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18 Years to Change a LifeDistrict-Wide Continuum for Instructing
Students with
Autism Spectrum Disorders
Who Are We?
• Dr. Chris Daniels – Director of Special Services
• Mrs. Shayla Mendy – Autism Consultant
• Dr. Celeste Ortega – Lead Process Coordinator
Park Hill
• Encompasses 71 square miles just north of downtown Kansas City, Missouri.
• 10, 713 students in 2014-2015 SY
• Ten elementary schools
• Three middle schools (including a sixth grade center)
• Two high schools
• A day treatment school (Russell Jones Education Center)
• An Early Childhood Education Center (Gerner Family Early Education Center).
Growth
• 21% population grown since 2000
• 29.5% Free and reduced lunch last year
• 2005 Free and reduced lunch was 18.3%
10/11 11/12 12/13 13/14 14/15 15/160
50
100
150
200
250
Students Under the Eligibility of Autism
Blue Springs Columbia Lee's Summit Liberty Park Hill
26%
4%70%
Where Our Students Are Served?
Self-Contained Transition Classroom
Resource Room
The focus should be on teaching people with
autism to ADAPT to the social world around
them while still retaining the essence of who
they are, including their autism.
- Temple Grandin
Continuum of Services
• Early Childhood Services
• 504 Services and Resource Setting provided in every Home School
• Transition Resource Classroom Specifically Designed for Students with Autism (Elementary)
• Classrooms Specifically Designed for Students with Autism (K-21)
• Public Separate Day Facility
• Private Separate Day Facility (2 students)
Classrooms Specifically Designed for Students with Autism Spectrum Disorders
• Language-focused teaching environment that utilizes a variety of tools/strategies to increase verbal behavior and functional communication
• Social skills training directly taught and embedded in instruction throughout the day
• Access to sensory tools and supports
• Specially trained staff to work with students with Autism Spectrum Disorders
• High teacher to student ratio
• Positive-based behavior reinforcement programming derived from informal and formal functional behavior assessments
• Systematic and individualized process of integrating students into general education and fading level of supports to increase independence
Transition Resource Classroom
• Behavior and social interventions provided throughout the school day
• Academic interventions, if needed
• Access to a home base for calming, processing, sensory breaks, etc.
• Support in general education classrooms via specially trained teaching assistants (the level of support is systematically faded over time)
• Utilization of peer models to increase social skills and social awareness
• Ongoing collaboration between general education and special education teachers.
• IEP team monitors progress to determine if/when the student is ready to transition back to his/her home school
Trend Shows Success
• Year 1 – 1 students transitioned to home school resource setting 1 student transitioned to an Essential Skills classroom
• Year 2 – 3 students transitioned to home school resource setting
1 student transitioned to Essential Skills classroom
Training Staff
• Full-time Autism Coach & part-time consultants (BCBA)
• TA Trainings: Initial and Ongoing
• Teacher Training & Support
• Bus Driver Training
• Encore (Art, Music, PE, Computer, Library) Teacher Training
• MANDT
• Parent Support
Future Training – Administration Training
District Investment in Autism
• Built specific classrooms designed for students with Autism
• Provide exceptional support at district level for teachers and teacher assistants
• Outlines systematic procedures for placement in Autism program
• Visionary support from a board of education
Universal Design
• Identify limiting factors
• Capitalizing on resources you already have
• Building bridges with other districts
• Early interventions
• Partnering with parents
Contact Information
Dr. Christopher Daniels-Director of Special Services (816)-359-6014 [email protected]
Mrs. Shayla Mendy- Park Hill District Autism Coach (816)-359-5999 [email protected]
Dr. Celeste Ortega-Lead Process Coordinator (816)-359-6676 [email protected]
