- A

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Exc

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Coh

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D

ivis

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School  Divisions   #  of  Schools   #  of  Students  Iden*fied  with  ASD  

Arlington  County  Public  Schools   65   337  Botetourt  County  Public  Schools   27   71  Greensville  County  Public  Schools   4   26  

Hampton/Newport  News  Public  Schools  

82   513  

Henrico  County  Public  Schools   71   598  Northern  Neck  Regional  Program   12   45  

Richmond  City  Public  Schools   48   211  Wise  County  Public  Schools   15   33  

TOTALS   254   1834  

VC

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Coh

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D

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The  Process  

•  Development  of  an  Au@sm  Services  Improvement  Team  

•  Conduct  Baseline  Assessments    •  Review  results  •  Summer  Academy    

– Gap  Analysis  – Development  of  Vision,  mission,  beliefs  – Development  of  Goals  – Hit  the  road  Running!!!!    

Evalua@on  

Autism Program Environment Rating Scale (APERS)

•  Designed  to  assess  quality  indicators  of  programs  for  children  and  youth  with  ASD  

•  Purposes  of  the  APERS  

APERS  Domains  

Learning  Environments  • Safety  • Classroom  Design  

• Visual  Schedules  and  Transi@on  

Posi@ve  Learning  Climate  • Respect  • Engagement  • Diversity  

Assessment  &  IEP  Development  • Data  •  IEP  Process  • Assessment    • Transi@on  

Curriculum  &  Instruc@on  • Appropriate  Child  Specific  Curriculum  &  Instruc@on  

• Transi@on  

APERS  Domains  

Communica@on  •  Planning  •  Access  to  Communica@on  

•  Instruc@on  individualized  

•  Responsive  

Social  Competence  •  Planning  •  Instruc@on  •  Peer  Interac@on  

Personal  Independence  &  Competence  •  Accommoda@ons    •  Self-­‐management  •  Strategies  

Func@onal  Behavior  •  Proac@ve  strategies  

•  Assessment  •  Plan  •  Implementa@on  

Results  from  Cohort  1  

Improvement  in  Scores  on  the  APERS  from  Pretest  to  PosIest    

(designa@ons  of  score  quality  according  to  developers)  

1   1.5   2   2.5   3   3.5   4   4.5   5  

Learning  Environment  

Structure/Schedule  

Posi@ve  Classroom  Climate  

Assessment  &  IEP  Development  

Curriculum  &  Instruc@on  

Communica@on  

Social  Competence  

Personal  Independence/Competence  

Func@onal  Behavior  

Family  Involvement  

Teaming  

Transi@on  Planning  

Overall  

Pre  

Post  

Needs  Improvement   Proficient   Exemplary  

Mean  Scores  From  Pretest  to  PosIest    (Needs  Improvement,  Proficient,  Exemplary)  

Domain  (*  -­‐  p  ≤  0.05,  **  -­‐  p  ≤  0.000)   Pretest   PosLest  

Overall   3.17   4.10**  

Transi@on  Planning   2.58   3.27*  

Teaming   3.83   4.51**  

Family  Involvement   4.67   4.86*  

Func@onal  Behavior   2.83   4.11**  

Personal  Independence  and  Competence   2.12   3.19**  

Social  Competence   2.26   3.65**  

Communica@on   2.08   3.63**  

Curriculum  and  Instruc@on   2.77   3.81**  

Assessment  and  IEP  Development   3.28   4.18**  

Posi@ve  Classroom  Climate   3.84   4.46**  

Structure  and  Schedule   2.77   3.92**  

Learning  Environment   4.16   4.70**  

VCU  ACE  Expanded  Services    

•  VDOE  Superintendents  Memo  Oct  23rd    

•  Submission  for  this  request  from  divisions  is  done  through  the  VCU  ACE  website    

02/06/2015   46  

Behavior  Modules    Behavior  modules  available  through  TTAC  – video  models  – Instruc@on  – proficiency  checks    

 

 www.Iaconline.org    

 

Guidelines    

•  FBA/BIP  Guidelines  will  include:  – process  – sample  data  collec@on  – Examples    

• Training  in  Divisions    www.doe.virginia.gov/special_ed/

disabili@es/index.shtml    

Au@sm  Guidelines    •  Models  of  Best  Prac*ce  in  the  Educa@on  of  Students  with  ASD  

•  Guidelines  for  Educa*ng  Students  with  ASD  •  ASD  and  Transi*on  to  Adulthood  •  Guidelines  for  Uniform  Training  Standards  for  Paraprofessionals  who  Provide  Primary  Oversight  to  Students  with  ASD  

 hIp://www.doe.virginia.gov/special_ed/

disabili@es/au@sm/index.shtml  

Contact  Informa@on  

Kelly  BarreI,  T-­‐  TAC  ODU  Au@sm  and  ABA  Specialist    

Email:  kkbarret@odu.edu  Phone:  (757)451-­‐3016    

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