autism summit 2014 - kaye seale, worcester public schools

Increasing Prevalence of Autism: Trends and Implications for School Districts

Kay C. SealeManager of Special Education & Intervention

ServicesWorcester Public Schools

Central Massachusetts Autism SummitJanuary 28, 2014

, Ph.D.

WPS ~ Autism Growth 46 %

302349

399440

050

100150200250300350400450

Count

2010 2011 2012 2013

School Year-End

Autism Disability in WPS District

ASD and Special Challenges for Schools

Dramatically increased prevalence Implications of Medical diagnosis Intensity of direct services at school and

home based on evidence based practices Competencies of professional staff On-going partnership with parents and

families Community awareness and resources

Autism Prevalence

Between 2000 to 2008, autism prevalence has grown from 1 in 150 children to 1 in 88 from the year 2000 until 2008. (Center for Disease Control, 2012)

Between 1998 to 2010, the number of 6 to 21 year old children receiving services for an ASD in public special education programs across the nation increased from 54,064 to 370,011.

Massachusetts Students with ASD

Massachusetts follows the national trend …..

The need for ACCOUNTABILITY!

This is as much a special education responsibility as it is a general education responsibility….

Need to build increased capacity as the population ages…….

Students with ASD by Age inWorcester Public Schoolso 50% of those students classified as

ASD are eight years old or less o 78% of those students classified as

ASD are twelve years old or less

Students with ASD by Age inWorcester Public Schools

X = 40

X = 26

X = 16

Distribution of Students Across Four Year Aged Cohorts

There are 160 students in the aged cohort from 6-9 years of age




Practices Implemented with Treatment Fidelity

Need for specialized services and supports Structure; precise & highly systematic

instructional procedures; sophisticated communication and social skills interventions

Effective inclusive general education settings High expectations across all levels of

functioning, all ages, all settings

Increasing Demand for Services

Comprehensive professional development plan for educational and support staff

Many of these students, given their challenging behavior, are at risk for more restrictive services with limited community participation if they don’t receive evidenced based practices implemented with treatment integrity

How Do We Meet the Increasing Demand for Services? How do we conceptualize a framework for the

delivery of evidenced based practices for students with ASD implemented with treatment integrity in an efficient and effective model?

WPS ~ 1st Autism Forum will be held on

February 10th

WPS Action Steps:

Building internal capacity Competencies of existing staff

General educationSpecial education Hired 10 BCBA’s On-going professional development to

and teachers and support staff

WPS Action Steps……

Building effectiveness of services Comprehensive Program Evaluation of

ASD Services [PreK – Grade 3] Developing effective inclusionary

settings: Elementary ~ Specialized Approaches to

Individualized Learning (SAIL)

Secondary ~ Creative Options for Adolescents on the Secondary Tier (COAST)

Effective Post Secondary Planning

64 Young Adults receive Transitional Services Jerri Roach, District Transitional Specialist - Community Based and Post secondary Planning - Employment - Partnership with Assumption College and Worcester State

Together Everyone Achieves More

COMPASS ~ Focus on Teaching and Learning * Collaboration with community partners * Early intervention services * Family support organizations Designed a virtual apartment to provide

integration of services to maximize independence for our students

WPS COMMITMENT……

Students and our families Designing educational services that

promote high expectations Support to parents and families to better

support their child Providing ASD services that are evidence

based

autism summit 2014 - kaye seale, worcester public schools

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