Connecting to Higher Education for Training and Technical Assistance in Autism: VCU Autism Center for Excellence

Transcription

1 Connecting to Higher Education for Training and Technical Assistance in Autism: VCU Autism Center for Excellence Virginia Department of Education & Virginia Commonwealth University 1

2 Our Panel Douglas Cox, Assistant Superintendent, Special Education and Student Services, VDOE John Eisenberg, Director, Instructional Support and Related Services, VDOE Paul Wehman, Professor of Physical Medicine and Rehabilitation & Chairman of Rehabilitation Research Principal Investigator VCU-ACE Dawn Hendricks, Director of Training, VCU ACE Maria Beck, Instructional Specialist, Richmond City Public Schools Carol Schall, Director of Technical Assistance, VCU ACE 2

3 Today s Session Will Address the Following Questions: What was the state of autism services in Virginia? What was VDOE s response and vision? What did the University offer to VDOE? How does the VCU ACE increase knowledge, skills and abilities in evidence based practices in ASD? How does this work in the context of a public school division? How does VCU ACE ensure practice to fidelity of evidence based instructional, classroom, and school wide procedures and policies? 3

4 What was the State of Autism Services in Virginia Prior to the Development of the Autism Center for Excellence? Douglas Cox, Assistant Superintendent, Special Education and Student Services, Virginia Department of Education John Eisenberg, Director, Instructional Support and Related Services, Virginia Department of Education 4

5 Virginia Background Information 132 Local School Divisions Divided into 8 Superintendents Regions 1,253,038 Total Full-Time and Part-Time Students 163,256 Students with Disabilities (Dec 1, 2010) 13% of Students receive SPED Services Significant Variance Among Size of Local Divisions Largest - Fairfax County Public Schools : 174,498 total enrollment and 23,461 Students with Disabilities Smallest - Highland County Public Schools: 238 total enrollment and 42 Students with Disabilities 5

6 Rising Wave: Exponential Increases 356% Increase from 2000 to 2010

7 Presenting Issues in Virginia Research: 1 in every 110 children are diagnosed with an ASD December 18th, Centers for Disease Control and Prevention Still under diagnosing and age of diagnosis still lags behind the national average Autism became the 4th largest primary disability category on the Dec 1, 2010 child count Surpassed Emotional Disturbance No longer a low-incidence disability Complaints, Due Process, Mediation: Complaints: 40% involved children with Autism Mediation Sessions: 10% involved children with Autism Due Process Hearing Requests: 90% involved children with Autism 7

8 Presenting Issues in Virginia Joint Legislative Audit and Review Commission JLARC is the oversight agency of the Virginia General Assembly, established to evaluate the operations and performance of State agencies and programs. General Assembly commissioned a review of the statewide service delivery system for children and adults with ASD 21 recommendations in the report that directly or indirectly involved VDOE 5 out of the 21 JLARC recommendations are directed at VDOE Recommendation 11 - Improve service delivery and build local capacity 8

9 Presenting Issues in Virginia Virginia provides Special Education Services at age 2 3,092 Children with ASD who are beginning transition (Age 14-22) Significant waiting lists for medicaid waivers coupled with massive state budget cuts Autism Insurance Mandate Board Certified Behavior Analysts (BCBA) Only one approved BCBA preparation program No Teacher Endorsement in ASD Organized and well informed advocacy organizations 9

10 ASD by Age 10

11 What was VDOE s Response and Vision? 11

12 Our Building Blocks Build a strong coalition of stakeholders Make significant resource investments Leverage relationships with Virginia Colleges and Universities Embrace identified weaknesses as opportunities Focus on research and evidence based practices Embedded approach to technical assistance and professional development Harness the power of distance education and online tools 12

13 What is the Vision? Virginia will be a national leader in effectively preparing students with ASD to acquire the knowledge and skills necessary to achieve positive post school outcomes College ready Career ready Ability to self advocate Actively engaged and responsible citizens of their communities Independent to the maximum extent possible

14 VDOE Strategy Develop a PREMIER technical assistance, professional development and educational research center for ASD in the Commonwealth of Virginia 14

15 What did the University Offer to VDOE that was Unique? Paul Wehman Professor of Physical Medicine and Rehabilitation & Chairman of Rehabilitation Research Principal Investigator Virginia Commonwealth University Autism Center for Excellence 15

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17 VCU Facts Ranked as one of the nations Top Research Universities Receives $255 million in research awards Enrollment is over 32,000 students across 2 campuses 17

18 VCU Facts (Continued) Offers 60 Baccalaureate, 67 Masters, 40 Doctorates, and 41 Certificate Programs 18 degree programs are ranked in the top 50 in the nation (U.S. News and World Report, March 2011) School of Education is ranked 29 th in the nation (U.S. News and World Report, March 2011) 18

19 Essential Elements Autism Center for Excellence is housed in VCU- RRTC: Leveraging of existing expertise and resources Resource rich in training capacity Proven record for maximizing resources State-of-the-art research center Proven record of moving from research to practice to scaling-up 19

20 The VCU Research, Rehabilitation and Training Center Established in 1983 International leader in Transition and Workplace Supports Developed infrastructure for distance education and training Total Staff: 84 20

21 VCU RRTC Funding National Institute on Disability and Rehabilitation Research Social Security Administration Department of Labor - VETS Department of Labor - Office of Disability Employment Policy Parent Educational Advocacy Training Center Grafton School Daily Planet VA Department of Education Organization for Autism Research ICF International Department of Defense

22 VCU RRTC Mission: to provide training and research in transition, employment, vocational and medical rehabilitation services, inclusion, postsecondary, and policy analysis Capacity: Significant distance education courses, research analysis, policy evaluation, graduate student training 22

23 How does the VCU ACE Increase Knowledge, Skills and Abilities in Evidence Based Practices in ASD for the Wide Range of Professional and Paraprofessional Educational staff in Public Schools? Dawn Hendricks, Director of Training, Virginia Commonwealth University Autism Center for Excellence 23

24 Training 24

25 Virginia 25

26 Who do we train? On what do we train? Where do we train? Training How much training? How do we train? How do we move beyond training? 26

27 Training For-credit Not-forcredit

28 University / College Coursework University / College Coursework for Credit Coursework in Applied Behavior Analysis Coursework in Autism Spectrum Disorders

29 Certificate Programs in ASD Averett University Danville George Mason University Fairfax James Madison University Harrisonburg STATE Longwood University Farmville Lynchburg University Lynchburg Mary Baldwin University Staunton Old Dominion University Norfolk STATE *Radford University Radford *Rappahannock Community College Glenns and Warsaw Regent University Virginia Beach STATE *University of Mary Washington Fredericksburg STATE Virginia Commonwealth University Richmond STATE

30 Not-for-Credit Live Training Resources Webcasts Online Seminars Online Instructional Courses 30

31 Webcasts 5, 786 participants since February 2011 Every school division in Virginia represented

32 Online Seminars

33 Online Courses Foundations of ASD Module One: Overview of Autism Spectrum Disorder and the Primary Characteristics Module Two: Secondary characteristics, Learning Styles and Autism across the Lifespan Educating Students with ASD Module One: Overview of ASD / Introduction to the Educational Process Module Two: Critical Components of the IEP Module Three: Instructional Considerations Module Four: Foundations of Instruction Module Five: Behavioral Support

34 Foundations of ASD Total = 287

35 Educating Students with ASD Total = 112

36 How does this Work in the Context of a Public School Division? Maria Beck, Instructional Specialist, Richmond City Public Schools

37 Richmond Public Schools: Our Story 24,000 students served in 52 schools 85% African American; 9% Caucasian; 6% Hispanic 75% free and reduced lunch

38 Special Education Information 4,667 students receive special education and related services 260 students identified as having autism as a primary or secondary disability 64 students with autism served based on a different disability category

39 Figure 1: Numbers of Students Identified with Autism as Primary or Secondary Disability by Grade Level

40 Prior to Development of a Strategic Plan Students with ASD traditionally served in two elementary schools, two middle schools, and two high schools No data available beyond state child count Instruction defined as eclectic Limited post-high options Teacher-driven professional development No division policies or initiatives around ASD No ASD specific positions

41 Assumptions that Guided Our Planning Change requires a critical mass of committed individuals, internal and external, who represent many disciplines and perspectives Admiring the problem isn t productive Accept okay where changes are minimal Invest your resources where it makes a difference All schools have the personnel and capacity to appropriately serve this population All schools and divisions have a predictable rhythm of change and ways of doing business

42 A Plan Emerged Autism-specific staff added ASD Strategic Planning Team formed Needs assessment completed Initiatives identified and plans developed Tiers of professional development established Action-oriented planning with monthly reviews Partnerships and consultation agreements

43 ACE Releases Application Rigorous Process 10 page application Required convening team, review of current ASD services and development of proposed desired outcomes Released later than we planned Divisions had 1 month to complete application

44 Why Apply For ACE Support? Well positioned to move forward Our philosophy about change and needs aligned with project goals Recognition of larger, unmet needs FREE, FREE, FREE, FREE! Lack of pay off for certain investments Growing numbers of students with growing issues Needed an identity and home for these initiatives We like and need the positive PR We need to offer a better product than private schools

45 The Application Process Created excitement, anticipation, and recognition of current and past accomplishments Stakeholders felt empowered and involved Application was data based and reflected our philosophy and beliefs Use of multiple sources of data Goals clearly delineated to begin Day 1 Top-down involvement and support

46 Identified Strengths Vast majority of students served in their zone schools Exemplary programs developed rapidly in numerous schools Specialized classrooms to serve those with the most intensive needs Many partnerships

47 Identified Strengths Infrastructure in place to provide PD and technical assistance Tuition-supported coursework Multi-year initiatives Collaboration with partners to develop effective models Ample resources to support initiatives

48 Strengths Job-embedded staff development Measurable goals, initiatives, timelines and accountability

49 Unmet Needs No organized parent outreach programs Little payoff for autism coursework Middle school issues largely unaddressed Great variability across schools and personnel relative to basic evidence-based practices No on-going and systematic administrative training Lack of desirable outcomes for students with higher support needs

50 Goals Delineated in Grant Application Develop a model social skills program at the secondary level Increase and systematize parent outreach through multiple formats Clearly delineate skills that all staff must have and all administrators must recognize, support, and monitor Expand cadre of coaches by empowering coursework graduates Use person-centered planning to achieve desirable outcomes for students with higher support needs

51 Goals Ensure that all students leave the system with a functional communication system

52 Richmond City Public Schools were selected First events: Assessment of current services Attending Spring Academy Goals of Spring Academy Identify vision, mission, beliefs Develop present level of performance in autism services Complete SWOT Analysis Complete Gap Analysis Develop preliminary goals

53 Our Vision Richmond Public Schools will provide an enriched learning environment in which school staff, peers, family, and community partners collaborate to ensure that all students with autism spectrum disorders receive an education that leads to: Extraordinary honorable lives Choices about where to live, work, and play Opportunities to offer his or her best to the world

54 Kick Off: Fall 2011 Initiating middle school project Planning training for school leaders to support evidencebased practices Disseminating information about the project Training of coursework graduates and increased communication of coaching expectations Linking to related initiatives in order to maximize impact Developing content for website and for networking meetings for families Continuing multi-year projects to increase capacity

55 Ongoing Challenges Home school philosophy hasn t generalized to all populations Continued need to empower the school-based coaches Reduce reliance on outside coaches Ensure that the momentum isn t person-dependent Reach and give voice to all families Level the playing field across all schools

56 How does VCU ACE Ensure Practice to Fidelity of Evidence Based Instructional, Classroom, and School Wide Procedures and Policies? Carol Schall, Director of Technical Assistance, Virginia Commonwealth University Autism Center for Excellence 56

57 If you do what you have always done You will get what you have always gotten

58 What have we done One shot consultation Train and hope Short term consultation Send away to private school More adults More money Multiple consultants More Training

59 One Student One Teacher Implements Train Consult Train

60 One Student One Student One Student 11,000 + One Teacher One Teacher One Student Implements One Student Implements One Teacher Implements One Student One Teacher Train Consult Train Train Consult ImplementsTrain One StudentOne Teacher Students with Implements Train Consult Train One One Teacher One Student Implements Train Consult T One Teacher One Student Implements Train Consult Train One Teacher One Teacher Implements Train Consult Implements Train ASD One Teacher Train Consult One Student Train One Student Implements Train Consult Train One Student One Train Student Consult One Teacher One Student One Teacher Train One Consult Student Train Implements One Teacher One Teacher Implements 1,000 More One Teacher Implements Implements One Teacher Train Implements Consult Train Train Consult Implements One Student One Student One Student Train Train Consult Consult Train Train Train Consult Train One Student Train One Teacher Consult Every Train One Teacher Year! One Teacher Implements Implements Implements One Teacher Implements Train Consult Train Train Consult Train Train Consult Train Consult Train

61 Training Outcomes Related to Training Components Training Outcomes Training Components Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture Plus Demonstration Plus Practice Plus Coaching/ Admin Support Data Feedback 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

62 Our model Presentation Demonstration Practice Coaching Administrative Support Data and Feedback

63 School Divisions # of Schools # of Students Identified with ASD Arlington County Public Schools Botetourt County Public Schools Greensville County Public Schools Hampton/Newport News Public Schools Henrico County Public Schools Northern Neck Regional Program Richmond City Public Schools Wise County Public Schools TOTALS

64 Top Down and Bottom Up Improve Classroom and School Practice Increase Administrative Support

65 Administrative Support Principals Teacher Mentors Directors Improved Division Wide Services

66 Practice and Coaching Facilitate Team Develop Autism Services Improvement Plan Provide Embedded TA Develop Transition Plan Assess Division ASD Programs

67 Data and Feedback Division Wide Survey, Interviews School Wide Observations Interviews MERC Tool Based on Goals Practice Specific APERS MERC Tool Based on Goals On-Going Measurement Goals on Service Improvement Plan

68 ACE Coaching Embedment Year One Year Two Year Three ACE Coaching EBP School Division Coaching EBP School Division Coaching EBP School Division Coach Shadows Three Classrooms in ES, MS, HS ACE Shadows Three New Classrooms in ES, MS, HS ACE Completes Fidelity Checks 3 New Classrooms in ES, MS, HS 68

69 From Planning to Implementation Convene an Autism Services Improvement Team (ASIT) in each division In collaboration with ASIT members, assess current status in division Develop Autism Services Improvement Plan (SIP) Implement strategies detailed in SIP Evaluate outcomes based on SIP 69

70 Service Improvement Plan Vision Mission Beliefs Goals Milestones Phases Tasks Measurement 70

71 Sample Goals from Service Improvement Plan Identify a scope and sequence and effective methods for teaching social skills to develop social competence in three secondary schools (one per year) within the division. Maximize access to the instructional day by effectively utilizing supports and differentiated instruction Increase consistent implementation of evidence-based practices (EBPs) by all APS staff. The average age of ASD identification will be reduced from 6 years old to 3.5 years old. 71

72 The Perfect Storm Critical Mass Legislative Support Visionary Leadership Closing Comments The Perfect Marriage University Center Research Training Technical Assistance Collaboration 72