LEARNING AND LEADERSHIP AUTISM ACTION PLAN for 2010-11
Region Profile: Data sets will be provided for your region/discipline. Complete the chart below and use the convergence of data to answer
questions about your region/discipline.
Summary of Data Analyzed:
Student Performance Data
___ State Performance Plan
Social/Emotional/ Behavior
Data
___ Iowa Youth Survey
Needs Assessment Data
___ AEA Staff Needs
Assessment
___ IIP
___ Patterns of Implementation
___ On-line Assessment
(Reading/Math/
Science)
___ Learning & Leadership
Team Needs Assessment
Other Data
√ Autism Count
√ Referrals
√ Due process and/or Mediation
Agreement cases
√ Regional Administrator
input/feedback
√ Autism Core team reports and
anecdotal records
√ Dept of Ed guidance
1. What do you notice when you look at these data? What are you comfortable saying about student and staff performance based on these results?

Student Performance Data does not specifically address the performance of children with autism. Since the range of this disorder varies from severely
impaired individuals with autism to other individuals who have abnormalities of social interaction with average/above intelligence (Asperger's syndrome),
it is difficult to make assumptions or inferences without child-specific data.

GWAEA’s total enrollment in 2009-10 is approximately 70, 000 children (preK-12th grade). The unofficial autism count conducted in April 2010 reported
813 children demonstrating characteristics of autism or having an ASD diagnosis (age 3-21). Roughly, 1 out of every 100 children in the agency were
reported to have difficulties related to autism.
2. What additional questions do these data generate?
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What data may be used to determine how well children with autism are performing?
Given the research supporting our training, how can we determine the fidelity of strategy implementation with participants?
To what extent are Grant Wood’s direct-service providers (early access, early childhood, SLP) knowledgeable about research-supported instructional
strategies for children with autism? To what extent are strategies being implemented? What do data tell us about effectiveness?
How well are we building capacity?
How can the autism core team deliver services more effectively? What other service delivery options should be considered?
Is the unofficial autism count for children birth-3 accurate? 19 were reported across the agency.
LEARNING AND LEADERSHIP AUTISM ACTION PLAN for 2010-11
3. What staff needs can be inferred from the data?

Approximately 20% of autism core members’ contracted time is utilized for agency-based professional development/training. The team continues to
explore additional ways to provide training, including on-line learning opportunities.
4. What do the results and their implications mean for your region/discipline professional development plans?
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The core team, in cooperation with the Department of Ed autism consultant services, has developed training regarding Quality Programming for
Individuals with ASD.
Effectiveness data needs to be collected and shared with stakeholders. Tools need to be developed that will assist decision-making (needs assessment,
implementation logs, consultation records, etc)
Core team members must stay current in the research-supported strategies, interventions, and methodologies. Professional growth plans must include
professional development and learning opportunities.
Type of Plan

Discipline (please identify) Autism
Person(s) Responsible for Implementing and Monitoring Plan :
Regional Administrator: Janel Lesan
2009-10 Core Team members: Kelly Trier, Michelle Sunner, Jess Beem, Liz Delsandro, Ann Griffin, Margo Grolmus, and Wendi Kaiser.
Description of the Ideal State:
Children with autism will lead successful and productive lives. All stakeholders (parents, educators, AEA, community services, and children) will be
equipped with the tools and strategies to support children with autism.
Goal: Increase knowledge, skills, and understanding about autism and/or developmental communication disorders with our GW colleagues, LEA, families, and community.
Action Steps to Be Taken
Person(s)
Responsible
Resources
Timeline
Bi-Annual Progress Updates
1.
Autism Core Team
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By June 2011
December 2010 update:
a.
b.
c.
d.
Provide awareness and/or training opportunities on
instructional strategies/methods:
Develop master calendar, coordinate dates/times/sites
with Professional Development office
Provide monthly training opportunities
Develop method to monitor implementation with one
or more of the training modules (TEACCH, Cognitive
Strategies, Visual Supports, ABA)
Provide support and training with agency early
access/early childhood personnel and parents (3x/yr)
Professional Dev
Training site
A/V equipment
Materials
Clerical support
Prep time
Registration fee
LEARNING AND LEADERSHIP AUTISM ACTION PLAN for 2010-11
2. Provide consultation services, observations, behavioral
analysis, community outreach
a.
b.
c.
d.
Autism Core Team
Expand QPA training to more GWAEA personnel,
LEA administrators and sp ed teachers
Kick-off the “Autism Network” (new Autism
Resource Team) and provide meetings at least 2x/yr.
Provide autism team awareness to each region
Work with tech support to update GWAEA google
sites share and store common lectures, tools, resources


DE Consultant
for AT services
(Sue Baker)
Tech support
By June 2011
December 2010 update:
Project List 2010-11
Project
Update TEACCH lectures (e.g., videos)
Continue Early Childhood TEACCH lecture
Continue Transition & Autism project/training
Expand the Quality Program for Individuals w/ Autism training
Create an OT & Autism Strategies training
Create a Functional Communication training
Create an ASD and Technology Integration training (iTouch and applications)
Update Google sites: Autism Core Team and Autism Network
Anticipated Timeline
Ongoing
2010-11
2010-11
2010-11
2010-11
2010-11
2010-11
2010-11
Project Leads
Kelly and Michelle
Michelle and Wendi
Kelly and Michelle
All team members
All team members
Kelly and Wendi
Kelly
Jess
Implications for Agency Professional Development
Autism core team members work closely with the Professional Development office to offer courses and suggestions for workshop presenters (PECS, PRT, etc).
Scheduling for all autism training is coordinated through the PD office.
Implications for LEA Involvement
There is evidence of LEA participation across the agency (PD attendance logs). Currently there is a waiting list for TEACCH training (+90). Families of
children with autism will be provided opportunities for learning and training in the upcoming year.
Evidence of Success (How will you know you are making progress? What are your benchmarks?)
Products:
 Ongoing development and implementation of autism master training schedule, including early access/early childhood and parents
 Development of tools to identify needs, monitor implementation, collect evidence of success, support districts with autism programs
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)
Monthly team meetings and monitoring of progress per agenda items
LEARNING AND LEADERSHIP AUTISM ACTION PLAN for 2010-11
The following Agency Directed travel needs have been identified to support the region/discipline professional development needs: ON HOLD SINCE
2009
Professional Development Needs
TEACCH (http://www.psychiatry.unc.edu/teacch/)
PRT (http://kady.education.ucsb.edu/autism/conferences.htm)
ABA annual conference
(http://www.abainternational.org/convention/)
ASI conference (http://www.autismia.org/index.html)
Core Team Member(s)
Kelly Trier, Michelle Sunner
Wendi Kaiser
Wendi Kaiser
Timeline/Frequency
*Annually
Fall 2010, every 3 years thereafter
May 2009, every other year thereafter
Autism Core Team
Fall/Spring annually
*Under an agreement with University of North Carolina, TEACCH travel and lodging is provided for Kelly Trier. Michelle Sunner will participate in
TEACCH training (elementary)
To accomplish the needs of the discipline, added days may be requested by discipline leads. Identify the number of additional days needed, and
outline on a separate page the plan for use of that time.
In lieu of added days, the team requests to pool the allocated dollars and distribute among team members to alleviate agency travel expenses this year.
Estimated expenses are below:
Professional Learning
TEACCH
PRT
ABA
ASI
Site
NC
CA
AZ
IA
Travel
$0
Airfare
Airfare
Mileage
Lodging
$0
2 days
2-4 days
1 day
Registration
$0
Other
GWAEA paid for car rental