The Communication & Education Support program serves students in PK3 through 12th grade. These classrooms provide services to students with Autism Spectrum Disorders (ASD) and related disorders based on the principles of Applied Behavior Analysis (ABA).

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Eligibility and Referral Process

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DCPS students who have been identified as having a primary diagnosis of ASD or who require additional communication development, social-emotional, adaptive behavior and academic support are eligible for these classes. IEP teams decide the services students require. IEP teams considering a more restrictive placement, such as the CES program, should follow the Least Restrictive Environment (LRE) Review process even if a CES program classroom is located at the student’s current school. Communication & Education Support classrooms typically serve students with 20 or more hours of specialized instruction outside of general education written in their IEPs. After receiving ABA support and demonstrating academic and social progress, students may be gradually transitioned to the general education setting as deemed appropriate by the IEP team.

High-functioning autism (HFA) classes typically serve students who have the ability to function on or above grade level but have difficulty accessing the general education curriculum. They require specific instruction in social skills, behavior management, and executive functioning. As they master these skills they are given opportunities to demonstrate them in the general education setting as appropriate.

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Instructional Model and Curriculum

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The curriculum in CES classrooms is aligned to the Common Core State Standards. Students in the early grades have access to the Direct Instruction curriculum as well as interventions available to their general education peers. The CES instructional model includes the utilization of targeted literacy and mathematics interventions STAR Autism, Connecting Math Concepts, Reading Mastery, and Visualizing/Verbalizing. Communication & Education Support teachers implement ABA techniques, such as discrete trial instruction, natural environment training, prompting and fading, reinforcement, and task analysis.

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Classroom Staff Responsibilites

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Teachers

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Job responsibilities include individualizing and implementing an appropriate educational program for all students that is based on ABA principles and aligned with DCPS standards; writing assessment-driven IEPs and attending meetings; training and managing classroom staff; collecting daily data on student performance and behavior; assessing challenging behavior and implementing behavior plans; collaborating weekly with support staff (BCBAs, master educators, school staff, etc.); coordinating inclusion efforts with general education teachers; and corresponding regularly with parents.

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Paraprofessionals

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Classroom instructional paraprofessionals are consistent, active members of the classroom team and can provide specialized instruction under the direction of the special education teacher. Additional job responsibilities include implementing the programming created by teachers, as well as following the behavior program written for each student; collecting daily data on student performance and behavior; implementing behavior plans; co-planning weekly with staff (teachers, BCBAs, school staff, etc.); shadowing students in inside and outside of general education settings; and helping students build independence.

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Support and Training

 

Coaches

 

All Communication & Education Support program classrooms are supported by itinerant OSI CES coaches, many of whom are either board-certified behavior analysts (BCBAs) or candidates for BCBA. Coaches are assigned to several schools and visit each school weekly. They develop, train, and monitor teachers’ application of ABA principles, while focusing on student learning and outcomes. Effectivenessand growth are measured through student learning and teachers’ scores on the ABA rubric. Throughout each learning cycle, coaches work with teachers to set student and teacher learning goals. Coaches prioritize support to teachers based on their level of experience. Classroom instructional paraprofessionals receive the same support and training as teachers. Staff goals are monitored and tracked throughout the learning cycle.

Coaches support teachers and staff in utilizing ABA strategies, including global environmental interventions, antecedent interventions, and functionally equivalent replacement behaviors. Coaches prepare teachers and staff to use data collection techniques such as probe data, trial-by-trial data, frequency data, and/or permanent product data.

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Professional Development

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Professional development for teachers and staff in the program will be provided by the Communication & Education Support Team and OSI Inclusive Programming Division. Sessions cover topics such as Basics of ABA, Basics of Autism, Classroom Management, Behavior Interventions, and others necessitated at a school/classroom level.

 

Please select the link below to request additional support and recommendations (Autism). When completing this link, Ms. Ashley Pullum will be directly appointed to assist.  

 

Request support: http://bit.ly/LRECSupport

Give feedback: http://bit.ly/LRECFeedback