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 K-12 District  6,010 students  Average House Value: $165,800  Mixed ethnicity  750 teachers  1 High School  1 Middle School  8 Elementary Schools.

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Presentation on theme: " K-12 District  6,010 students  Average House Value: $165,800  Mixed ethnicity  750 teachers  1 High School  1 Middle School  8 Elementary Schools."— Presentation transcript:

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2  K-12 District  6,010 students  Average House Value: $165,800  Mixed ethnicity  750 teachers  1 High School  1 Middle School  8 Elementary Schools  1,215 Classified Students  544 between ages in ODP  50 in ABA Program  199 diagnosed with Autism  Remainder of Classified Students enrolled in Self- Contained Classrooms or Resource Rooms

3  Autism: Autism is characterized by “impaired social interaction, problems with verbal and nonverbal communication, and unusual, repetitive, or severely limited activities and interests.”(Diagnostic and Statistical Manual of Mental Disorders- 4 th Edition, 2000).  Applied Behavioral Analysis: The science in which procedures derived from the principles of behavior are systematically applied to improve socially significant behavior to a meaningful degree and to demonstrate experimentally that the procedures employed were responsible for the improvement in behavior. (Ramaswamy, 2007)

4  Self Assessments are completed every 7 years. Bloomfield completed the first in 2001 and the second in The following areas were evaluated:  LRE- Least Restrictive Environment  Parent Involvement  Referral and Evaluation  Performance on State Assessments  IEP’s  Disproportionate representation  Discipline  Programs and Services  Transition to adult life

5  District was found to be deficient in the area of Least Restrictive Environment (LRE)  LRE is interpreted to mean: "...to the maximum extent appropriate, children with disabilities including children in public or private institutions or care facilities, are educated with children who are nondisabled; and special classes, separate schooling or other removal of children with disabilities from regular educational environment occurs only if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily  Three primary areas to improve: transitioning through programs, inclusion, and a comprehensive social skills program.

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7  Human Capital and Resources:  Knowledge of social skills program.  Capacity to apply new skills within the current curriculum  Materials and Methods:  Research regionally accredited program  Allocate funding for materials

8  Failed Budget for school year  Allocated funding for ABA and self- contained classes in 2006  Economic instability  Relived taxpayer burden by creating in- district programs  Program running for less than five years; not enough data to show effectiveness

9  Cultural System:  No anticipated issues  Educators hired and trained with the expectation of an evolving curriculum  Created a shared orientation  Individual System:  Need to show a connection between social skills and applying newly acquired skills.  Who will apply the new program?  How will educators integrate the new program within the current curriculum


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