Tangipahoa Autism Support Team

1. Tangipahoa Autism Support Team Amy Childress – School Psychologist Melissa Neeson – Social Worker Georgette Phares – Speech/Language Pathologist

2. Initial IEP informed by assessment • What happens after the initial IEP • Behavior changes • Environment changes

3. Forming the Team • Providing support after the initial IEP • Crisis calls • Lack of teacher knowledge • Need for continued supports • What do our teachers and schools need to be able to support children with autism in the classroom? • Shift from a reactive system to a preventative system

4. Forming the Team • The role of the team is to be a resource about autism and provide support and follow-up to staff through consulting, teaming, mentoring and training, and developing and maintaining effective autism programming by ensuring state of the art research-based practices • External consultants: Chris Francl and Janet Mora • Pupil Appraisal staff • Teacher and parent representatives

5. Goals of the Team • Training • Classroom observation guide (to support continued use of research-based methods) • Defining crisis • Creating a process for teachers to access supports • Tracking system

6. Training • Who: teachers, para-educators, principals, parents (parent support groups), related services • Families Helping Families • Goals of training • Create common language • Increase knowledge • Present research-based methods • Empower all who work with students • Encourage team problem solving

7. Autism Foundations Training • Itinerary • What is Autism? • Sensory Processing and ASD • Assessing Behavior and Positive Behavior Supports • Social Skills and Supports • Communication Skills and Supports • Discrete Trial Teaching (DTT)

8. Additional Training • Principal training • Autism overview • Classroom observation guide • Autism Support Team process • Para-Educator training • Parent Support Groups • Trainings will continue to be added as needs are identified

9. Classroom Observation Guide • Used by administrators, related service providers, consultants and teachers to examine environmental features and routines for the purpose of • Identifying best practice • Identifying which aspects need to be adapted and modified • Determining supports needed to make necessary improvements • Goals: • Monitor program implementation and student progress • Build rapport, teamwork and professional credibility among staff • Improve accountability • Build knowledge of instructional practices • Provide information (data) to improve school-wide implementation of effective programs

10. Defining Crisis If you would like additional information about “Defining Crisis” please contact Amy, Georgette, or Missy by email (addresses are on the final slide).

11. Support Process If you would like additional information about “Support Process” please contact Amy, Georgette, or Missy by email (addresses are on the final slide).

12. Tracking system • Spread sheet • Demographics: teacher, school • Area of concern • Level in process • Goals • Collect data about effectiveness of system: reduction of crisis calls • Identify need areas for future trainings • Collect data about children and interventions to inform future interventions

13. Sustainability • Tangi First (foundations training in new teacher orientation) • Continuing education • Autism support team • Autism contact person • Faculty meetings • Parent support groups • Continuing to bring teachers back to process

14. Barriers • Time • Money • Other programs • Teacher and Administrator buy-in • Teaming/Communication • Parent concerns

15. Contact Information • Amy Childress: amy.childress@tangischools.org • Melissa Neeson: melissa.neeson@tangischools.org • Georgette Phares: georgette.phares@tangischools.org