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
Web address:
Vision:
Provide comprehensive services to all students with ASD that will enhance quality of life and create citizen-ready individuals.
Mission:
- 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
Beliefs:
- 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.
