1. Recommendation: ASD Licensed Specialist
Presentation to TSPC
February 10, 2011
Refer to Oregon Commission on Autism Spectrum Disorders Report to the Governor December 2010
All page references are to this report.

2. Oregon Commission on ASD
Governor appointed Commission, by Executive Order
13 member commission, including local district and ODE representation
8 subcommittees, one of which focused on licensure issues
Refer to page Executive Order
Refer to page 93 for members of commissions
Refer to page 95 for sub committee membership

3. Subcommittees 3 Redesign of ASD Education Services
Community Services for Children & Families
Community Services for Adults
Health Care
Role of Health Insurance
Redesign of ASD Education Services
Educational Endorsement and Competency Based Assessment
Screening, Identification, Assessment
Interagency Transition 3
Refer to page 95 for sub committee membership
Refer to General Charter page 97
Refer to specific charter educational endorsement page 99

4. SUBCOMMITTEE: Educational Endorsement and Competency Based Assessment
Participants:
Local District Administration– urban and rural
University Personnel
ASD Specialists
Speech Language Pathologist
School Psychologist
Sharing and Feedback:
COSA-ODE Conferences
Electronic Survey
Public Forums
Regional Programs
ESD Special Education Providers
OEA and OSBA
For details of meetings, notes, etc, go to the Oregon Commission on Autism Spectrum Disorders webpage at

5. ASD-CTL: Competency-Based
ASD Best Practice Evidence:
The National Professional Development Center on Autism Spectrum Disorders
National Standards Report
ASD Specialist Competencies:
Council for Exceptional Children
ASD Regional Programs
Model Teacher Leader Standards
Link to the National Professional Development Center on Autism Spectrum Disorders:
Link to the National Standards Report:

6. Components Established in Research
Need:
Refer to pages Education
This diagram emphasizes the complex program needs for individuals with an Autism Spectrum Disorder. All of the components have been identified in research as needed to build and deliver a comprehensive program of instruction. The complexity indicates the need for highly trained ASD Specialists to train and coach all staff associated with these students to implement appropriate programs with fidelity.
Comprehensive ASD Program:
Components Established in Research

7. Expanded Core Curriculum:
Addresses the unique needs of learners with an Autism Spectrum Disorder
Core Curriculum:
The general curriculum and standards for all learners
English Language Arts
Mathematics
Health
Physical Education
Science
Second Language
Social Sciences
The Arts
Expanded Core Curriculum:
The curriculum that addresses the unique characteristics
and learning needs of learners with ASD
Communication Development
Social Development
Cognitive Development
Sensory Processing
Adaptive Skills; Life Function
Organization Skills
Transitional Skills, including day to day transitions and career and life goals
Self-Advocacy

8. Implementation of Comprehensive ASD Program Framework
Higher Education ASD Training Programs
Primary Responsibility
for Implementation
ASD Licensed Specialists and Local Program Coaches
ASD Leadership Network and ASD Licensed Specialists
ASD Licensed Specialists; Model Sites
ASD Leadership Network and ASD licensed specialists
EI/ECSE/ESDs
Learners and
Their Families
Local
Districts / ESDs
ASD Leadership Network
Comprehensive ASD Program Components: Oregon Education Guidelines for ASD
Self Assessment: EI/ECSE, Local district, ESD complete Self Assessment Component of Oregon Education Guidelines for ASD
Training: Determined by the Self Assessment
Coaching: Hands on Practice, Observation, Modeling, Program Set-Up
Training: Local Program Coaches
Ongoing
Follow-Up:
Fidelity of Implementation
This diagram demonstrates the recommended redesign of educational services for individuals with ASD. This indicates a changing role for ASD Specialists. The will serve a greater role as teacher leaders. They will provide training and coaching to build capacity of teachers and other personnel to implement strategies and interventions that are part of the evidence-based programs for individuals with an ASD. The ASD Specialist serving in this role will demonstrate a unique set of competencies.

9. ASD License and/or Competency Requirements
Position 
ASD Licensed Specialist
(ASD-CTL)
ASD Identification Specialist
ASD Transition Specialist
Requirements
Obtain ASD-CTL from Teacher Standards & Practice Commission (TSPC).
Add to current license:
Special Education; or EI/ECSE
ASD-CTL TSPC license can be obtained through competency–based higher education coursework or competency-based, documented Portfolio.
Meet experience requirements needed to obtain ASD-CTL.
Refer to Education: Teacher Training
Hold Current License:
School Psychology;
Speech and Language;
ASD-CTL, or
Special Education
Meet competency requirements per OARs (Oregon Administrative Rules).
Meet experience requirements per OARs.
Hold current License:
ASD-CTL
General Education
Meet competency requirements per OARs.
Role
Support to EI/ECSE, Local district, and ESD programs in the implementation of Oregon Education Guidelines for ASD by providing:
Training
Coaching
Program Set-Up
Follow-Up
Refer to Implementation of Comprehensive Program Framework
Work with EI/ECSE and Local districts to conduct required components of the Identification of an ASD.
Refer to Screening, Identification, and Assessment
Work with Local School Districts and ESD Programs in the implementation of best practice activities to transitioning youth as identified in the Oregon Education Guidelines for ASD.
Refer to Education: Interagency Transition
Other
One may be licensed as an ASD-CTL and also serve in role as ASD Identification Specialist or ASD Transition if the competencies for either position are demonstrated.
Holding an ASD-CTL license does not automatically qualify an individual to serve as an ASD Identification Specialist or ASD Transition Specialist. Separate sets of competencies are required for each.
The Identification team as a whole must possess specific knowledge elements (competencies) for applying the DSM criteria for identification of individuals with ASD. If one individual demonstrates all the competency and experience requirements, they would serve role as ASD Identification Specialist.
This position works in collaboration with local education staff and ASD licensed specialists.
Introduction to a eventual proposal refer to pages 66-71

10. Considerations for Licensure:
Linked to competencies
University training programs linked to competencies
Multiple pathways for demonstrating competencies
Transition period for implementation
Introduction to a eventual proposal refer to pages 66-71