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MN State Network Meeting State Updates Fall 2013

MN State Network Meeting State Updates Fall 2013. Tami Childs MN Low Incidence Project Phil Sievers Minnesota Department of Education. 2013-2014 Areas of Focus in MN. Tami Childs Phil Sievers MN Low Incidence Project State Specialist

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MN State Network Meeting State Updates Fall 2013

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  1. MN State Network MeetingState UpdatesFall 2013 Tami Childs MN Low Incidence Project Phil Sievers Minnesota Department of Education

  2. 2013-2014 Areas of Focus in MN Tami Childs Phil Sievers MN Low Incidence Project State Specialist Metro ECSU Minnesota Department of Education Symposium Planning Collaborate with Regional Low Incidence Facilitators MN State Network PBIS Facilitator Year 5 EBP Initiative ASD Teacher License: MN Professional Learning Modules transition process Building EBP Capacity across MN licensure programs

  3. A note about funding… • Funding for the regional projects has been reduced • This can impact the State Network and other ASD activities sponsored by the Low Incidence Project • Together with the regional low incidence facilitators, we will continue to try to come up with ways to best support the educator leaders of students with ASD!

  4. Trends in ASD Child Count… Minnesota Schools 2012-13

  5. Minnesota…Trends in ASD Data Source: MN Dept. of Education/Special Education-Unduplicated Child Count Data http://education.state.mn.us

  6. Minnesota…Trends in ASD Data Source: MN Dept. of Education/Special Education-Unduplicated Child Count Data http://education.state.mn.us

  7. All Disability areas of Special Education Minnesota Child Count-Dec. 1, 2012 (ASD = 15,967)

  8. Comparison of the annual Percentage of increase over each previous year

  9. Questions about the trends in Autism Spectrum Disorders... Why the increase ? • Several factors contribute… • Better training and improved identification • roader spectrum now considered • Possible, undetermined environmental and genetic factors • No definitive research studies on cause…

  10. Report from Centers for Disease Control and Prevention (CDC) • Overall prevalence of ASDs in 8 yr olds: 1 in 88 • Range of prevalence estimates across sites: 1 in 47 to 1 in 210 • Almost five times as many boys • Children were diagnosed at earlier ages (3-4 yrs) • Largest increases among Hispanic and Black children • www.cdc.gov/mmwr

  11. Upcoming Events & Activities October 24, 2013 Autism Employment Forum - Autism Society of MN Cargill, Hopkins, MN April 2014  State Autism Conference – AuSM St. Louis Park, MN  June 17-19, 2014 Autism Symposium for Educators College of St. Benedict, St Joseph, MN

  12. DSM V – What is the story? Proposed changes to DSM IV If accepted… • Three domains will become two: • 1) Social Communication • 2) Fixated Interests and Repetitive Behaviors • A diagnosis will require deficits/ difficulties in BOTH domains • ASD will be conceptualized as a unified term (vs. subtyping) • Added component will emphasize level of severity on each of the domains

  13. Cheat Sheet on how to get the NEW ASD License Traditional Path – go through an ASD teacher license program at one of seven approved universities Transition Process Path – currently hold a special education teaching license and document your training and experience in ASD and apply for an ASD license

  14. ASD Teacher License: Traditional Path State Approved Autism Spectrum Disorders (ASD) Teacher Licensure programs at 7 Universities University of MN - Twin Cities MN State University, Mankato MN State University, Moorhead St. Cloud State University Concordia University - St. Paul Hamline University Saint Mary's University University of St. Thomas

  15. Traditional Path:Academic and Behavioral Strategist (ABS) Teacher License State Approved Special Education Teacher University Licensure Programs at 10 Universities University of MN - Duluth University of MN - Twin Cities MN State University, Mankato MN State University, Moorhead St. Cloud State University Southwest MN State University Augsburg College Bethel UniversityUniversity of St. Thomas Walden University

  16. More about the Transition Process Path… • You must currently hold a special education teaching license • Be able to document training and experience in ASD prior to July 2012 • Provide documentation and rationale to meet all of the standards

  17. ASD Transition Process to the ASD License Update… The “ASD Licensure Eligibility Review for Practicing Minnesota Special Education Teachers” process completed has been completed for 385 teachers. Of these Reviews, 360 teachers have met all Standards of Effective Practice, Core skill requirements and ASD Standards in the Review and been recommended to apply for the ASD license. In total, 94% of applicants have received approval to apply and add ASD Teacher license.

  18. Upcoming Submission Dates for Transition Process Materials Submission windows for the Eligibility Review document and supporting materials through Spring 2015:  Submission deadlineNotification by September 1, 2013 November 30, 2013 December 1, 2013 February 28, 2014 March, 2014 May 31, 2014 June 1, 2014 August 31, 2014 (Final submission date March 1, 2015)

  19. ASD Teacher License Transition Process Information • Find all materials needed on ASD licensure transition process for current special education teachers, the Eligibility Review forms, Catalog materials, submission timelines and FAQ on this page http://education.state.mn.us/MDE/EdExc/ Licen/SpecEdLicen/index.html • Direct questions to: MDE.ASD-License@state.mn.us

  20. Thank you for your participation! • Enjoy your networking with other ASD educators!

  21. Revisiting Our Coaching Roles • What is Coaching? • Types of Coaching? • Types of Support?

  22. Last Fall: Building Capacity in ASD 1. How is our time spent in our current roles? How do I fill my day? 2. Individually: Take a piece of paper and make a list of all of the tasks you do in your role as an ASD specialist. Share as a group! 3. In your small group: Discuss fixing problems versus capacity building and each person write f or C next to each task on their list Consulting = Fixing Situations (f) Coaching = Building Capacity (C) 4. Have a group discussion guided by the following questions: • Which tasks identified are most beneficial to building capacity? • How can we move toward capacity building and away from time spent on other tasks? • Tell the group how you will increase your time spent on capacity building?

  23. Remember: The following tools are available online and useful in capacity building • EBP Inventory • NPDC-ASD website(24 EBPs) • Briefs • Implementation Checklists • Coaching Packets • AIM modules

  24. Until next time… • Turn to your neighbor and tell them 1-2 tasks you will go back and do in an effort to build capacity in your area! • Good luck and let us know how we can support you! Tami Childs Phil Sievers tami.childs@metroecsu.orgphil.sievers@state.mn.us

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