School Division-Wide Intervention

School Division-Wide Intervention

VCU-ACE implements a school division-wide systems change process to result in improved services at every level of the school division for students with ASD and similar educational needs.

The VCU-ACE model of school division-wide technical assistance is the provision of technical assistance to top-level directors and administrators to improve their understanding of the implementation of evidence based practices for students with ASD across the age range, as well as implementation of direct modeling and coaching to classroom teachers, therapists, and paraprofessionals.

School division-wide technical assistance is provided to selected school divisions through a competitive application process. School divisions selected to participate will receive two to three days a week of embedded technical assistance from VCU-ACE Technical Assistance Associates for three years.

Upon initiation of services by VCU-ACE, Technical Assistance Associates assist selected school divisions in completing a self-assessment and developing a Services Improvement Plan. These plans provide data based targets and define the exact technical assistance and training activities that will take place in the division. VCU-ACE Technical Assistance Associates guide practice and facilitate implementation of the plan. In addition, Technical Assistance Associates collect data and revise technical assistance efforts based on ongoing data based decision-making.

Technical assistance will:

  • Substantially increase the technical skills and knowledge of staff, including principals, teachers, school psychologists, speech therapists, related services personnel, and administrators.
  • Improve the quality of instructional practices used by special educators.
  • Increase child study teams' ability to accurately identify and assess students with ASD.
  • Increase knowledge and implementation of Individual Positive Behavior Support Strategies.
  • Increase the quality of IEP development in terms of relevance, functionality, and measurability of goals and objectives.
  • Increase the ability of general education staff to implement federally required accommodations and modifications to meet the needs of students with ASD.
  • Increase the knowledge of school personnel, students, and parents in the use of handheld assistive technology.
  • Increase parent participation and satisfaction with school division services.
  • Increase the knowledge and skills of administrators in guiding special and general education teachers who teach students with ASD.
  • Increase knowledge of transition planning, secondary intervention, social skills competence, and benefits counseling.

For additional information contact Dr. Carol Schall at or Staci Carr at