Our school district continues to be part of the state reform on educational services for students with ASD. We are involved with doing a self-assessment on our Autism Spectrum Disorder (ASD) programs to see where we need to focus in the next few years. This aligns with the district goal of improving special education and English Language Learner services and results for students.
The Oregon Commission on Austim Spectrum Disorder has identified life long goals for ALL students with ASD. They are as follows:
1) To tolerate people and value interactions
2) To communicate intentionally and effectively
3) To organize information and learn meanings/purposes ( words, events and routines)
4) To tolerate change and accept new experiences
5) To be independent of constant verbal direction
6) To self-monitor and manage stress
Proactive support is the basis of our strategies for working with students with ASD. These strategies are considered critical for the vast majority of students with ASD, and have been identified as highly effective practices in teaching and supporting students with ASD in integrated environments.
We use several district level strategies to help support our students. These include the use of stress thermometers in the colors of PBS (red/yellow and green); 5 point scales that are designed for a range of situations and events; Home court support for our middle and high school students; social skills supports; social skills groups at the middle and high schools and use of strategies developed for individual students.
Supports include timely observations to assist with educational assistant and other classified staff support; teacher coaching; materials support; FBA, Ziggurat and LINKS development; FBA plans and instruction on the implementation of all. Student specific supports include functional communication systems, visual strategies to increase environmental organization and structure, modifications and accommodations to increase opportunities in integrated environments, access to typical peers to support the development of social interaction skills, and consistent behavioral programming. As a result, these supports and strategies provide students with ASD a solid foundation for learning and can be individualized to meet the unique needs of each student to help make them an independent learner.
Home Court serves students with Autism and Emotional Disturbance eligibility and is a space for children to calm down, debrief,problem solve, and make a plan.
Home Court Check-in Survey
Access the LiveBinders Website: Search for Autism to find a wealth of information.
Albany Anime Club:
Student Services: 541-757-3932
Susan Holmberg, Autism Specialist: 541-757-4441
Jodie Wyatt, Autism/Behavior Support: 541-757-4323
The Corvallis School District does not discriminate on the basis of age, citizenship, color, disability, gender expression, gender identity, national origin, parental or marital status, race, religion, sex, or sexual orientation in its programs and activities, and provides equal access to designated youth groups. The following person has been designated to handle inquiries regarding discrimination: Jennifer Duvall, Human Resources Director, email@example.com
541-757-5840 | 1555 SW 35th Street, Corvallis, OR 97333