Hampton Public Schools
Autism Services Intervention Team
Hampton City teachers at a recent Collaborative Learning Team Meeting
Hampton core team in a planning meeting - Noel Woolard, Holly Whittenburg, and Kelly Siegel
Dr. Lisa Powers, Kelly Siegel, and Joy Goldstein
Provide comprehensive services to all students with ASD that will enhance quality of life and create citizen-ready individuals.
- Providing comprehensive services for all students with ASD through highly skilled and confident staff;
- Implement evidence-based practices;
- Work collaboratively with all stakeholders;
- Maximize learning in an inclusive environment; and
- Ensure readiness for post-secondary opportunities
- All students can learn.
- All teachers can provide high quality instruction.
- Students have the right to the highest quality education.
- Students benefit from inclusive practices and participation in individualized academic and/or social activities with typically developing peers.
- School administrators can promote the success of all students with ASD when provided the needed tools, supports, and resources.
Goals in the Service Improvement Plan: :
All HCS building administrators will be provided
with training and guidance documents on recognizing the effective implementation
of evidence-based practices in serving students with autism within their schools.
100% of families of students found
newly eligible under the category of autism will be provided with a variety of
information and resources related to ASD.
HCS teachers and speech language therapists serving
students with ASD who do not currently have viable means of communication will
assess their students' communication needs and implement targeted evidence-based
practices for communication (including PECS and augmentative/alternative
communication devices), which will result in growth in communication skills
as measured by the HCS functional communication checklist and the APERS.
HCS special education and inclusion teachers serving
students with ASD will increase their knowledge and use of evidence-based practices
(including reinforcement, prompting, visual supports, and antecedent-based
interventions) as measured by growth in teacher survey scores and APERS pre-
and post-test scores.