District Autism Team Training

Are you committed to enhancing student outcomes and creating a more inclusive learning environment? Is your district seeking methods to support staff and find effective strategies to enhance the educational experiences of students with autism? Consider our District Autism Team (DAT) training! The DAT training addresses many of the barriers that prevent autistic students from engaging in learning opportunities. Working as a district team, participants will develop a district-wide plan for now and in the future.

A District-Wide Approach for Improving Outcomes for Students with Autism Spectrum Disorder:

This professional development training is intended for school personnel who support students with autism spectrum disorder (ASD). This 2-day in-person training involves a framework for designing a comprehensive district plan addressing the needs of autistic students. Participants will utilize several tools to conduct baseline assessment on district strengths and needs as they relate to ASD. Teams will address components essential for the development and implementation of a 3-to-5-year action plan.

**Please Note: THIS IS NOT AN AUTISM CONTENT TRAINING**

This professional development opportunity does not concentrate on specific interventions or strategies for supporting autistic students. Instead, it focuses on creating a comprehensive action plan to address the needs of both learners with autism and the staff supporting them.

Participants for the District Autism Team

Ideally, participants will consist of the following members:

  • Administrators: One representative from each building level who is committed to the belief that all students are integral members of the school community and should be valued as proficient learners.
  • Director of Special Education/Coordinator of Special Education: The individual leading the district’s efforts to provide comprehensive support for autistic students.
  • Intervention Specialists: One specialist from each building level who has advanced knowledge of ASD and works directly with students with ASD.
  • General Education Teachers: One teacher from each building level who believes in the inclusion of students with ASD in classrooms with their same-age peers and has experience teaching students with ASD.
  • Qualified ASD Experts: Personnel with advanced expertise in ASD—such as understanding communication, sensory, and behavioral differences—who can dedicate time to lead and facilitate the development and implementation of a district-wide action plan focused on comprehensive support for autistic learners.

District Autism Team Ongoing Responsibilities

The District Autism Team will undertake the following responsibilities:

  • Inclusive Practices: Advocate for the belief that all students, including those with ASD, are valuable members of the district and should be presumed competent, with educational plans developed accordingly.
  • Assess Knowledge: Evaluate and survey district and building personnel to gauge their understanding of ASD characteristics and evidence-based practices.
  • Collaborate on Supports: Work with administration to identify necessary structural and instrumental supports and resources, aiming to develop and implement a comprehensive district plan to meet the needs of both students and staff.
  • Develop and Submit Action Plans: Create and submit initial and updated versions of the Action Plan to partnering agencies and OCALI personnel for review and feedback as needed.
  • Lead Action Plan Development: Guide the district in crafting an Action Plan that ensures comprehensive programming for students with autism.
  • Coordinate Professional Development: Organize and provide professional development opportunities for both certified and non-certified staff, as well as families.
  • Offer Coaching and Consultation: Provide coaching and consultation to both classroom and non-classroom staff on assessing student needs, developing suitable programs and interventions, implementing those programs, and monitoring progress.
  • Support Transitions: Assist staff and building-level teams in creating effective transition plans for students moving between buildings.
  • Engage Families: Collaborate with families as essential partners in supporting their children's educational experiences and needs.

DAT Members may need access to:

Flexible Work Schedules: To effectively support building-level and teacher-based teams working with students with ASD.

Release Time For:

  • Administrative Planning: Time to plan with administration
  • Team Collaboration: Time to plan with other district and building autism team members
  • Meeting Coordination: Time to coordinate meetings with building-level and teacher-based teams
  • Professional Development: Time for coordinating, developing, and providing professional development sessions
  • Classroom Support: Time for observing and providing direct support to staff in both classroom and non-classroom settings
  • Agency Follow-ups: Time to attend follow-up meetings with partnering agencies and OCALI personnel

Contact Megan Trowbridge for further information: megan_trowbridge@ocali.org