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ASD Programing

ASD Programing. MOISD Board Showcase May 2013. Welcome!. Inclusion is how our world exists (focus on preparing students for the world after traditional education)

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ASD Programing

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  1. ASD Programing MOISD Board Showcase May 2013

  2. Welcome! • Inclusion is how our world exists (focus on preparing students for the world after traditional education) • Our LEA’s believe that increased inclusion of students with disabilities is the correct approach to preparing students and communities • They also believe we need a larger continuum of services and knowledge • Special Education IS NOTreal-estate!

  3. Special Guest • Welcome Kelly Dunlap! • Grand Valley State University • START- Statewide Autism Resources and Training • Statewide ASD Expert

  4. How did we get here? • ASD is area that is growing • There is a wide spectrum of needs • LEA’s are worried about their ability to meet student needs • LEA’s currently want a more complete continuum of services with an ASD focus • Conversations have existed for over a year about building a sustainable program delivery model that meets students needs • Focused conversations began this year to find additional facts and ideas • ASD State Plan just released (March 2013)

  5. Survey the landscape • None of the following neighboring ISD’s operate self-contained ASD programs: • Wexford-Missaukee • Clare-Gladwin • Gratiot-Isabella • Newaygo • West Shore

  6. Current Service Delivery • Specialization in a few members (ISD) • 3 ASD focused elementary programs, 2 middle school programs, limited ASD focused at the secondary level • Expertise lies within small pockets of staff members and programs • Students removed from LEA to attend a program that is located at a select number of LEA’s (multiple transitions) • Peer learning is limited in the self-contained program

  7. Alternate Service Delivery • Building capacity in all of our districts is the key • 3 ASD focused elementary programs, 1middle/secondary level program • Greater continuum of services, large focus on early interventions, multiple secondary level services would exist to meet transitional outcomes • Expertise lies within the greater members (gen. ed., sp. ed., admin, para.’s, etc.) • Students remain in LEA to maximum extent, rely on peers and local links (less transition) • Peer learning is maximized which transitions students into becoming part of their own community

  8. Points of Clarity • Transition • Any change and/or transition can be difficult • Resource program designation • Provides consistency of all programs (LEA and MOEC) • MOISD currently provides both and staffs them according to students needs, this will continue to be the case • Speed • While the change to a new system is seemingly sudden, ideas have been discussed for over a year, intensive exploration has been ongoing for months • Training • Immediate and longitudinal • Immediately focus on a team of point people, eventually build capacity for all members of the school • Supports • Will need to be aligned and continually reviewed, adjusted and altered as needed

  9. Currently Developing • START Model Trainings for MOISD and LEA team members • Immediate for focus members • Longitudinal for all members • Intensive train the trainers • Alignment with transitional outcomes • Aligning MOISD ASD team members to help build immediate capacity • Alignment of ISD staff and administration

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