State Updates Powerpoint

MN State Network Meeting
State Updates
Fall 2014
Tami Childs
MN Low Incidence Project
Coming Soon…
State Specialist
Minnesota Department of Education
This two day training was designed to address the following ASD standards
for those applying for ASD license through the Eligibility Review Process
(You will receive a Page 11 for each day when with your CEUs)
Monday AM
Design, implement, monitor and adjust evidence-based instructional methods and strategies to teach social, communication,
behavioral, academic and functional skills that are age and ability appropriate across environments.
Monday PM
Historical and philosophical foundations, legal basis and contemporary issues pertaining to the education of students with ASD.
A4 Impact of the range of neurological differences, communication, and social understanding on learning and behavior.
A7 Impact of co-existing conditions or multiple disabilities.
D2 Provide and receive consultation and collaborate in a variety of settings regarding development and implementation of the
comprehensive evaluation process, individualized education program planning, delivery of instruction and accommodations, and
transition with individuals and agencies.
Engage in continuing professional development and reflection to increase knowledge and skill as a special educator and inform
instructional practices, decisions, and interactions with children and youth and their families.
2014-2015 Areas of Focus in MN
Tami Childs
MN Low Incidence Project
Metro ECSU
State Specialist
Minnesota Department of Education
ASD Community of Practice
PBIS Facilitator
ASD Professional Learning Modules
ASD Teacher Licensing
ASD Resources
State Department Contact
A note about funding…
• Funding for the low incidence project has been reduced
• Changes in the grant include: less sit-n-get workshops and more cross-categorical work
• This will impact the State Network and other ASD activities sponsored by the Low
Incidence Project
• Together, with your input, we are committed to developing and implementing initiatives that
will help you teach students with autism spectrum disorders
MN Low Incidence Project
ASD Work Plan 2014-2015
ASD Community of Practice
Professional Learning Modules (PLMs)
Charting the C’s conference (April 26-28th)
Statewide Resources
• List Serve
• Lending Library
• Updated State Manual
MN ASD Community of Practice
Other Statewide Initiatives
ASD License
Teacher recruit and retention
Autism Navigator
Centers for Excellence
Current Trends in
ASD Child Count…
Minnesota Schools
New: DSM 5
Autism Spectrum Disorders
Impairments across two domains:
Social Communication
(this was 2 domains: social interaction and communication in DSMIV)
Restricted and Repetitive Behaviors
Severity Level
Level 2
"Requiring substantial support”
Level 1
"Requiring support”
Level 3
"Requiring very substantial support”
(identified for Both Domain 1 and Domain 2)
Level of
Restricted &
Repetitive Behaviors
Level 3
Level 2
Level 1
Centers for Disease Control and Prevention (CDC)
• About 1 in 68 children has been identified with autism spectrum
disorder (ASD)
• ASD is reported to occur in all racial, ethnic, and socioeconomic
• ASD is almost 5 times more common among boys (1 in 42) than
among girls (1 in 189)
• Research has shown that a diagnosis of autism at age 2 can be
reliable, valid, and stable
Update on Autism License Process
• Transition Process
• Standard Process
Introduction to Autism Navigator
MI Low Incidence Project Website
Additional Resources
Evidence Based Practices for Students with ASD
Thank you for your participation!
• Enjoy your networking with other ASD educators!
PLM Small Group Activity
• In groups of 3-5 people (by area or grade level), read and briefly discuss the blue PLM handout
Do you have a PLC or similar format that may be conducive to collaborative professional development in ASD? Who
could/would be involved?
• Tami Childs will demo the site to show how it works
• Discuss with the people in your group:
Do you have a PLC or similar format that may be conducive to collaborative professional development in ASD? Who could/would be
What do you see as barriers and what are the solutions to these barriers?
What support do you anticipate needing?
Did anyone in your group attend the Summer Symposium?
What do your schools currently have in place to promote opportunities for our students with "typical" peers?
Are the "typical" peers trained to engage our students?
Have you heard of (LEAP?, Integrated Play Groups, PEERS)?
How might your school use a PLM to increase skills/knowledge in the area of Peer Mediated Intervention?