Kent CAN
Our Mission Statement: To build a comprehensive model for identification, training, shared resources, and effective practices which promotes collaborative and consistency between families, educators, and community partners in support of our students with ASD.
Our Philosophy Supports:
Multi-disciplinary collaboration
Services that are individualized and utilize evidence-based interventions and strategies.
Intervention driven by the student's present level and on-going assessment.
Use of positive behavior support and proactive approaches to address challenging behaviors.
Inclusion of families and community partners as critical team members.
Continuous improvement of programs and services based on current data.
Focusing on opportunities in integrated environments.
This year's goals and activities will focus on the following activities/areas:
Professional Development with Impact
Coaching for Implementation of Evidence-Based Practices
Secondary Transition
Peer to Peer Support Programs
START Project Website Resources
For these and many other helpful resources, visit the START Project's website:
Differentiated Output Hierarchy Resources: The differentiated output hierarchy is a systematic, organized approach to support student's active engagement in the General Education curriculum. The differentiated output hierarchy supports the concepts defined in differentiated instruction.
Effective Team and Meeting Mechanics: The most efficient and effective meetings adhere to a defined process and agreed upon guidelines that the group follows to execute the goals of the meeting. The Effective Teaming and Meeting Mechanics processes and tools are both universal for all meetings and customized for specific types of meetings so that it will function as a resource for various meetings.
Evidence-Based Practices: For people with Autism Spectrum Disorders (ASD), the research is clear about the importance of using the best available evidence and professional judgement to systematically address learning and behavior support needs, while also respecting the strengths and preferences of the individual and family. The use of data collection and progress monitoring assures that interventions are effective in helping children to develop social, behavioral, adaptive, and academic skills. For schools to the meet the complex needs of students with ASD and improve long-term outcomes, it is necessary to follow and evidence-based practice model.
Individual Student Data Collection Forms: The purpose of student data collection tools are to (1) provide an efficient data collection system that gives educators a method for evaluation student performance at the individual level by providing: immediate feedback, embedded graphing, and embedded analysis, and (2) evaluate the impact of START's training and resources at the student level on three specific target behaviors: Independence, Engagement, and Social Interaction.
Peer to Peer Resources: Peer to Peer support programs increase opportunities for students with ASD to access General Education settings and curriculum. Peers model typical academic and social behavior in educational environments throughout the school day and provide support for students with ASD to promote independence and socialization. Peer to Peer support programs and inclusion of students with ASD not only affects outcomes for the students with ASD, but can also benefit peers.
START Passport: A guide to assist families and school personnel in ensuring that typical grade-appropriate opportunities are provided for students with ASD.
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