AUTISM SPECTRUM DISORDERS Perspectives from the Virginia Department of Education
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AUTISM SPECTRUM DISORDERS
Perspectives from the Virginia Department of Education
Unique Moment in Virginia’s History
What is the Desired Outcome for Students with ASD?
Virginia wi! be a national leader in effectively preparing students with ASD to acquire the knowledge and ski!s necessary to achieve positive post school outcomes
Co!ege ready
Career ready
Ability to self advocate
Actively engaged and responsible citizens of their communities
Independent to the maximum extent possible
Changing the Playing Field
Proactive vs. Reactive
Models that lead to systemic change
VDOE Leadership
Local School Investments and Leadership
Interagency Partnerships
Parent Engagement
ASD Child Count (2000-2010)
0
3000
6000
9000
12000
2226 2702 3350 39664751
56746749
78549136
1009411705
2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
356% Increase from 2000 to 2010
ASD by Age
38165
261
510
856
1,102 1,057 1,1041,005
891 867748 697
625535 538
287170 147 93
92 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22
AGE OF STUDENTS WITH ASD
3,092 ASD students in transition
Early Identification?Why is it not happening
Educational Placements
0
1250
2500
3750
5000
80% or More
79-40%Less than 40%
SeparatePriv Day
Pub SepResidential
Homebound
Parentally Placed
434364208413621411921213687
Inside the Regular Class : 85%
More Restrictive Placements :15%
SOL Assessment: English Students with ASD: 2009-2010
SOL48%
VGLA17%VAAP
35% 0
25
50
75
100
SOL Pass VGLA Pass VAAP Pass
95.584.270.6
Type of Test Used Pass Rate: English
ASD Graduation by Diploma Type: 2009-2010
Special47%
Standard29%
Advanced13%
Modified 11%
Post-School Outcomes
Training Program13%
Employed28%
Unengaged14%
College46%
N=280
Type of Employment
0
15
30
45
60
Business Sheltered Supported Family
31
7
54
ChallengesDiversity of the population and unique characteristics
DRS is taking no new cases - waiting list
DD/ID waiver waiting lists
Early Intervention funding and expertise
Diagnostic teams and assessment tools not common
Lack of training in effective practices including ABA
1:1 behavioral aides
Positive Behavior Supports - culture shift
High school models
Retention of qualified teachers
Technical Assistance models have not lead to effective change
One Big Step for Virginia
12 divisions selected to be pioneers“Coalition of the ready”
Challenge the norm
Design a tiered approach to technical assistance and professional development
Build local capacity at all levels of the system
Significant investments in coaching/mentoring through embedded professional development
Improve outcomes that lead to the overall vision
Accomplished to Date
Published Series of Guidance DocumentsGuidelines for Educating Students with Autism Spectrum Disorders
Autism Spectrum Disorders and the Transition to Adulthood
Virginia Autism Council (VAC)Helped to increase evidence based trainings around the state to educational professionals and related stakeholders (DRS, DBHDS, Part C Staff, etc.)
Revised and disseminated new VAC Competencies updates with a focus on behavioral and independent living skills for individuals with autism
Increased amount of tuition assistance for educational professionals to complete VAC sponsored coursework
Accomplished to DateExpansion of Model Sites for Grant with National Professional Development Center on Autism Spectrum Disorders
Currently 3 model sites
Wise County
Loudoun County
Richmond City
Expansion into 3 additional divisions in conjunction with VCU ACE
Hampton
Newport News
Henrico County
Accomplished to Date
Virginia Commonwealth University Autism Center For Excellence (VCU ACE)
Established center with 1.4 million dollar grant from the Virginia Department of Education
Dedicated to improving outcomes of students with autism by providing long term training and technical assistance options for school divisions across the Commonwealth
Collaborative partnership between Virginia Department of Education; VCU School of Education; Department of Special Education and Disability Policy; School of Medicine; Department of Physical Medicine and Rehabilitation; VCU Research Rehabilitation Training Center.
VCU Autism Center for Excellence (ACE)
Provided support and application process in early Spring 2011 for school divisions seeking long term support and embedded technical assistance focused on their students with autism
Approximately 50 divisions applied
School divisions selected
Wise, Greensville, Botetout, Arlington, Richmond, Henrico, Northern Neck (Richmond County, Northumberland, Lancaster and Colonial Beach ) Newport News/Hampton Team.
Accomplished to Date
VDOE Autism State Directed ProjectCollaboration with NPDC Model Sites
provide classroom and division support in conjunction with VCU ACE for NPDC Model Site Classrooms
Autism Specialists Network MeetingRepresentation from all divisions (teachers, administrators, specialists, etc.)
Training and consultation for school divisions related to evidence based practices
Needs assessment, data collection, classroom consultations, comprehensive planning, follow up dedicated to increasing use of evidence based practices.
In ProgressDevelop Additional Autism Spectrum Disorder Guidelines
Best Practice for Teachers and Educational Professionals
Model IEP Guidance Document
Parent’s Guide for Students with Autism Spectrum Disorders
Creating Quality Professional Development in the Area of Autism
Expanding dissemination and training efforts on effective practices
NPDC
Online Training and Class Development
In Progress
Collaborating with DBHDS and Part C on Guidance Documents Related to Children with Autism
Develop Fact Sheets and Family Resources on Transition for Students with Autism
Collaboration with the Center of Family Involvement at the VCU Partnership for People with Disabilities
Expansion of Effective Postsecondary ProgramsProject SEARCH, Post-Hi Support Models, etc.
Postsecondary Education Rehabilitation Transition (PERT) Program at Woodrow Wilson Rehabilitation Center
Future InitiativesDevelop Regional Communities of Practice (CoPA)
help develop local school divisions ability to serve students with autism utilizing evidence based practices
shared regional resources and opportunities (visits to area model sites, shared training opportunities, etc.)
Develop Statewide ConsortiumRelated to BCBA Coursework
Expand number of university programs that offer coursework in preparation for the BCBA and BCaBA certification exam (with opportunity for quality supervision component)
Related to education in autism
Take advantage of university and community college programming related to coursework in autism (through VAC sponsored coursework and additional opportunities)
Questions?
Samantha A. Marsh
Educational Specialist for Autism and Intellectual Disabilities
Instructional Support and Related Services
Virginia Department of Education
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