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Supporting Students with Autism in School Settings

Autism Series Part 2/3

This workshop will assist school personnel in determining site needs in order to support students with Autism Spectrum Disorder in general education classes and other educational environments. Multi-Tiered supports will be reviewed with an emphasis on school climate, classroom strategies and individual supports for students with Autism.

Outcomes:

  • Gain a greater understanding of Autism Spectrum Disorders and the potential impacts on learning and behavior.
  • Discover the essential elements necessary for establishing a positive school climate that addresses the needs of students with Autism.
  • Explore intervention strategies that support the needs of students with Autism in the general education environment.

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,

Indicator 11: Eligibility Evaluation

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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