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Board of Education
Vision, Mission and Goals
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NEW Special Education Records Request
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Determining if Your Child Needs Special Education Services
Continuum of Services
Early Childhood Education
Common Terms in Special Education
Frequently Asked Questions
Autism Supports and Resources
Deaf and Hard of Hearing Services
Plan for the Future
APPROACH TO PROGRAMMING FOR STUDENTS WITH AUTISM
Continuum of Services
In Boulder Valley School District, programs designed to meet the educational needs of children with autism provide a structured teaching approach to learning. As with any student qualifying for special education services, the Individual Education Plan (IEP) will direct the program. Long term goals for our students with autism include the development of functional skills, communication and independence. Special attention is paid to skills in the following domains: communication, social, academic, daily living, independence, sensory motor, and vocational.
Services are provided in a continuum of environments ranging from self-contained to full inclusion settings, based upon the needs of each student. Intensive early intervention is a priority. Programming for preschool age children reflects the research regarding the need for intensity at this age. School staff and parents combine efforts to deliver increased hours of service consistent with recommended practices.
Continued staff development is necessary to provide staff with the skills needed to provide quality programming for children with autism. BVSD will continue to examine all in-service opportunities that focus on autism and keep staff trained in methodologies and/or strategies found successful for children with autism.
Intensive Learning Center for Students with Autism (“Autism ILC”) Program Description
Students referred to Autism ILCs typically have a medical diagnosis or educational identification of Autism and require intensive curricular and/or behavioral modifications that cannot be met by resource support alone. Students may require a variety of instructional approaches and accommodations, including (but not limited to) discrete trial, incidental teaching, use of social stories, and sensory strategies. Students may require significant modifications to the general curriculum. Teachers in Autism ILCs have expertise in working with students on the autism spectrum. Additional speech-language and occupational therapy time is allocated to support these students. Each program is supported by a Board Certified Behavior Analyst (BCBA).
The BCBA provides specialized expertise to define and characterize behaviors, measure and assess behaviors, select and evaluate interventions and strategies, display and interpret behavioral data and monitor behavior change. The Behavior Analyst is responsible for the implementation of skill acquisition and behavior support strategies aligned with current best practices from the field of Applied Behavior Analysis (ABA) as well as responsibilities and duties within the school special education collaborative team. A BCBA is assigned to each district Intensive Learning Center Autism classroom to provide program support, integrated professional development and participate in development of functional behavior analysis and related behavior support plans. There are also BCBA positions assigned to provide support to schools that have students with autism who are not receiving special education services in a district autism classroom.
NEW STUDENT ENROLLMENT GUIDELINES
Elementary / Secondary
* Parent registers child at BVSD Admissions.
* Parent contacts home school.
* School principal notifies special services staff who schedules an IEP meeting.
* An IEP meeting held at home school with other district staff in attendance as determined.
* Information is gathered about child's needs in these areas: Social, Academies, Sensory motor, Cognitive,
Behavior, Health, Self Care Areas. Any further assessments needed are scheduled or requested from
* Placement is finalized and discussed with parents through the IEP process. A start date is agreed upon.
* As needed, transportation department is notified of recommended start date. Parent is notified of pick-
up/drop-off times, if applicable.
* Parent contacts CHILD FIND at 720-561-5078
* CHILD FIND staff will gather information and work with the parents to develop an appropriate placement
The Boulder Valley School District Autism Consultant Team is a group of professionals, employed by the school district, who have special training and expertise in assessments and interests for children with autism. The team acts as an internal consultant to special education teams within the district. The team provides a range of services to home school staff, including assessment of children suspected of having an autism-spectrum disorder, development of teaching plans to meet the child's IEP goals and objectives, and collaborative problem solving of difficult behavioral and instructional issues.
Members of the Autism Consultant Team:
* Michelle Brenner, Director of Elementary for Instructional Development
* Jill Cox, Occupational Therapist
* Dawn Collamer, Special Education Teacher, BCBA
* Kelly Miller, Social Worker, BCBA
* Francine ALberts, Speech/Language Pathologist
National Americans with Disabilities Act
Department of Justice
Autism Society of America
Local Autism Society of America - Colorado Chapter
Autism Society of Boulder County
Association for Community Living in Boulder County
Affiliated with The Arc of Colorado and The Arc of the United States
Colorado Department of Education
Laura Freppel, Director
Special Education Services Unit
201 E. Colfax Avenue
Denver, CO 80203
Autism Internet Modules
Findings and Conclusions: National Standards Project, Phase 2
- Addressing the need for evidence-based practice guidelines for Autism Spectrum Disorder
Education Center / 6500 Arapahoe, Boulder, CO 80303 / 303-447-1010
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