Autism Summit 2014 - Kaye Seale, Worcester Public Schools

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  • 1. Increasing Prevalence of Autism: Trends and Implications for School Districts Kay C. Seale Manager of Special Education & Intervention Services Worcester Public Schools Central Massachusetts Autism Summit January 28, 2014 , Ph.D.
  • 2. WPS ~ Autism Growth 46 % Autism Disability in WPS District 450 400 350 300 250 Count 200 150 100 50 0 399 440 349 302 2010 2011 2012 School Year-End 2013
  • 3. 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
  • 4. 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.
  • 5. Massachusetts Students with ASD Massachusetts follows the national trend …..
  • 6. The need for ACCOUNTABILITY! This is as much a special education responsibility as it is a general education responsibility….
  • 7. Need to build increased capacity as the population ages…….
  • 8. Students with ASD by Age in Worcester Public Schools o o 50% of those students classified as ASD are eight years old or less 78% of those students classified as ASD are twelve years old or less
  • 9. Students with ASD by Age in Worcester Public Schools X = 40 X = 26 X = 16
  • 10. 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
  • 11. 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
  • 12. 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
  • 13. 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 ~ 1 st Autism Forum will be held on February 10 th
  • 14. WPS Action Steps: Building internal capacity Competencies of existing staff General education Special education Hired 10 BCBA’s On-going professional development to and teachers and support staff
  • 15. 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)
  • 16. 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
  • 17. 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
  • 18. 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