Autism Focus

Severe Autism Focus Programs (AP) at Kennedy and Red Smith

Our district wide Autism Focus Programs (AFP) are for students with an autism spectrum disorder who have average intellectual abilities, are in the general curriculum, and have significant challenges in the areas of communication, sensory processing, social engagement, and behavior.   Students in the AFPs are not students with known intellectual disabilities.  Following are characteristics we would typically see in students who meet district criteria for these programs:

• Have the potential for average intellectual abilities. 
• Receive instruction in the general curriculum, taking standardized tests with accommodations.
• Do not have a functional communication system.  Though some may have language, there is a lack of initiation and a significant need for cueing to use their language to communicate. Some may have language but are not easily understood by unfamiliar listeners. 
• May struggle with adaptive functioning.
•  Need a significant level of adult support throughout their day. 
• A significant score on the AP Rubric that is facilitated by district autism specialists.

The Severe AFPs are currently for students in grades K-3.  Evidence based practices, center based academic programming, positive reinforcement, data collection, Picture Exchange Communication System (PECS), and strong family connections are the pillars of these programs.  Students may be supported in their use of voice output devices (VODs).  These programs are not meant to be a permanent elementary placement for students.  Students are placed in the program for one to two school years for intense instruction to learn skills needed for success in less restrictive programs. 

Moderate Autism Focus Programs (MAP) at Kennedy and Martin

Our district wide Moderate Autism Focus Programs (MAP) were created for students with ASD who are in the general education curriculum and have had limited success in the regular education environment without significant adult support.  They usually need this adult support because they have not yet learned how to pay attention to their environment and/or work independently.  Our students are learning how to take in and understand cues from the natural classroom environment in order to do what is expected in that environment.  They are learning how to listen to and follow directions that are given to the class.  Our students are learning to complete academic tasks whether they are preferred or nonpreferred.  Students in the MAP program have difficulty with social communication skills including interacting with peers and adults, initiating interactions and advocating for themselves.

MAP students are systematically taught how to work independently utilizing the centers process.  Students have a centers block for literacy as well as a centers block for math.  Some centers are adult directed/supported and others require students to work independently.   Once students are able to follow directions and complete preferred and nonpreferred tasks, we start the process of including them in academic activities in the regular education environment.  The amount of time in regular ed depends on how quickly the student is able to adapt to the new environment and generalize learned skills.  The timeline for this is different for every student.

When MAP students start in the regular ed classroom they may have para support.  Our goal is to wean that support as quickly as possible.  We don’t want the student to become dependent on adult support in order to be successful.  For some students, the reason for them being in the MAP is because they have become adult dependent.  We want our students to follow the classroom routines and see the regular education teacher as their teacher.  We want MAP students to be a part of the classroom, like every other student.  These programs are not meant to be a permanent elementary placement for students.  Students are placed in the program for one to two school years for intense instruction to learn skills needed for success in less restrictive programs. 

Students in this program have a significant score on the MAP Rubric that is facilitated by district autism specialists.

Autism/ID Focus Program (Howe)

This district wide program is for students significantly affected by autism spectrum disorder (ASD) who also have an intellectual disability (ID).  This program is for students utilizing the Unique Learning System (ULS) for their academic curriculum.  Students in this program most likely take the Alternative Assessment.  

Autism/ID Program students are systematically taught how to work independently utilizing the centers process.  Students have a centers block for literacy as well as a centers block for math.  Some centers are adult directed/supported and others require students to work independently.   Once students are able to follow directions and complete preferred and nonpreferred tasks, we may start the process of including them in activities in the regular education environment.  The amount of time in regular ed depends on how quickly the student is able to adapt to the new environment and generalize learned skills.  The timeline for this is going to be different for every student.

Students in this program have a significant score on the AP Rubric that is facilitated by district autism specialists.

The Autism Focus (AF) Program is for students with a primary disability of autism spectrum disorder who have significant challenges in the areas of communication, executive functioning, sensory processing, social engagement, and/or behavior.   Students in the autism program are typically not students with known primary intellectual disabilities.  Following are other characteristics we would typically see in students with autism spectrum disorders who meet district criteria for these programs:

• Have the potential for average intellectual abilities. 
• Receive instruction in the universal curriculum, take standardized tests with accommodations. 
  • The AF Program is not a self-contained classroom program.  However, there may be situations where a student needs to be in a more restrictive environment in order to meet his/her individualized needs. 
• Struggle consistently with making friends, communication, and appropriate classroom and school behavior. They often need a “space” to cool down and address sensory needs on a regular basis (often hourly or daily) 
• Struggle with executive functioning skills including: organization, planning, completing homework, prioritizing work needs
• Struggle with making friends and understanding social norms related to expected behavior
• Need a significant level of adult support throughout their day to find success behaviorally, socially and academically

The Secondary AF Programs are for both Middle and High Schools.  These programs may or may not be a permanent support for students depending on their needs and growth. The goal is for students to get more intensive support in social thinking, coping and executive functioning skills so that they can have increased independence in the general education and cross-categorical environment.  Students are placed in the program on the basis of need (higher need first) and entrance criteria with input from school staff and the Autism Specialists. 

The goals of the program are to: 

• Decrease behavioral referrals / alternative placements             
• Increase academic success        
• Increase social success at school     
• Increase attendance / decrease absences and tardies
• Assist students in growth in the areas of self-regulation, communication, adaptive skills, executive functioning, social thinking and transition goals/planning
• Increase the ability of our students with ASD to plan for and go on to successful higher education or employment 

Guidelines for the program: 

• The Autism Focus teacher should be teaching Navigating Social Dynamics (one or more sections - suggested class size for each class is between 4-6) and then be available for the rest of the school day for 1-1 goal setting and support, de-escalation, push in for academic and behavioral support in general education, family communication, social support group creation and facilitation (POPS), sensory diet implementation, staff support regarding best educational practices for students with ASD, and transition planning for high school and for post-high school. 
• Because of these multiple responsibilities, the Autism Focus teacher needs to only have Autism Focus as an assigned class. Putting this teacher into other special education classes or in co-taught environments will cause the program to fail as the teacher will not be able to be there consistently to work with students when they have meltdowns and struggles. 
• It is imperative that the students know that there is ALWAYS a safe place in the building for them to go (that is always staffed by a familiar person). 
• The Autism Focus Teacher may also implement or assist with the implementation of academic interventions or online learning alternatives (such as Odysseyware) if the IEP team has decided these are needed for this student.

The success of this program will be measured by: 

• Measuring the amount of behavioral referrals and suspensions before and after autism focus placement
• Measuring if an increase is shown in academic performance (improved grades and passing rates) of participating students
• Input from students and parents of students with ASD on how the program has helped them and/or met their needs
• A decrease in the amount of time that building administration needs to devote to de-escalating students with ASD in crisis
• Measuring the number of alternative placements for students with before and after starting in the program
• Monitoring graduation and employment rates of students who have gone through Autism Focus

Middle School vs High School Autism Focus Considerations

Due to the maturity level of middle vs high school age students, there is most often a higher level of support needed for those in middle school AF programs. As a result, following is the the number of recommended students for each group: 

• High School: Number of students directly supported in the program should be capped at 14 although this number may be decreased based on the severity of needs. 
• Middle School: Number of students directly supported in the program should be capped at 10 although this number may be based on the severity of needs. 

Paraprofessional Support

Due to the increased emotional / behavioral needs of middle school vs. high school students, recommended para staffing for each level should be as follows: 

• Middle School: 2 paraprofessionals assigned to each AF program
• High School: 1 paraprofessional assigned to each AF program