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Meeting the Needs of Students with Autism- Understanding Eligibility, Support Strategies, and Evidenced-Based Practices

With an increase in the number of students diagnosed with Autism Spectrum Disorder (ASD), there is an urgent need to expand the use of evidence-based strategies and supports that improve the quality of educational programs for this population of students.

Outcomes:

  • Recognize the distinct characteristics of Autism and the potential educational impact on learning and behavior,
  • Establish meaningful ways to support students with Autism in the least restrictive setting.
  • Gain a greater understanding of the key elements necessary for implementing a school-based program to meet the needs of students with autism.
  • Explore evidence-based practices for students with autism.

LCAP Priority Areas:

Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,

State Standards & Common Core: Implementing California’s academic standards, including Common Cores State Standards in English language arts and math, Next Generation Science standards, English language development, history, social science, visual and performing arts, health education and physics education standards.,

Parent Involvement: Encouraging parent involvement and participation, so the local community is engaged in the decision-making process and the educational programs of students.,

Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,

Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,

School Climate: Highlighting school climate and connectedness through a variety of factors, such as suspension and expulsion rates and other locally identified means.,

Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.

State Performance Plan Indicators:

Indicator 1: Graduation 4 Year Rate,

Indicator 2: Dropout 4 Year Rate,

Indicator 4: Suspension/Expulsion,

Indicator 5: Least Restrictive Environments,

Indicator 9: Racial/Ethnic Disproportionality,

Indicator 10: Disability Disproportionality

Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.

Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.

Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.

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Upcoming Related Trainings:

 

Date/Time Event
Feb 04
8:30 am - 3:30 pm
Designing Instructional Programs for Students with Significant Support Needs
Sherman Heights Community Center, San Diego CA
Feb 06
9:00 am - 3:30 pm
Designing Instructional Programs for Students with Significant Support Needs
Da Vinci Wiseburn Boardroom, El Segundo CA
Mar 10
9:00 am - 4:00 pm
Designing Instructional Programs for Students with Significant Support Needs
Fortune School of Education, Classroom B, Sacramento CA