Autism Problem-Solving Team Action Plan
Goal:
Steps
1. Currituck
County Schools
AU Problem
Solving Team
will complete
Modules 1 – 4
within the next 2
years.

2. Currituck
County Schools
AU Problem
Solving Team
will train staff in
a variety of
methodologies
in working with
students with
Autism.




Responsible Resources
Party
Required
Complete Modules 1 – 4
offered by Department of
Public Instruction.
Complete Modules 1 – 4
in order.
AU Problem
Solving Team
Members
Time
Money
Space for Training
Trainers/Consultants
Survey staff needs
Priority will be given to
the self-contained class at
CES given the student
needs within the classroom
and given staff needs
Training will be offered
across the county to staff
working with students
with Autism.
AU Problem
Solving Team
Time
Money
Space for Training
Trainers/Consultants
Training
Participants
1
Timeline or
Review
Module 1 completed
July 2010
Module 2 completed
June 2011
Module 3 completed
September 2011
Module 4 completed
February 2013
Staff needs assessed during
2010-2011 School Year.
VBA training provided
during 2010-2011 School
Year.
Attend TEACCH training
sessions in Summer 2011.
Offer a series of AU
training sessions across the
county during the 20112012 school year.
Evaluation
Measure

SEA System
Training Logs

SEA System
Training Logs
student
learning
teacher
evaluations
IEP
development
Indicator Data



Goal:
Steps
3. Currituck
County Schools
AU Problem
Solving Team
will offer parent
training sessions
across the
county.

4. Currituck
County Schools
AU Problem
Solving Team
will develop
guidelines for
determining
placement
within the selfcontained
classroom for
students with
Autism.



Responsible Resources
Party
Required
Timeline or
Review
Determine parent needs
given teacher input, parent
input and student needs
Offer training sessions in
central location, at
convenient time for
parents
AU Problem
Solving Team
Parent sessions
offered during
2010-2011
school year.
.Establish classroom
purpose for the selfcontained classroom for
students with Autism.
List student needs
requiring more restrictive
placement.
AU Problem
Solving Team
Parents
Time
Money
Space for Training
Parent Interest
Trainers/Consultants
Evaluation
Measure



attendance roster
parent comments
Indicator Data
Developed in
theory during
2010-2011
school year.

Written policy
established by
January 2012

Written guidelines for
determining placement
within the self-contained
classroom for students
with Autism.
Students within
classroom for students
with Autism are
appropriately placed.
IEP
Indicator Data
At least 2 parent
training sessions
offered during
2011-2012
school year.
Time
Administrators
Teachers
Parents


2
Goal:
5. The IEP
teams will use
data to
determine when
students with
Autism should
follow Extended
Content
Standards.
Steps




Review Extended Content
Standards and understand
how they relate to the
standard course of study.
Students following
Extended Content
Standards will receive a
separate report card
specific to their needs.
Ensure curriculum for
students on Extended
Content Standards is
appropriate and
implemented consistently.
Attend training on
Extended Content
Standards during the DPI
Summer Institute
Responsible Resources
Party
Required
Timeline or
Review
EC Director
Extended
Content
Standards
reviewed with
staff during
2010-2011 SY.
Curriculum for
this population
purchased in
2010-2011 SY.
Training
provided for
effective use of
this curriculum
in 2010-2011
SY.
New report cards
piloted at one
school during
last grading
period in 20102011 SY.
All students
following
Extended
Content
Standards will
receive new
report card in
Fall 2011.
AU Problem
Solving Team
Time
Money
Resources
Training
EC Staff
3
Evaluation
Measure






SEA System Training
Logs
New report cards in files
Parent comments
Portfolios and work
samples
IEP
Indicator Data
Report cards
updated given
revised Extended
Content
Standards. Used
in CCS Fall
2012.
Goal:
6. Ensure
Administrative
support and buy
in of AU
problem solving
team and
strategic plan.
Steps

Ask administrators to
submit suggestions of staff
to participate on AU
Problem Solving Team.
Share AU Strategic Plan
with administrators and
ask for their support

Responsible Resources
Party
Required
Timeline or
Review
Superintendent Time
Support
Administrators
Team members
selected in July
2010.
Meet with
administrators
once AU
Strategic Plan is
approved.
EC Director
AU Problem
Evaluation
Measure

List of AU Problem
Solving Team Members
Roster of Meeting
Attendance

Solving Team
7. Develop an
assessment
process for
determining
success of
strategic plan
implementation.



Tie into identified areas
of need.
Develop simple process
for collecting data.
Ensure data is collected
consistently.
AU Problem
Solving Team
Time
Staff
4
Plan will be
assessed in June
2012.




Data from assessment
Staff input
Teacher input
Indicator Data
Autism Problem-Solving Team Action Plan
Purpose: To receive training specific to working effectively with students with Autism.
Directions: 1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #1: Currituck County Schools AU Problem Solving Team will complete Modules 1 – 4 within the next 2 years.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Step 1:
Complete
Module 1
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
AU Problem
Solving Team
July 2010
Resources
A. Resources Available
B. Resources Needed (financial,
human, political & other)
A. Money through PRC 118;
AU Problem Solving Team
Potential Barriers
A. What individuals or
organizations might resist?
B. How?
A. None - completed
B. None - completed
B. None - completed
Step 2:
Complete
Module 2
Step 3:
Complete
Module 3
Step 4:
Complete
Module 4
AU Problem
Solving Team
AU Problem
Solving Team
AU Problem
Solving Team
June 2011
September
2011
July 2012
A. Money through PRC 118;
AU Problem Solving Team
A. Individual team members
attending during summer
B. Team able to attend during
summer
A. Money through PRC 118;
AU Problem Solving Team
B. Child care availability for
some members
A. Board of Education
B. Approval from Board for
team members to miss school
A. Money through PRC 118;
AU Problem Solving Team
B. Local policy that no
teachers may be out of school
while children present
A. Individual team members
attending during summer
B. Team able to attend during
B. Child care availability for
5
Communications Plan
Who is involved?
What methods?
How often?
4 of 6 team members
attended.
summer
some members
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)
 Currituck County Schools’ AU Problem Solving Team will complete Modules 1 – 4 within the next 2 years.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)



4 of 6 Team members attended Module 1 training.
All team members met on January 25, 2011 to review beginning DRAFT of strategic plan.
Team members received final DRAFT of strategic plan on May 23, 2011 via email for review.
6
Autism Problem-Solving Team Action Plan
Purpose:
Directions:
To provide staff training specific to working effectively with students with Autism.
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #2: Currituck County Schools AU Problem Solving Team will train staff in a variety of methodologies in working with students with Autism.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Step 1:
Assess staff
needs based on
areas of
noncompliance
Step 2:
Train selfcontained AU
staff on various
methodologies.
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
EC Director
September
2010
Ongoing
EC Director
EC Staff
June 2011
June 2013
EC Director
Administrators
EC Staff
General Ed Staff
June 2011
Potential Barriers
C. What individuals or
organizations might resist?
D. How?
A. None - completed
B. None - completed
B. none
A. money, time, location,
professionals
A. Parents
B. release time from class,
professionals willing to come to
county from a variety of
agencies
B. Parents have expressed
desire for a specific
methodology and a specific
professional be used within the
classroom.
June 2012
June 2014
Step 3:
Offer training to
EC and General
Ed staff across
Resources
C. Resources Available
D. Resources Needed (financial,
human, political & other)
A. audit records showing areas
of noncompliance, parent
comments/complaints, teacher
requests for assistance; EC
program review
A. money, time, location,
professionals
June 2012
B. release time from class,
7
A. Teachers and Board of Ed
B. Teachers do not want to
attend training after school or
Communications Plan
Who is involved?
What methods?
How often?
EC Director reviewed audit
sheets completed during
2009-2010 SY. EC program
review completed in October
2010 with recommendations
made.
The EC Director selected
specific professionals to
provide training needed
within the county. Teachers
have attended and will
continue to attend
appropriate training provided
within the area.
The EC Director shared
training opportunities with
all staff via email and SEA
System, which lists training
the county.
June 2013
June 2014
professionals willing to come to
county from a variety of
agencies
on Saturday. The Board of Ed
has stated that they do not
want teachers pulled out of
class for staff development.
opportunities. On line
training opportunities were
offered to staff as well.
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)



Staff needs will be reviewed and addressed through training sessions scheduled.
Staff will attend the training sessions scheduled.
Staff will incorporate information learned during training sessions into IEP development, effective classroom instruction and effective
classroom management.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)




Nancy Spencer, private consultant, assessed Currituck County Schools’ special education program. Her report (October 2010) addressed
specific areas of need related to our students with Autism. The EC Director reviewed audits and noted areas of noncompliance.
SEA System Training Logs; Calendar of training sessions on VBA provided by Lori Stuart.
SEA System Training Logs; Calendar of training sessions on VBA provided by Lori Stuart.
Review of Indicator Data
8
Autism Problem-Solving Team Action Plan
Purpose:
Directions:
To provide parents training specific to dealing effectively with children with Autism.
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #3: Currituck County Schools AU Problem Solving Team will offer parent training sessions across the county.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
Step 1:
Determine parent
needs given
teacher input,
parent input and
student needs.
AU Problem
Solving Team
EC Staff
Parents
September
2011
Step 2:
Offer training
sessions in
central location,
at convenient
time for parents.
AU Problem
Solving Team
Parents
June 2011
ongoing
June 2012
June 2013
June 2014
Resources
Potential Barriers
E. Resources Available
E. What individuals or
F. Resources Needed (financial,
organizations might resist?
human, political & other)
F. How?
A. Parent concerns; EC program A. Specific parents
review data
B. Certain parents may
B. Time to review data; parent
express concerns throughout
participation in established EC
the county but will not share
Advisory Meetings
directly with EC personnel and
will not attend meetings to
voice opinion or to offer
solutions.
A. Private consultants, money,
A. Specific parents
location for training, time for
training
B. Certain parents voice
concerns about not having
B. Resources listed above need
training with a specific
to continue for next year
methodology or demand that a
specific consultant be used.
9
Communications Plan
Who is involved?
What methods?
How often?
Parents are invited to share
concerns at the county
website. They are invited to
the quarterly EC Advisory
meetings and to any schoolbased meeting.
Parent training is offered
throughout the year across
the county to address parent
needs.
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)



Training sessions for parents and parent meetings will be scheduled on a regular basis.
Training sessions for parents and parent meetings will be attended.
Parents will receive information to assist them in stated areas of need.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)



Attendance Roster (parent training sessions completed during the 2010-2011 school year)
Parent Comments
Indicator Data
10
Autism Problem-Solving Team Action Plan
Purpose:
Directions:
To appropriately place students with Autism on the continuum of services.
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #4: Currituck County Schools AU Problem Solving Team will develop guidelines for determining placement within the self-contained
classroom for students with Autism.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Step 1:
Establish
classroom
purpose for the
self-contained
classroom for
students with
Autism.
Step 2:
List student
needs requiring
more restrictive
placement.
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
AU Problem
Solving Team
September
2010
Administrators
Resources
G. Resources Available
H. Resources Needed (financial,
human, political & other)
A. Findings from EC program
review; staff; money for training;
commitment to change; support
of staff and parents
B. Continued support from staff
and parents;
Teachers
Parents
AU Problem
Solving Team
September
2010
Administrators
Ongoing
Teachers
A. Findings from EC program
review; student needs and
characteristics of AU
B. Agreement from
administrators, staff and parents
that students with AU have
11
Potential Barriers
G. What individuals or
organizations might resist?
H. How?
A. Administrators, staff and
parents
B. Certain administrators,
staff and parents have the
belief that the label of AU
equates to separate, selfcontained services and refuse
to see the potential of these
students.
A. Administrators, staff and
parents
B. Certain administrators,
staff and parents have the
belief that the label AU limits
the student’s potential and
Communications Plan
Who is involved?
What methods?
How often?
EC Director reviewed the EC
program review findings
with administrators, staff and
parents. The one selfcontained classroom for
students with AU was moved
to a centrally located
elementary school. The
student’s level of need
dictated the need for this
level of service, not the
student’s label.
EC Director discussed the
EC program review findings
with administrators and staff
in developing guidelines for
the student needs requiring a
more restrictive placement.
This list was reviewed
Parents
potential and can learn.
dictates the student’s
placement in a self-contained
setting
against students currently
served in the self-contained
setting with changes made
given individual student
needs.
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)



Students will make adequate progress on the IEP goals given their appropriate educational placement.
Students placed in the self-contained setting will be reviewed for appropriateness.
Students needing a least restrictive placement will have an IEP meeting scheduled to address the most appropriate placement.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)




Written guidelines for determining placement within the self-contained classroom for students with Autism.
Students within classroom for Autism are appropriately placed.
IEP
Indicator Data
12
Autism Problem-Solving Team Action Plan
Purpose:
To determine the appropriate course of study for our students with Autism.
Directions:
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #5: The IEP teams will use data to determine when students with Autism should follow Extended Content Standards.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
Step 1:
Review
Extended
Content
Standards and
understand how
they relate to the
standard course
of study.
EC Director
September
2010
Step 2:
Students
following
Extended
Content
Standards will
receive a
separate report
AU Problem
Solving Team
Resources
I. Resources Available
J. Resources Needed (financial,
human, political & other)
A. DPI information concerning
topic; time
B. none - completed
EC Staff
EC Director
AU Problem
Solving Team
EC Staff
Pilot at one
school June
2011
All classes
Fall 2011
2012
2013
A. Sample separate report card;
EC Director contacts
B. Time to present to staff and
parents
13
Potential Barriers
I. What individuals or
organizations might resist?
J. How?
A. lack of time; staff
B. It was difficult finding a
common time with staff to
meet to discuss topic. Some
staff members displayed little
interest in learning about this
topic as it related to students
who were not of state-testing
age.
A. staff and parents
B. Some staff may not wish to
add “one more thing” to their
list of duties. Parents may not
want to “learn” a new report
card.
Communications Plan
Who is involved?
What methods?
How often?
EC Director shared the DPI
information posted on given
topic with entire EC staff.
Those students following
extended content standards
were discussed as were those
who may need extended
content standards. IEP
meetings were held to
address this as needed.
The EC Director changed the
report card template to
reflect Currituck County
Schools’ information. The
template will be updated
with changes to the Extended
Content Standards at the
state level. The template was
card specific to
their needs.
Step 3:
Ensure
curriculum for
students on
Extended
Content
Standards is
appropriate and
implemented
consistently.
Step 4:
Attend training
on Extended
Content
Standards during
the DPI Summer
Institute
EC Director
Fall 2011
AU Problem
Solving Team
2012
2013
2014
A. Staff willingness to meet
A. Staff
student needs; money; consultant
B. The curriculum is new, so
B. Time for staff development
some staff members may not
want to adopt a “change.”
EC Staff
EC Director
AU Problem
Solving Team
July 2011
A. money; administrative
support
A. staff
B. Certain staff members
refuse to attend staff
development during summer
months.
B. staff interest
EC Staff
shared with one school and
piloted for the last 9-week
grading period.
The EC Director purchased
an appropriate curriculum for
students following the
Extended Content Standards.
A consultant provided handson training and follow-up
throughout the year
concerning effective
implementation of the
curriculum.
The EC Director will attend
the DPI Summer Institute
and bring back information
to share with staff at the
beginning of the 2010-2011
School Year.
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)





Teachers working with students following Extended Content Standards will be given information related to topic.
CES will pilot the use of the newly developed report card for students following Extended Content Standards.
Parents (CES) will attend an informational meeting to address the purpose for the new report card and will receive a copy of the new report
card.
Student progress will increase given the consistent implementation of the new curriculum.
The EC Director will attend the DPI Summer Institute on topic and will share information with staff locally.
14
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)






SEA System Training Logs
New report cards in files
Parent comments
Portfolios and work samples
IEP
Indicator Data
15
Autism Problem-Solving Team Action Plan
Purpose:
To gain administrative support so that plan can be implemented effectively.
Directions:
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #6: Ensure Administrative support and buy in of AU problem solving team and strategic plan.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
Step 1:
Ask
administrators to
submit
suggestions of
staff to
participate on
AU Problem
Solving Team.
Superintendent
June 2010
Administrators
2011
Step 2:
Share AU
Strategic Plan
with
administrators
and ask for their
support.
Resources
K. Resources Available
L. Resources Needed (financial,
human, political & other)
A. Trained staff; money for
training
B. All principals participating
EC Director
2012
AU Problem
Solving Team
2013
Superintendent
September
2011
Administrators
A. AU Problem Solving Team;
Support at Central Office level;
money; training
2012
EC Director
2013
AU Problem
Solving Team
B. Support from all school-level
administrators; time for all to
meet to discuss
2014
16
Potential Barriers
K. What individuals or
organizations might resist?
L. How?
A. Administrators
B. Although all administrators
were asked to offer
suggestions of who would be
good members for the AU
team, there was not
participation from each school.
A. Administrators
B. Some administrators may
believe that the AU Strategic
Plan is not needed.
Communications Plan
Who is involved?
What methods?
How often?
The EC Director consulted
with the Superintendent,
school-level administrators,
EC staff and some regular
education staff in developing
the AU Problem Solving
Team.
Once the AU Strategic Plan
has been submitted to DPI in
June 2011, the EC Director
will receive feedback from
DPI. The approved AU
Strategic Plan will be shared
with administrators.
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)


The AU Problem Solving Team will be selected given input from Central Office administrators, school-level administrators, EC staff and
general education staff.
The AU Strategic Plan will be shared with administrators once DPI has approved it.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)


List of AU Problem Solving Team Members
Roster of Meeting Attendance
17
Autism Problem-Solving Team Action Plan
Purpose:
To ensure the plan is effective.
Directions:
1. Using this form as a template, develop an action plan for each goal identified through the needs assessment process.
Modify the form as needed to fit your unique context.
2. Distribute copies of each action plan to the members of the team.
3. Keep copies handy to bring to meetings to review and update regularly. You may decide to develop new action plans for new phases of your reform effort.
Goal #7: Develop an assessment process for determining success of strategic plan implementation.
Results/Accomplishments:
Action Steps
What Will Be
Done?
Responsibilities
Who Will Do It?
Timeline
By When?
(Day/Month)
Step 1:
Tie into
identified areas
of need.
AU Problem
Solving Team
September
2011
Step 2:
Develop simple
and effective
process for
collecting data.
AU Problem
Solving Team
Step 3:
Ensure data is
collected
consistently.
AU Problem
Solving Team
Resources
M. Resources Available
N. Resources Needed (financial,
human, political & other)
A. AU Problem Solving Team
Potential Barriers
M. What individuals or
organizations might resist?
N. How?
A. AU Problem Solving Team
B. Time
B. Some members of the team
may not have the time to
commit to the team in
developing an assessment
process.
A. Staff
Staff
June 2011
A. Staff knowledgeable in data
collection
June 2012
2013
B. Time for training; consistent
use of data collecting process
B. Some staff members may
not consistently collect data as
required.
2014
June 2011
A. Training on data collection
A. Administrators, staff
June 2012
B. Time
B. Many times, administrators
and staff do not like to have
data collected and reviewed as
Staff
Staff
2013
18
Communications Plan
Who is involved?
What methods?
How often?
The AU Problem Solving
Team will develop an
assessment process once DPI
has approved the submitted
Strategic Plan.
Various methods of
collecting data were shared
with the staff throughout the
year. The EC Director will
monitor continued use of an
appropriate data collecting
process.
Consultants and Currituck
County Schools’ staff
provided training sessions on
effective data collection
methods. The EC Director
it is taken personally and seen
as an observation of the staff
member, not the program.
2014
Evidence Of Success (How will you know that you are making progress? What are your benchmarks?)



A method of assessment will be developed once DPI approves submitted AU Strategic Plan.
Data will be collected and reviewed consistently.
Changes to the overall program will be made given the analysis of data collected.
Evaluation Process (How will you determine that your goal has been reached? What are your measures?)
 Data from assessment
 Staff input
 Teacher input
 Indicator Data
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and AU Problem Solving
Team Members will spot
check staff data collected.
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