Idea Transcript
The I.N.S.P.I.R.E. School for Autism, Inc. Replication Manual Prepared for Autism Speaks Family Services April, 2013
This publication is dedicated to the students of The I.N.S.P.I.R.E. School, whose loving hearts, talents, and achievements guide our path toward discovery and genuine community.
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Table of Contents Part I: Rising to the Challenge Part II: Forming an Entity Part III: Applying for Certification as an Independent, Special Needs School Part IV: Budgeting Part V: Fundraising Part VI: Establishing the Tuition Rate Part VII: Hiring Your Team Part VIII: Ready to Enroll! Part IX: Marketing Plan Part X: Curriculum, Assessment, Implementation, and Transition Plans Part XI: Five Year Strategic Plan and Checkpoint Part XII: Conclusion and Contact Appendices: I. Sample Survey of Family Needs II. Application for Certification in State of Vermont III. Student Handbook IV. Admissions Packet V. Human Resources & Governance Plan VI. Annual Staff Orientation and Professional Development Plan
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Copyright 2013, I.N.S.P.I.R.E. For Autism, Inc. All rights reserved.
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Part I: Rising to the Challenge Welcome to The I.N.S.P.I.R.E. School for Autism Replication Manual! We hope sharing our experience will enable you to create sustainable solutions for adolescents and young adults within your own community.
Taking Stock of the Future: If you are reading this manual, you are likely aware that, since the incidence of autism began to rise dramatically at the end of the 20th century, financial and human resources have been concentrated on early intervention. Now, those students are rising into adolescence and young adulthood, and many families and communities are finding themselves unprepared for what the future holds for their loved ones and citizens with autism. That’s where The I.N.S.P.I.R.E. School for Autism’s story began. Located in Western New England in the five-mile vicinity in which Massachusetts, Vermont, and New Hampshire come together, our region is the lowest collection of socioeconomic counties in New England. As such, our students have been left behind by the private school movement which exists for students with autism in metropolitan regions. Our public schools lacked comprehensive programs which enabled adolescents and young adults with autism to receive vocational, social, fitness and home-skills training in community settings. As a small group of parents, teachers, and local business owners, we took a snapshot of what the future held for our loved ones, and did not like what we saw. Determining the Need: Evaluating the type and extent of need in your region is an important first step in determining whether or not your area can benefit from a new program. Here are steps you can take to conduct a “Situation Analysis” to clarify the picture:
Conducting a Situation Analysis of Adolescent Autism Services in Your Region 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Assess Regional Autism Incidence
•Identify the incidence of autism at various age ranges in your region. You may need to contact the Department of Mental Retardation, Department of Education, or Autism Speaks for figures.
•Identify programs serving adolescents and young adults in your region. •Develop a comparison table identifying program offerings •Get out there and talk to parents, guardians, siblings, employers, educators, legal advocates, local pyschiatrists, psychologists, pediatricians, and adult services agencies. Gain insights as to strengths and challenges with existing outcomes. Evaluate Existing Services Consider using our sample survey of family needs found in Appendix I.
Identify Unmet Needs
Examine Political/Legal/Regulatory Hurdles
Evaluate Economic Influences
•Assess unmet needs by identifying gaps in service delivery using the Existing Services Comparison table created above and feedback from stakeholders in your region.
•Determine need and mechanisms for school certification in your state. • Seek legal counsel for assistance establishing a non-profit corporation and 501c3 organization. •Identify building and fire code requirements for school facilities.
•Assess health of regional economy. •Assess fundraising base - private donors, community businesses, grants, general public. •Assess likely sources of tuition - public school contracts vs. private pay
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Establishing Your Mission: Upon completing your Situation Analysis and identifying unmet needs in adolescent and adult autism services in your region, your are now ready to establish your “Mission”, which should:
Inform all decisions made long range and day-in and day-out throughout your organization’s life by every member of the organization. Be easily remembered; as such, the Mission should be short and focused! Identify your core goal. Identify the core strength you’ll use to achieve that goal. Identify the group you wish to serve.
The Mission for The I.N.S.P.I.R.E. School for Autism is: The I.N.S.P.I.R.E. School for Autism, Inc. will offer academic, social, educational and vocational training which will maximize the potential for adolescents and young adults with autism to lead satisfying, self-sustaining lives in connection with their communities. As you can see, our mission focuses on providing our students with what they need to remain in their own communities as contributing, satisfied members. This is what families identified as their highest desire for the loved ones on the spectrum, and what our research revealed was largely absent in current programs. Instead, we found that existing programs trained students to attend school, but not necessarily participate in a well-rounded, self-sustaining life to the highest potential of each individual. Below, you’ll see several of our students hard at “work” in a local restaurant preparing cookies. The I.N.S.P.I.R.E. School has been fortunate to partner with Hillside Organic Pizza, who creates several vocational opportunities for our students in food preparation and delivery.
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Establishing your Vision: The next step in developing your program is to establish a long-range “Vision” for your organization. This is an aspirational statement which generates a more concrete snapshot of what you’d like your program to become within five years. It should be consistent with the Mission and attainable within five years. The “Vision” for The I.N.S.P.I.R.E. School for Autism is: The I.N.S.P.I.R.E. School for Autism, Inc. will tailor individualized programs for its students using strong relationships and best practices in autism education to maximize the student’s potential for leading a selfsustaining life, with the ultimate goal of preparing the student for living and working in community –based settings consistent with the student’s interests and abilities. The I.N.S.P.I.R.E. School for Autism, Inc. will 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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work in collaboration with associated for-profit and non-profit business enterprises to create environments in which The I.N.S.P.I.R.E. School for Autism, Inc. students can work and live successfully. Here, you can see that The I.N.S.P.I.R.E. School for Autism leadership has chosen to leverage the strong relationships within our tight-knit, local community to create individualized, inclusive, living and working opportunities for our students.
Establishing your Values: Taking time to articulate the values which will be used to achieve the mission is an important, unifying step in the early stages of organizational development. This ensures that as your program grows, the beliefs, values, and ethical standards which informed the launch of the organization remain intact as time goes on. Here are the “Values” of The I.N.S.P.I.R.E. School for Autism, Inc.:
We believe that individuals with ASD are entitled to lead self-sustaining, dignified lives in connection with their communities.
We believe that the individual abilities and interests of students should direct the educational approaches used to maximize the student’s potential for independent living.
We commit to maintaining respectful, open minds with regard to the use of a variety of best practices in autism education.
We believe that “authentic” learning takes place in the context of meaningful experiences which are supported by strong, caring relationships, augmentative communication, structure, repetition and reinforcement, consistent with the learning style of the individual.
We recognize that, in order to maximize the opportunity for successful, independent living, individuals with ASD will require educational and vocational training, along with instruction in activities of daily living, social interactions, physical fitness and sensory modulation.
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We commit to consistent data collection against educational and vocational goals to facilitate problem-solving and direct progress.
We value the participation of family members and/or guardians in building effective teams to support the success of our students.
We believe that our students with ASD, and our small, neighborhood communities in Western New England will experience mutual benefits from the increased interaction which will occur through I.N.S.P.I.R.E – associated student enterprises.
In articulating our values, The I.N.S.P.I.R.E. School for Autism’s leadership wished to create a healing culture which recognizes the incoming experiences of students with ASD, their families and loved ones, and their educators. We sought to honestly admit that students, families, and educators are fatigued and worried by the time students reach adolescence. When these groups come together within The I.N.S.P.I.R.E School for Autism, we seek to establish a fresh culture of hope and understanding as we move forward collaboratively. These values have informed our selection of employees, and staff and parent training and communication. They have been integral in the paving the way for student progress. Choosing a Name: Now that you know who you serve, what you want to deliver, what shared values will inform your decisions, you are ready to name your organization. An effective name will:
Be memorable. Communicate the benefits of your program. Be available as a URL for your future website. Be available for copyright – check with an attorney on this.
After evaluating many, complicated names and acronyms for our program, we settled on: 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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The concept for our logo was originated by a sibling of one of our original students. She was inspired by Mayer-Johnson symbols which are so commonly used with our students.
Choosing a Location: The location for your school should be chosen carefully, keeping in mind a variety of factors, including:
Access to community resources for students so that they can receive community-based training in vocational work, fitness, the arts, shopping, using public transportation, banking, etc. Remember, LIFE is your classroom. Use it! Here, students participate in a mass-mailing project which was assigned to The I.N.S.P.I.R.E. School by another, local non-profit.
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Convenience to maximum number of qualified students. School districts are responsible for transporting students, but mileage is expensive. Be considerate! Meeting local building and fire codes for schools. Cost – It’s usually wise for any start-up to rent space for the first few years to maintain flexibility until long-term viability is proven. Then, grantors prefer nonprofits to own their own space to prove long-term commitment and establish equity. Scalability – It’s helpful to establish your school where there is opportunity for expansion and ownership. Values – Remember the values you established previously. Try to ensure that your location selection is consistent with those values, and that the
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local business partners who surround you will be welcoming and supportive of the students. The I.N.S.P.I.R.E School for Autism, Inc. is fortunate to have a long, healthy relationship with our counterparts on The Delta Campus in Brattleboro, VT, (http://www.omegafilters.com/Our_Company/Delta_Campus/) where we are able to serve students from three states, including Massachusetts, Vermont, and New Hampshire. Here is our main building, a 5,000 square foot structure which is powered by geothermal energy:
And here is our newly renovated duplex which is used as a practice apartment for students following an adult transition curriculum.
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And of course we have a chicken coop! What else did you expect?
Congratulations! Now, you know your mission, have established a vision, agreed on the values, and made key decisions which will hold your organization together as you begin the difficult working of launching and sustaining your program.
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Part II: Forming an Entity
Establishing a Nonprofit Organization: There are many professional associations and resources which can provide expert consultation to founding members of nonprofit organizations. Since none of our founders were attorneys, we sought guidance from heads of existing private schools who referred us to a local law firm which assisted other private, non-profit schools. To minimize legal expenses, we did extensive research through online resources, including:
The Society for Nonprofits: http://www.snpo.org/resources/startup.php#firststeps NAIS, National Association of Independent Schools: http://www.nais.org/Pages/default.aspx
We followed the General Guidelines for Establishing a nonprofit, 501c3 organization, as outlined by The Society for Nonprofits (http://www.snpo.org/resources/startup.php#firststeps) : 1. Define your organization's purpose and form, and write a mission statement. Your mission statement should explain why people will want to invest in your organization (as donors, volunteers, or recipients of service). See "Demystifying the Mission Statement", reprinted from Nonprofit World, which explores this step in detail. 2. Form a board of directors. See "How to Create an Effective Board", reprinted from Nonprofit World, for an idea of what you should look for in your board members. 3. File articles of incorporation. If you don't incorporate, board members and other individuals in your organization may be held personally liable in case of a lawsuit. Articles of Incorporation should be filed with your Secretary of State (or other department that has authority for this filing in your state). 4. Write your organization's bylaws, or the rules you will adhere to. An excellent source for sample bylaws and other forms needed to start a nonprofit organization is a book called How to Form a Nonprofit Corporation: With Forms, by Mark Warda.
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5. Apply for nonprofit status from the IRS. (Ask your local IRS office for IRS publication 557 and IRS form 1023). 6. After you have received your letter of determination from the IRS, apply to your state department of revenue and your state department in charge of regulations (often called the Department of Regulation and Licensing). 7. Register your organization with the state. Contact the Secretary of State (Corporate Division) and Attorney General (Charities Division). 8. Apply for a solicitation license from your city. Check to see if your city requires you to have such a license before you can solicit funds. 9. Apply for sales tax exemption from your state. 10.Apply for nonprofit bulk mail permit from your post office. (See "Do You Qualify for Postal Discounts?", reprinted from Nonprofit World) 11.Obtain liability insurance, including Directors' and Officers' (or D & O) insurance. D & O liability insurance is necessary to protect your board members' assets. (See "Does Your Board Need Liability Insurance?", reprinted from Nonprofit World). We checked our steps with our attorney, and invited her to attend several board meetings for discussion and training, during which we learned about the duties of our various roles and corporate reporting, the process of making motions and voting, recording minutes, and maintaining our corporate records. What to Expect as a Board Member: As stated above, it’s very important for all founders and board members to educate themselves on how to create an effective board. (See references above.) Passion is important, but skills, expertise in wide-ranging, relevant areas, judgment, humility, work ethic, good humor, and trust are as well. Board members should expect to work extraordinary numbers of hours in the startup years of your organization. This is the phase in which you are establishing:
A positive, organizational culture, infused with the values you identified. A financial base through labor-intensive fundraising and thrifty spending and cost-saving. Healthy patterns for communication, decision-making, hiring, and training.
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A joyful, new community for students, families, and educators. The work is tiring, but the process can still be joyful. Check your egos at the door and pick up a broom, or a rake!
As your program matures and positions become more specialized, boards can typically pull back, become less “hands-on”, and focus on long-range planning and oversight. It’s important to continue to broaden your base of support and begin to plan for the longevity of your board by transitioning individuals into new roles.
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Part III: Applying for Certification as a Private, Special Education School As stated previously, we determined that The I.N.S.P.I.R.E. School for Autism could serve the highest number of students by locating itself at the southern base of Vermont, within five 10 miles of Massachusetts and New Hampshire. Adolescents and young adults from counties in this western corner of New England had compatible needs, so we investigated requirements for serving them as a private, special education school. We learned that the State of Vermont requires all special education schools to become certified by the state before tuition from public school districts could be accepted. Since all of our students would be come to us through public school contracts, our first task was to prepare the Application for Certification. (See Appendix II).
Part IV: Budgeting It’s well known that starting any small business is risky, with only one in five typically surviving after five years. To minimize risk, it’s essential to identify costs and funding sources up front, and to project cash flow as accurately as possible to ensure financial stability in the early phases of start-up. It’s also important to work with an accountant and/or bookkeeper to establish accurate financial tracking procedures on a monthly basis from the beginning so that budget decisions and spending are intentional, rather than haphazard. The I.N.S.P.I.R.E. School examines actual vs. planned spending by budget category each month, and carefully tracks accounts receivable and payable balances, along with our income statements and balance sheets, working in collaboration with our accounting firm. Clearly, for a nonprofit school, the biggest budget pressures will come in the area of facility, staffing, and insurance expenses. It’s important not to over-commit on facility expenses initially as enrollment for the first year or two, until the program is proven, should be expected to grow slowly. Technology, transportation, and training expenses are also significant expenditures. Following is a list of income sources and expenditures which have comprised our budget planning process every year. Actual costs in these categories will vary
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dramatically by geographic region. Obviously, the objective is to make the two columns balance!! Income Tuition Fundraising Interest
Expenses Salaries FICA Pension Education and Training Insurance Healthcare Dental Workman’s Compensation Directors’ Auto Umbrella Rent Telephone Vehicles and/or mileage Website Curriculum Materials Technology (including server) Marketing Fundraising Accounting Bank fees Legal Memberships Administration Maintenance
Part V: Fundraising! Every market and group of founders is different. As previously stated, The I.N.S.P.I.R.E. School for Autism was launched in Western New England, in the lowest socioeconomic region in the three states we serve. While local citizens in our area typically do not have deep financial resources, they do have extraordinary 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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pride in their own communities and a willingness to embrace their own disabled citizens. We were fortunate to leverage this energy and make contact with a few larger, private donors who gave us a strong start. Typically, a fundraising plan will include the following prongs:
Grants
Private Donations
Entrepreneurial Activities
Grants sources include government organizations, corporations, and private foundations. There are many online databases which provide information on grant sources according to geography and population served, mission statement, and requirements and protocols for applications. Quite often, smaller, more local grants are easier to win in the early stages of an organization than larger grants. When developing grant applications, be sure to provide documentation of your program’s impact on the region, particularly in ways that are consistent with the grantor’s mission statement. Private Donations are typically targeted in terms of large and small donors with separate strategic plans for each. For small donors, strategies such as participatory, community-building events, Enewsletters, and social media marketing with online donation opportunities are best. For larger donors, a more personalized approach is necessary, including 1:1 or small group appeals, with an emphasis on
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the impact the donor’s contributions can make. Extensive attention should be given to thanking donors and keeping them informed of the value created by their contributions. Donors love to celebrate students’ progress – this is typically their greatest reward! No donation should be treated like a one-time event! These crazy, potted herbs with student-created insects served as a fragrant thank-you for guests who attended The I.N.S.P.I.R.E. School’s dinner/auction in the spring.
Entrepreneurial activities typically elicit great support from friends and family members. An online school store with products produced by students, and/or a series of gift products aligned with year-round holidays can receive routine support from a core group of shoppers whose
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shopping and “good deed” needs are met at the same time. Planning these entrepreneurial activities into the school’s curriculum is an essential task that requires careful coordination among team members. Here, a student mans a holiday gift booth at the local hospital which features handmade foods, notecards, and wood-working projects made by students of The I.N.S.P.I.R.E. School. He sold out in hours!!!!
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Below, a student is packing mugs, featuring his own artwork, with candies which will be sold at a benefit for the school as the occupational therapist observes.
Part VI: Establishing Your Tuition Rate Establishing tuition is touchy territory. Most public school systems prefer to keep students in-district and will be resistant to an out-of-district placement with a high tuition rate. This makes advocacy for families particularly difficult. It’s important to meet an unmet need for students with autism in your curriculum planning, and ensure that your tuition delivers a justifiable value for school systems which cannot be found elsewhere. For this reason, your tuition decision should reflect your knowledge of:
The costs of the current placements for the students you wish to serve The costs of the alternative placements and their associated benefits
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Estimated costs of delivering your program for a projected number of students given the unique solutions you will provide for a previously unmet need.
Part VII: Hiring Your Team Trust and humility are critical components to assembling your team from the onset. Parents and educators in the field of autism may have a previous history of working at odds with each other. Yet for this new venture, the goal of working toward a healing environment for all who come together is essential. No one person can create the new program alone because so many skills sets are necessary: teaching, curriculum design and assessment, financial planning, management, construction, benefit planning, enrollment management, marketing, accounting! Remember, there is no “I” in “TEAM”! For this reason, trust, shared values, and a strong governance structure with clear checks and balances is essential. There are many laws related to human resources management which must be observed in the development of such matters as bylaws for a board of directors, job descriptions and evaluation procedures for employees. An employee manual and training procedures should also be established to ensure that values translate into practices. For this reason, we strongly urge founders to consult with a local attorney in the development of strategies and written materials related to human resources management. We have provided our 2011/2012 Human Resources and Governance Plan in Appendix IV for assistance, along with our Orientation and Professional Development plan for that year in Appendix V. Importantly, as our organization has grown to serve more students, our human resources needs have changed, allowing for more specialization as time has gone on and improving our services to students. We’ve been extraordinarily fortunate to have built a team with diverse interests and a passion for our students. All of our team members share an abiding affection and respect for our students which has allowed friendships, laughter, and appropriate social development to blossom.
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At I.N.S.P.I.R.E., our team takes any excuse to involve our students in celebrations of life. Those who previously “hid” from commotion are now in thick of bowling parties, holiday sing-a-longs, crafts, cooking and more. This holiday tree was selected and cut in the Vermont forest by our students and decorated with handmade crafts. Families joined later for a sing-a-long featuring many, spontaneous, solo, singing and dancing performances by our students.
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Here are a more examples of the loving bonds struck by achieving the right chemistry:
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It’s hard to tell which walker is the student on this peaceful, apple-picking adventure. Of course, hand-holding was a spontaneous sign of affection initiated by the student. Upon returning to the homestead of The I.N.S.P.I.R.E. School, students practiced math and fine motor skills in the context of baking and eating apple pie!
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A shared love of horses drew this Case Manager and her student into a relationship which has been life-changing for both. Who knew that our student could read until that first trip to the farm?! Upon arriving back at the homestead of The I.N.S.P.I.R.E. School, she promptly drew a picture and wrote her first, meaningful sentence about her day at school. Literacy and verbal communication have grown in leaps and bounds ever since.
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For this low-verbal, very loving, 18-year old student, an older sister’s departure for college conjured emotions and questions beyond his expressive abilities, resulting in heart-breaking frustration. Enter his teacher and mentor, a patient artist who introduced the student to genuine release through painting. Pictured here, the two appear at the student’s first gallery opening!!
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Part VIII: Ready to Enroll! Congratulations! You have submitted your application for certification and are ready to recruit your first students. (Yes, you may be in that frightening position of needing to recruit for the new school year while waiting to see if your certification is approved! Welcome to stress that you’ve never imagined!) Odds are, you would not have taken on this project if there weren’t a few very important adolescents with autism spectrum disorders close to you who needed you to step up to the plate. It’s important to keep the school district liaisons for these students closely involved with your plans, incorporating all they’ll need in your program in order for them to approve the out-if-district placement you’ll be seeking when the time comes. Beyond these “founding” students, plan on conducting numerous community forums in various locations – hospitals, colleges, advocacy centers, etc., - to inform interested families about your new program. Produce a presentation, admissions materials (see Appendix VII), a website, and a Facebook page, and have your board and education leadership present at the forums to convey competence, commitment, and stability. Develop a relationship with local media organizations and invite them to your forums. Allow them to see your facility in various stages of development and provide news releases on your progress. Post these to your website and Facebook accounts. Develop an online presence through strong community-building efforts. Blog on your progress frequently. Be aware that the decision timeframe for a change of placement is LONG in special education. Your admissions liaison and educators will have to meet with families, guardians and/or district liaisons numerous times to overcome fear of the unknown. Documentation about the credibility and previous successes of your team will be essential until your program has its own success stories. Once an agreement is made to place a student in your new program, be sure to document the placement with a formal contract which specifies the day, monthly, or quarterly rate of your program, timeframe for billing and payment, services included in cost, relevant dates, duties of involved parties, and payment due dates. 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Following is the original marketing plan which was used to launch The I.N.S.P.I.R.E. School in 2008.
Marketing Plan, 2008/09 School Year Situation Analysis:
I.N.S.P.I.R.E. for Autism, Inc. is an independent private school which will serve adolescents and young adults on the Autism spectrum who require more intensive intervention than in their public school settings are currently able to provide. The school will be located on the scenic, 130-acre, green, Delta Campus in Brattleboro, Vermont, about ¼ mile from the downtown area and the I91 artery which connects Western New England. The school has the capacity to serve up to 25 students.
Assessment of Strengths, Weaknesses, Opportunities and Threats:
Strengths (internal to the organization):
I.N.S.P.I.R.E. for Autism, Inc. has an award-winning Executive Director with an established record of leadership and success in the field of Autism education. I.N.S.P.I.R.E. Executive Director, Associate Director and first two, anticipated Assistant Educators have successful experience working together and have proven their effectiveness with students on the Autism spectrum. I.N.S.P.I.R.E.’s staff and Board of Directors are passionately committed to helping adolescents and young adults on the Autism spectrum realized their full potential for independent living within their home communities. I.N.S.P.I.R.E. is the only educational facility in Western New England which provides business skill development and apprenticeship opportunities for adolescents and young adults on the Autism spectrum.
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I.N.S.P.I.R.E. is the only provider of social, fine arts, and health/fitness opportunities which are based on planful training and integration into the community in Western New England. I.N.S.P.I.R.E. offers stable, year-round education for an unprecedented length of matriculation time (up to eight years) for its students. Studies have shown that stability and consistency are essential elements of successful learning environments for individuals with Autism. I.N.S.P.I.R.E. is able to draw upon a variety of best practices in Autism education to respond to the individual learning needs of students. I.N.S.P.I.R.E. has strong financial backing. I.N.S.P.I.R.E. has deep support from individuals in Western New England communities who are eager to create social, health/fitness, fine arts, and entrepreneurial opportunities for their neighbors on the Autism spectrum. I.N.S.P.I.R.E. is on an extraordinary campus, powered by self-generated sustainable energy, offering 130-acres of hiking, and with long-term potential for the development of group homes and businesses on the site. I.N.S.P.I.R.E.’s Board of Directors has deep skills sets for the smooth running of a school, including expertise and experience in oversight of independent schools for the disabled, business education, small business management, Autism education, medicine, advocacy and parenting for individuals on the Autism spectrum, marketing, and food science.
Weaknesses (internal to the organization):
I.N.S.P.I.R.E. is new. Districts and parents may be reluctant to trust the school until a track record of success is established. There will be a learning curve as staff members adjust to new positions and responsibilities. I.N.S.P.I.R.E. will run at a projected deficit for its first two years, like most business start-ups. The school will rely on fundraising (sources already identified and committed) to make up the difference between operating costs and income. Educating individuals with severe special needs is costly. Tuition costs may deter districts from approving placements.
Opportunities (external to the organization):
Sadly, Autism is the number one childhood disease of our time, affecting 1 in 144 children. There is extensive need for adolescent and adult programs for individuals on the spectrum. In 2007, Federal government passed the “Combating Autism Act,” dedicating nearly $1 billion in funding for research, program development, education. Private grant sources dedicated to programs for individuals on the Autism spectrum also exist, including The Doug Flutie Jr. Foundation, and Autism Speaks.
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Small business accounts for 80% of business ownership in most Western New England communities, representing opportunity for many partnerships with community-oriented citizens. Western New England hosts many higher education institutions, representing partnership opportunities for faculty members and student interns to support learning objectives of I.N.S.P.I.R.E.
Threats (external to the organization):
Financially-pressed, local public school districts in Western New England may not want outof-district, independent alternatives to be available or successful for students on the Autism spectrum. This could cause negative interactions for parents, negative publicity, and negative political influence against I.N.S.P.I.R.E.’s efforts. A recession could negatively impact fund-raising efforts. Rising energy costs could deter districts from transporting students and could increase operating costs for I.N.S.P.I.R.E. The field of non-profit, special education is highly regulated. I.N.S.P.I.R.E. will be closely scrutinized by outside regulatory authorities on an ongoing basis.
Marketing/Communications Positioning Statement:
I.N.S.P.I.R.E. for Autism, Inc. is the program with the greatest ability to help adolescents and young adults reach their highest potential for independent, self-sustaining lives because I.N.S.P.I.R.E. for Autism, Inc. develops students’ social, academic, job-training, health/fitness capacities in a stable, planful, systematic manner within the context of community partnerships.
Primary Target Audiences:
Families of young children, adolescents, and young adults with Autistic Spectrum Disorders in the Western New England communities of Southern Vermont, Southern New Hampshire and Western Massachusetts Special Educators and Administrators in the same communities Associated medical professionals in the same communities Government agencies related to special education services at the state and local level in the same communities Donors and grant-sources Potential community partners in social peer groups, fine arts, health/fitness, business
Marketing/Communications Objectives: 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Create awareness of I.N.S.P.I.R.E. for Autism, Inc. among target audiences Generate inquiries for I.N.S.P.I.R.E. via internet, phone, face-to-face contacts Persuade target audiences to apply to I.N.S.P.I.R.E. Secure enrollments of up to eight students for first year, up to twelve for year two, and up to sixteen for year three.
Marketing Strategies:
I.
Public Relations
PR will be the primary marketing/communications tool used by I.N.S.P.I.R.E. because of its cost-effectiveness and perceived credibility.
Tactics:
Parent information nights will be conducted in target communities throughout the months of January, February and March to generate awareness of I.N.S.P.I.R.E. Flyers will announce the information nights and will be distributed electronically and by mail to primary target audiences. A press release will be issued to community newspapers in the targeted communities announcing the school and providing information on its benefits I.N.S.P.I.R.E. Board of Directors members will participate in radio interviews in the selected communities. Inquiries will be generated for the Executive Director and Associate Directors by providing phone, email and website information. Executive and Associate Directors will answer questions, send literature, and make arrangements for in-person meetings when appropriate.
II.
Literature
I.N.S.P.I.R.E. for Autism, Inc. will respond to inquiries with a marketing brochure, personalized letter, and donation form. Recipients will be given contact information for Executive Director and Associate Director. Follow-up will occur by phone, email, or by mail within one week of inquiry.
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III.
Internet
I.N.S.P.I.R.E. for Autism, Inc. will launch a school website, www.inspireforautism.org, in January, 2008. The website will include information on the following: -
Vision, Mission, Values
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Story of Origin
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Educational Approach/Curriculum
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Population Served
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Staff
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School Calendar
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Location
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Giving
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Community Partnerships
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Press Releases
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Contacting Us
Once I.N.S.P.I.R.E. opens its doors, “News and Events” will also be included to develop the success stories of the school and its students.
I.N.S.P.I.R.E. will also seek links to Autism-related websites locally, regionally, and nationally.
Measurement and Evaluation:
The effectiveness of the marketing campaign will be evaluated on the basis of the number of inquiries and enrollments generated during the Winter/Spring months of 2008.
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Part IX: Establishing Curriculum, Teaching, Assessment, and Transition Planning Strategies: An outline of The I.N.S.P.I.RE. School’s curriculum and graduation requirements can be found in Appendix II, Section 2225.5. While we are respectful of our requirement to adhere to the Common Core requirements, we also strive to ensure that teaching and learning strategies are individually adapted to the profile of each student and generalized into meaningful and naturally-occurring contexts in functional settings. LIFE IS OUR CLASSROOM!
In our building, students are grouped in fours with a Case Manager and Assistant Educators, as needed, according to grade level. Curriculum is delivered in adapted formats across the group with data taken against IEP goals multiple times per week 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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by trained Assistant Educators. (See sample Data Collection Sheet in Appendix X. The I.N.S.P.I.R.E. School utilizes software developed in-house to track data. Contact our administrator for more information.) Among older students for whom activities of daily living and adult transition are a priority, curriculum may be delivered in the practice adult apartment, or during shopping and banking outings in the community.
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For transition planning, The I.N.S.P.I.R.E. School uses the Transition Plan Tool Kits provided by Autism Speaks and consultation services from the Lurie Center at Mass General Hospital to navigate the complexities of transitioning students under three, different state systems. We find that adult transitioning planning needs to start YEARS in advance of the time students will learn The I.N.S.P.I.R.E. School, with slow, deliberate steps taken students, families/guardians to establish:
Adult living plans Vocational Plans Social Plans Fitness/Sensory Plans Financial Management Plans Guardianship Plans
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Part XI: Five-Year Strategic Plan Prepared January, 2008 With Progress Check at Midpoint: September, 2010
Following is the original, five-year strategic plan for The I.N.S.P.I.R.E. School with a checkpoint after Year Two reflected. We are currently in the process of developing our next, long-range plan.
Strategic Priorities Completed in 2008 - YEAR ONE:
Earned Vermont Department of Education Certification. Completed construction on long-term facility with capacity for up to 25 students at Delta Campus site in Guilford, Vermont. Established positive relationships with Western New England school districts and parents in VT, NH, and MA. Successfully enrolled, transitioned and documented effective progress for five students in first year: 3 in 14-18 year segment, and 2 in 18-22 segment. Fulfilled top tier and bottom tier of educational staffing requirements. Established consistent, productive educational and therapeutic teams between inside educational and administrative staff, families, outside service providers o Business service providers (legal, accounting, bookkeeping, benefit administration) o Therapeutic providers (speech, occupational therapy, physical therapy) Established community connections in business, health, fine arts, social networking so that students and staff could begin preparation for community integration in keeping with their interests and needs. Establish fund-raising sources and practices so that Year One projected operating costs of $350,000 is covered 60% by tuition and 40% by fundraising.
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Tactical Plans Accomplished to Achieve Strategic Priorities for Year One:
Earned Vermont Department of Education Certification. o Application submitted to Vermont DOE January, 2008. I.N.S.P.I.R.E Board of Directors satisfied all requests from DOE to ensure certification by June, 2008.
Completed renovation on long-term facility with capacity for up to 25 students at Delta Campus site in Guilford, Vermont. o I.N.S.P.I.R.E. Board of Directors signed 10-year lease and approved building plans with Robert Johnson of Delta Campus by February, 2008. o Robert Johnson and builder, Gordon Bristol secured compliance with building codes for educational institutions. o I.N.S.P.I.R.E. to coordinate with DOE to ensure inspection and certification of school site by June, 2008. Establish positive relationships with Western New England school districts and parents. o I.N.S.P.I.R.E. Board of Directors contacted local school districts in Southern Vermont, Southern New Hampshire, Western Massachusetts to present school philosophy and offerings in Winter, Spring of 2008. o I.N.S.P.I.R.E. Board of Directors conducted Parent/Educator Information nights for Western New England and Southern Vermont in January, 2008. o I.N.S.P.I.R.E. launched website describing educational programming and providing contact information in January, 2008. o I.N.S.P.I.R.E. established mailing list of interested parents, district representatives to provide updates on school building and certification progress. o I.N.S.P.I.R.E. Board of Directors hired part-time Executive Director and Lead Teacher to respond to district and parent questions on 1:1 basis, participate in district meetings regarding student assessment, application, transition planning, and enrollment.
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Successfully enrolled, transitioned and documented effective progress for five students in first year: 3 in 14-18 year segment, and 2 in 18-22 segment. o Five students successfully completed first year with I.N.S.P.I.R.E. with documented evidence of progress in all four prongs of the curriculum: vocational, academic, social/emotional, fitness/sensory. o All students participated in community-based activities consistent with development abilities and interests. These included: Vocational training at Hillside Organic Pizza and Omega Optical Weekly winter skiing at Mount Snow via Abilities Plus Program Weekly gymnastics and swimming lessons at local YMCA Seasonal field trips consistent with curriculum themes Routine shopping and banking trips to execute academic/social emotional curriculum content areas in naturally-occurring settings in the community Fulfilled top tier and bottom tier of educational and administrative staffing requirements. o Hired Executive Director to oversee educational programming and implementation. o Hired Full-time Lead Teacher/Behaviorist o Hired 3 Paraprofessionals in keeping with student needs o Hired Part-time Business Manager Established consistent, productive relationships between educational and administrative staff and outside service providers o Business service providers (legal, accounting, bookkeeping, benefit) with expertise in Vermont, non-profit educational institutions have been retained by I.N.S.P.I.R.E for ongoing management of these services. o Contracts issued for therapeutic providers (autism education, speech, occupational therapy) based on demonstrated expertise in the field of Autism education and consistency with I.N.S.P.I.R.E. philosophy of relationship-based, generalizable, education strategies. Therapists visiting with students, training staff, available to families.
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Establish community connections in business, health, fine arts, social networking so that students and staff can begin preparation for community integration in keeping with their interests and needs. o I.N.S.P.I.R.E. established connections with physical fitness resources, such as local YMCAs, Mt. Snow adaptive skiing program, yoga studios, fitness gyms, and martial arts studios, to prepare students and community organizations for I.N.S.P.I.R.E. student participation. o I.NS.P.I.R.E. established connections with fine arts resources such as art, community theatre and music clubs, art and music educational programmers, councils, to train organizations to include I.N.S.P.I.R.E students. o I.N.S.P.I.R.E educational staff worked with families and communities to establish ongoing social opportunities for I.N.S.P.I.R.E. students which are consistent with the students’ interests. (For example, Kids’ Nights incorporated I.N.S.P.I.R.E. siblings, their friends, and students from nearby Austine School for the Hearing Impaired in socialthemed gatherings. I.N.S.P.I.R.E. students also participated in Special Olympics basketball team.) o I.N.S.P.I.R.E Board of Directors and Educational Staff established training and apprentice program with Hillside Organic Pizza Company and Omega Optical to offer students employment training opportunities consistent with their capacities. These included process work, organic farming, recycling, baking, in-store sales, and customer service, consistent with students’ abilities.
Established fund-raising sources and practices so that Year One projected operating costs of $350,000 were covered 60% by tuition and 40% by fundraising. o I.N.S.P.I.R.E. established a private foundation grant source for initial donation of $150,000. o I.N.S.P.I.R.E. founders hosted two community-based fundraisers (dinner/silent auction, and entertainment show), raising $45,000. o I.N.S.P.I.R.E. Board of Directors submitted grant applications to Autism Speaks, Doug Flutie Jr. Foundation for Autism. All were
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denied because of the newness of the organization, but future applications were encouraged once I.N.S.P.I.R.E. could prove sustainability and impact. Strategic Priorities for YEARS TWO AND THREE:
Earn Massachusetts and New Hampshire Department of Education Certification. Maintain Vermont DOE Certification. Document customized I.N.S.P.I.R.E. educational curriculum based on four-pronged curriculum and three levels of student capacities. Implement technology-based data capture and analysis procedures to establish validity of curriculum and measure student progress individually, and across program. Develop robust training program for expanding staff to instill mission, vision, values, educational philosophy. Establish I.N.S.P.I.R.E. Parents’ Association. Continue to customize space to meet changing student needs on longterm facility at the Delta Campus site in Guilford, Vermont. Strengthen positive relationships with Western New England school districts and parents. Successfully enroll, transition and document effective progress for four additional students per year: 2-3 in 14-18 year segment, and 1-2 in 18-22 segment. Expand middle-management level of educational and business staff, while maintaining paraprofessional levels in keeping with student needs. Deepen relationships between consistent, productive educational and therapeutic teams consisting of inside educational and administrative staff, families, and outside service providers o Business service providers (legal, accounting, bookkeeping, benefit) o Therapeutic providers (speech, occupational therapy, physical therapy) Deepen community connections in business, health, fine arts, social networking so that students and staff can further integrate with community in keeping with their interests and needs.
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Expand Board of Directors to seven members to strengthen professional skill sets. Expand fund-raising sources and practices so that projected operating costs of $550,000 in Year Two and $900,000 in Year Three are covered 80% by tuition and 20% by fundraising.
Tactical Steps to Accomplish Strategic Priorities for Years Two and Three
Document customized I.N.S.P.I.R.E. educational curriculum based on four-pronged curriculum and three levels of student capacities. o This is complete, with overall program binders developed for each area of curriculum: vocational, academic, fitness/sensory, social/emotional, against each tier of student development: fullysupported, partially-supported, self-sustaining. o Overall program is translated into individual student curriculum binders with customized strategies for execution and data capture based on students’ IEPs. Implement technology-based data capture and analysis procedures to establish validity of curriculum and measure student progress individually, and across program. o This is complete. CIS consultant from Greenfield Community College was hired to design customized system for data capture and analysis. o Staff has been trained and compliance with data capture and analysis is monitored on an ongoing basis. Develop robust training program for expanding staff to instill mission, vision, values, educational philosophy. o This is ongoing. Robust, 3-day staff orientation program has been developed to launch school year. Staff is trained on philosophy, curriculum, best practices, individual student needs. Outside experts in education, speech, sensory integration are incorporated into training. Professional Development Days are incorporated throughout the school year for training.
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Earn Massachusetts and New Hampshire Department of Education Certification. Maintain Vermont DOE Certification. o Deadlines and application materials are being prepared as planned.
Complete renovation on long-term facility with capacity for up to 25 students at Delta Campus site in Guilford, Vermont. o Current facility has been renovated to accommodate up to 18 students. Development preparations in place to expand onto site with additional buildings.
Maintain positive relationships with Western New England school districts, communities and parents. o I.N.S.P.I.R.E has provided data-supported, consistent progress reports on a quarterly BASIS to districts for enrolled students. o I.N.S.P.I.R.E. hosting ongoing educational conferences on Best Practice approaches for individuals with Autistic Spectrum Disorders. o I.N.S.P.I.R.E. welcomes district LEAs for tours and frequent meetings for collaboration. o I.N.S.P.I.R.E executing marketing/public relations activities to promote student successes and community support and involvement via newspaper, local radio, website, brochures.
Expand depth and skills in educational, business, and medical staff o Hired Managing Director to oversee business, administrative, development operations, ensuring strong infrastructure upon which to build. o Established Co-Academic Directors with commitment to collaboration on applying best practices in ABA and Developmental/Relationshipbased approaches in autism education. o Maintained Case Manager/student ratio of 1:4 to ensure stable relationships, quality, and effective training for students and staff throughout growth. o Hired part-time school nurse to train staff on unique student needs and design health curriculum for I.N.S.P.I.R.E.
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Establish I.N.S.P.I.R.E. Parents’ Association. o Parents invited to kick-off pic nic in September, 2010. Brainstormed needs and hopes for I.N.S.P.I.R.Ered PARENTS. o Parents elected Chair for Parents’ Association who will serve as their voice on Board of Directors. o Parents established meeting dates to identify priorities and strategies for fundraising, support, advocacy and FUN.
Successfully enroll, transition and document effective progress for four additional students per year: 2-3 in 14-18 year segment, and 1-2 in 18-22 segment, up to final enrollment of 13 students by end of Year Three. o Completely on schedule.
Maintain consistent, productive business, educational and therapeutic teams between inside educational and administrative staff, families, and outside service providers o I.N.S.P.I.R.E. has ensured that effective relationships stay at the forefront of our efforts and priorities by assessing staff performance in this area by seeking input from all relationship counterparts as a routine part of performance assessment. o Weekly communication systems with families occur via telephone, inperson meeting, and/or electronically.
Deepen community connections in business, health, fine arts, social networking so that students and staff can begin to integrate with community in keeping with their interests and needs. o Progressing as planned, with students participating throughout the community with specially-designed, trained partnerships with community counterparts. I.N.S.P.I.R.E. students are now duelenrolled at Greenfield Community College, gainfully employed in a variety of local businesses, participating in the arts and recreation throughout the community, and building friendships with peers outside of the school through relationships established through I.N.S.P.I.R.E.’s facilitation.
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Expand Board of Directors to seven members to deepen professional skill sets and improve ability to support I.N.S.P.I.R.E.’s growth in the future. o Board of Directors to invite member from local community with financial planning expertise. o Board of Directors to invite member from regional community with expertise in psychology/neurology/social work. o Board of directors to develop subcommittees in Finance, Marketing, Community Relations, etc., to support school efforts for growth and sustainability.
Expand fund-raising sources and practices so that projected operating costs of $550,000 in Year Two and $850,000 in Year Three are covered 80% by tuition and 20% by fundraising. o I.N.S.P.I.R.E. targeting grant opportunities at federal level, state and local level through government and private sources and through Autism-related organizations. o I.N.S.P.I.R.E. holding semi-annual fund-raising drives through events, web/mail communications. o Parents Association to conduct fund-raising drives. o I.N.S.P.I.R.E. School developing on-line School Store operated by I.N.S.P.I.R.E. students to generate apprenticeship opportunities for students and to subsidize operating costs. o I.N.S.P.I.R.E. developing and implementing plans for on-site/off-site organic gardening venture to generate apprenticeship opportunities for students and to subsidize operating costs.
Begin preparation for adult-living accommodations for future graduates of I.N.S.P.I.R.E., developing plan for self-sustaining, dignified, joyful, integrated living for local adults with autism. o Grant for adult living community on Delta Campus site prepared and submitted to H.U.D. o Pursuing private and public grant opportunities which have been identified.
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Strategic Priorities for YEARS FOUR AND FIVE:
Analyze progress data to optimize educational strategies and ensure that I.N.S.P.I.R.E. program is replicable. Begin assessment and planning for second facility outside of current catchment area. Maintain Vermont, Massachusetts, New Hampshire DOE Certifications. Expand presence on Delta Campus to accommodate up to 25 students. Maintain positive relationships with Western New England school districts and parents. Successfully enroll, transition and document effective progress for four additional students per year, 2-3 in 14-18 year segment, and 1-2 in 18-22 segment, reaching full capacity 25 full-time students. Expand middle-management level of educational and business staff, while maintaining paraprofessional levels in keeping with student needs. Maintain consistent, productive educational and therapeutic teams between inside educational and administrative staff, families, outside service providers o Business service providers (legal, accounting, bookkeeping, benefit) o Therapeutic providers (speech, occupational therapy, physical therapy) Deepen community connections in business, health, fine arts, social networking so that students and staff can begin to integrate with community in keeping with their interests and needs. Establish Transition Planning Teams to coordinate next phase of adult living/working/social/therapeutic lives for first classes of I.N.S.P.I.R.E. graduates Expand Board of Directors to nine members to deepen professional skill sets. Expand fund-raising sources and practices so that projected operating costs of are covered 80% by tuition and 20% by fundraising.
Tactical Steps to Accomplish Strategic Priorities for YEARS FOUR AND FIVE:
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Analyze progress data to optimize educational strategies and ensure that I.N.S.P.I.R.E. program is replicable. o This is ongoing to ensure individual student progress is optimized. o I.N.S.P.I.R.E. will strive to document and validate philosophy, strategies, tactics so that program can be replicated in other needy communities. Begin assessment and planning for second facility outside of current catchment area. o I.N.S.P.I.R.E. has already been approached by two states requesting that program be replicated. I.N.S.P.I.R.E. will assess communities’ needs and develop strategic plan for launch of facilities in new communities using validated and documented methods. Maintain Vermont, Massachusetts, New Hampshire DOE Certifications. o I.N.S.P.I.R.E. to comply with state regulations, reporting, monitoring to ensure ongoing certification.
Complete construction of new building on Delta Campus with capacity. o Development plan completed September, 2010. o Meetings with builder/architect and site owner in progress to negotiate purchase/sale of propriety and identify building costs and requirements.
Maintain positive relationships with Western New England school districts and parents. o Ongoing marketing activities as described for Years Two and Three, with assessment and adjustments as indicated by prior results. o Implement “I.N.S.P.I.R.E.” graduation ceremonies for students, families, and district representatives in graduating years to celebrate student successes.
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Successfully enroll, transition and document effective progress for four additional students per year, 2-3 in 14-18 year segment, and 1-2 in 18-22 segment, reaching full capacity of 20 full-time students. o Ongoing plans as described for Years Two and Three.
Expand middle-management level of educational and business staff, while maintaining paraprofessional levels in keeping with student needs. o Maintain lead teacher/student ratio of 1:4 by hiring special education teachers with proven expertise and success with Autistic Spectrum Disorders. o Hire and train paraprofessional support staff as indicated by student needs and IEP’s.
Maintain consistent, productive educational and therapeutic teams between inside educational and administrative staff, families, outside service providers (legal, accounting, bookkeeping, benefit, speech, occupational therapy, physical therapy, social workers) o Same plans as for Years Two and Three o I.N.S.P.I.R.E. Executive and Associate Directors to initiate transition planning with families and receiving organizations to coordinate longterm living, working, social plans for upcoming I.N.S.P.I.R.E. graduates. o I.N.S.P.I.R.E. Executive and Associate Directors to implement longterm tracking program to monitor success rates of I.N.S.P.I.R.E. graduates in achieving self-sustaining lives (employment, personal financial management, activities of daily living, family/group home/independent living, social)
Deepen community connections in business, health, fine arts, social networking so that students and staff can integrate with community in keeping with their interests and needs. o Begin integration preparation for new students. o Deepen student planning and independent execution of integration into community for long-standing students.
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o Provide positive feedback to participating community organizations through public relations efforts, including press releases, web videos, newsletters, interviews, etc., as coordinated by Marketing Committee of Board of Directors
Establish Transition Planning Teams to coordinate next phase of adult living/working/social/therapeutic lives for first classes of I.N.S.P.I.R.E. graduates. o Hire Director of Vocational/Transition Planning to coordinate student transitions into adult settings. o I.N.S.P.I.R.E. to work with community counterparts to establish transition strategies.
Expand Board of Directors to nine members to deepen professional skill sets and ability to support school goals and sustainability. o Invite board member with expertise in management of group homes for the disabled. o Invite local government representative .
Expand fund-raising sources and practices so that projected operating costs of covered 80% by tuition and by fundraising. o Same plans as described for Years Two and Three, expanding on a wider scale.
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Part XII: Conclusion & Your Questions
On behalf of The I.N.S.P.I.R.E. School Board of Directors, staff, students and families, we thank you for taking the time to learn about our special school and the community we have become. We are still on our journey, exploring possibilities and solutions for our loved ones who are finding their places within their communities. If you feel “inspired” to learn more and would like support from our team, contact Kathleen Vranos, Co-founder, Board Chair, or Brenda Seitz, Director of Administration and Admissions.
Be well.
The I.N.S.P.I.R.E. Team
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Appendix I:
2010 Survey of Family Needs
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September 2, 2010 Dear Parents & Guardians of I.N.S.P.I.R.E. Students: In the weeks ahead, the Board of Directors of The I.N.S.P.I.R.E. School will begin developing our strategic plan for the next five years. This plan is intended to identify the unmet needs of our students and families, and establish pathways for meeting those needs, which may include the development and funding of new vocational opportunities, adult housing, after-school care, and more! The process will proceed as follows: Seek input from parents & guardians regarding anticipated needs for students as they move toward adult life – September, 2010 Seek input from school districts on anticipated needs for autism education – September/October, 2010 Examine capabilities of existing resources, and identify high-priority, student and family needs which The I.N.S.P.I.R.E. School is capable of meeting well – September/October, 2010 Draft strategic priorities for the next five years – Late October, 2010 Conduct forums with I.N.S.P.I.R.E. families and staff to seek feedback on priorities and brainstorm ideas for meeting goals – November, 2010 Draft strategic plan – November, 2010 Distribute draft to I.N.S.P.I.R.E. families and staff for feedback – December, 2010 Finalize five-year strategic plan – December, 2010 So, let us begin with the first step! Attached, please find a survey designed to explore the needs your family and/or child may experience in the next five years. Please complete the survey (handwriting is fine!) and return to The I.N.S.P.I.R.E. School, attn: XXXXXXX, by XXXXXXXXXXXX. Together, we have already proven that autism cannot rob our children of happiness, productivity, friendship, and dignity. We are limited only by our imaginations. So, dream big, then tell us all about it in the attached surveys. We look forward to serving you and your children in the years ahead. Sincerely,
Board President The I.N.S.P.I.R.E. School for Autism
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September, 2010 Survey of Parent Needs Note: Because of the number of families in our I.N.S.P.I.R.E. community is under relatively small, the survey will include only open-ended questions. Please include detail and specific examples in your responses so that we can gain real insight into your needs. All responses will remain confidential. 1. Within the next five years, what is the most important goal you’d like to see your child achieve?
What is the biggest obstacle your child must overcome in order to reach this goal?
What strategies do you currently have in place to assist your child in reaching this goal?
What is needed to help your child reach this goal which is currently NOT available to you?
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2. Within the next five years, what milestone would you like to reach as a family which has previously been difficult because of your child’s autistic spectrum disorder?
What is the biggest obstacle your family must overcome in order to reach this goal?
What strategies do you currently have in place to assist your family in reaching this goal?
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3. What vocational aspirations do you and/or your child have for your child’s adult life, if any?
What is the biggest obstacle your child must overcome in order to become employed in this vocation?
What strategies do you currently have in place to help your child become employed in this vocation?
What is needed to help your child become employed in this vocation which is currently NOT available to him/her?
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4. Please describe the HOPES you and/or your child have for your child’s living arrangements once he/she has transitioned to adulthood. (Be detailed: Where, with whom do you expect your child to live? How do you expect your child to support him/herself in this living arrangement? What assistance do you expect your child will need in this living arrangement?)
What is the biggest obstacle your child must overcome in order to be successful in this living arrangement?
What strategies do you currently have in place to help your child become successful in this living arrangement?
What is needed to help your child be successful in this living arrangement which is currently NOT available to him/her?
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5. In you experience, what is the most important aspect of The I.N.S.P.I.R.E. School experience which should be preserved which will increase your child’s likelihood of achieving a self-sustaining life in connection with his/her community in the future?
6. In your experience, what is the most important aspect of The I.N.S.P.I.R.E. School experience which should be changed in order to increase your child’s likelihood of achieving a self-sustaining life in connection with his/her community in the future?
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7. In your experience, what is the most important addition which can be made to The I.N.S.P.I.R.E. School experience which will increase your child’s likelihood of achieving a self-sustaining life in connection with his/her community in the future?
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Appendix II:
The I.N.S.P.I.R.E. School for Autism, Inc. Original Vermont State Application for Certification Submitted for 2009-2010 School Year
Shared with Autism Speaks Family Services All rights reserved.
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State of Vermont APPROVED INDEPENDENT SPECIAL EDUCATION FORMAT OUTLINE GENERAL INFORMATION 2225.1 The School
The I.N.S.P.I.R.E. School for Autism, Inc.
Name of the administrator/contact person
802-251-7301, 77 Dylan Road, Brattleboro, VT 05301
2225.2 Philosophy
Provide a copy of the school’s statement of objectives and/or philosophy. The students entering The I.N.S.P.I.R.E. School for Autism, Inc. are individuals who have a primary disability of autism spectrum disorders, which includes autistic disorder [autism], Asperger’s disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Rhett’s Syndrome as definite in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSMIV, 2000) which significantly impairs their participation in the regular public school system. The program at The I.N.S.P.I.R.E. School for Autism, Inc. combines approaches that address the following: verbal and nonverbal communication needs, social interaction skills and relationship development (including emotional development), sensory regulation issues, aid in previewing to prepare for transition periods and/or unexpected changes to schedule, behavioral management (including decrease of maladaptive skills and increase of adaptive skills), life skills training (including vocational training), and physical health and safety. To achieve these goals, we offer an environment that: 1. Differs from a regular education classroom by: a. Maintaining a student/teacher ratio of 4: 1 b.Focusing on students’ individual needs (academically, socially, physically). 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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2. Meets the needs of our students by: a. Providing individualized and small group instruction. b. Minimizing classroom distractions. c. Providing academic and behavioral programs that focus on students’ strengths and learning style and build upon that platform. d. Offering consistent guidance and reinforcement. 3. Develops personal and public skills which students can apply to their social, academic and emotional needs. These skills will focus on enabling them to integrate into their family, school and home communities. The I.NS.P.I.R.E. School for Autism, Inc. is guided by the following mission, vision and values: Mission: The I.N.S.P.I.R.E. School for Autism, Inc. will offer educational and vocational training which will maximize the potential for adolescents and young adults with Autism to lead satisfying, self-sustaining lives in connection with their communities. Vision: I.N.S.P.I.R.E. for Autism, Inc. will tailor individualized programs for its students using best practices in autism education to maximize the student’s potential for leading a self-sustaining life, with the ultimate goal of preparing the student for employment in a community –based activity consistent with the student’s interests and abilities. I.N.S.P.I.R.E. will work in collaboration with associated for-profit and non-profit business enterprises to create environments in which I.N.S.P.I.R.E. students can work and train successfully. Values:
We believe that individuals with Autism are entitled to the opportunity to lead selfsustaining, dignified lives in connection with their own communities. We believe that the individual abilities and interests of students should direct the educational approaches used to maximize the student’s potential for independent living. We commit to maintaining respectful, open minds with regard to the use of a variety of best practices in autism education so that students, teachers and family members can build trusting collaborations in their pursuit of a common goal. We believe that “authentic” learning takes place in the context of meaningful, relevant experiences which are supported by strong, caring, mutually-respectful relationships, augmentative communication, structure, repetition and reinforcement, consistent with the learning style of the individual.
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We recognize that, in order to maximize the opportunity for successful, independent living, individuals with ASD will require educational and vocational training, along with instruction in activities of daily living, social interactions, and physical fitness and modulation. We commit to consistent data collection against educational and vocational goals to facilitate problem-solving and direct progress. We value the participation of family members and/or guardians in building effective teams to support the success of our students. We believe that our students with Autism, and our small, neighborhood communities in Western New England will experience mutual benefits from the increased interaction which will occur through I.N.S.P.I.R.E - associated student enterprises.
Describe the process for regularly reviewing the school’s objectives and philosophy. I.N.S.P.I.R.E. for Autism, Inc.’s objectives and philosophy are to be reviewed by the Board of Directors in the process of reviewing and implementing the five-year strategic plan.
Describe how the school maintains effective communication with the parents/guardians, and strives to be a positive member of the community in which it exists. We will maintain educational records and disclose them to the sending responsible agency and the students’ parents. We will participate in evaluation procedures and in the development of IEPs, including plans for reintegration and transition services. We will implement the IEPs. We will provide prior notice to the sending LEA regarding the need for a change in a student’s program or placement, including longterm suspension or expulsion. These practices shall be evidenced by the maintenance and implementation of written policies or procedures, as appropriate.
2225.3 Student Demographics
Describe the school’s enrollment to include:
gender age and/or grades student enrollment, broken down by grades and/or program(s) maximum number of residential and/or day students the school will serve student/teacher ratio
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I.N.S.P.I.R.E. for Autism, Inc. will enroll both male and female students within the ages of 14-18 and 1922 years of age or grades 7-12+. (The I.N.S.P.I.R.E. School for Autism was subsequently approved to serve students aged 7-22). The school will maintain a 4:1 student/teacher ratio. The school will begin with four students and increase by no more than 4 per year. The school is an extended day program, running from 8:30 to 4:00, year –round.
Describe if the school is designed to serve students with learning challenges, students on IEPs and/or students on 504 plans. INSPIRE for Autism, Inc. is designed to serve students who are on IEPs.
Provide a copy of the school’s nondiscriminatory admissions policy. The I.N.S.P.I.R.E. for Autism, Inc. School admits students of any race, color, national origin, and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national origin and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs.
2225.4 Plan of Organization
Describe the school’s governance structure. School organizational structure has evolved as student numbers have increased and job specialization has occurred. The I.N.S.P.I.R.E. School for Autism originated with a volunteer Board of Directors, an Executive Director/Academic Director, an Associate Academic Director, and Assistant Educators. The organizational structure and Human Resources Plans for the 2011/2012 school year are reflected in Appendix IV.
Provide the names/addresses of the governing board and their responsibility(s). Names were submitted. Responsibilities can be found in Appendix IV.
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Provide an organizational chart which includes the employee’s names/position titles. (2013/2014 school year is reflected.)
Board of Directors
Parents Association Director of Administration & Admissions
Office Manager
Receptionist
Vocational Coordinator
Academic Director
Behavioral Consultant
Case Managers
Up to 4 Assistant Educators per Case Manager
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Describe the faculty/student body’s participation, if any, in the school’s governance. Director of Administration and Admissions and Director of Programming have sat on the Board of Directors as non-voting members. A Parents’ Association exists which elects a member to serve as a voting member of the Board of Directors. A 360-degree performance evaluation method is used requiring input from families, professional subordinates, peers and superiors when staff members are evaluated. Students, staff, and families are surveyed for input on needs and goals as strategic plans are formulated.
Curriculum 2225.5
Program Overview
The curriculum at INSPIRE is designed to meet the needs of adolescents on the Autism Spectrum. The essential elements for creating a successful program for students with autism are consistency, clear and simple expectations, meaningful work, close and supportive relationships, highly trained staff, developmentally modified academics, physical activity, high interest projects, connection to community, connection to the natural world, social pragmatic language training, correspondence training (who, what, when and where questions and answers) and parent involvement. The overriding goal is to ensure that our students become independent, involved, and vital contributors to their community, capable of finding meaning and worth in relationships, work and the acquisition of relevant knowledge. The core around which everything else revolves will always be functional living skills.
First and foremost, the program at INSPIRE is developmental and individual, student placement based on their Individual Education Plan obtained from the sending school or created by State Certified staff using the most current cognitive, achievement, neuro-psychological assessments. Upon acceptance, students between the ages of 13 and older will enter into one of the levels in a three-tiered structure. See the attached, The Three Tiered Structure. These levels are: 1. Foundation, 2. Framework, and 3. Facilitation. Developmentally appropriate curriculum for each tier includes:
Selected Academics 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Communication: Relationship Development/Social Pragmatic Language Skills, Correspondence Training, Compliance Training Community Involvement Vocational/Entrepreneurial Training Physical Health and Safety Functional Life Skills
Selected Academics At each level, the curriculum offers Selected Academics as determined and aligned with the Vermont Standards and Curriculum Vital Results for Grades 7-12. These Standards can be found in the Windham Southeast Supervisory Union Learning Frameworks, the Supervisory Union in which INSPIRE is located.
Since the students attending INSPIRE may be developmentally delayed, the Selected Academics curriculum will be adapted and modified to meet their unique needs. Each student will have a MultiYear Plan/Individual Education Plan, which will specify these modifications and accommodations. Individual interests will also play a significant part in determining curriculum topics. For example, if a student is interested in the subject of trains, his/her course of study, which would include History, Language Arts, Science, Mathematics, Fine Arts, Physical Education would be built around that topic. This would ensure that the student would be motivated and find meaning in his/her learning experience. For student on the autism spectrum, this personal connection to the curriculum is imperative.
Discipline-Specific Curriculum Summaries
History/Social Studies - Credits earned toward High School Graduation: 3 In order to bring relevance to the curriculum, the core theme is “A Sense of Place.” Because students on the autism spectrum may have a difficult time understanding the existence of cultures beyond their own, we will always begin with family and expand outward as they grow in their awareness and show 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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interest in other cultures. No matter where a student enters the program, she/he will begin by learning about their own immediate family, the people they are involved with on a daily basis, including the family pets. Photographs are brought in, maps of the house and surrounding environment are created, local history and geography explored and a family tree created. How the lessons are presented and how much information is delivered is determined by the student’s ability to understand and sustain attention, which is based on assessments conducted at the beginning of the school year. As stated in the Program Overview, each student will have a Multi-Year Plan/IEP that will specify the accommodations and modifications needed for each student’s access to the curriculum. These modifications may include shorter work times, less content, visual supports, hands-on activities, presentations using computers and others forms of technology, field trips, sensory reductions, use of music and/or visual arts, discussions, small group instruction (never more than four students to one instructor), one-on-one instruction, and alternative text books. Once the initial focus on Family is completed, the rest of the curriculum unfolds.
Grades 7-12. Throughout the entire Middle School/High School educational process, the History curriculum will always include Local Community/Geography components which will be presented and revisited throughout each school year. As stated above, students on the autism spectrum sometimes have a challenging time understanding their sense of place in the world. We feel it is important to consistently focus on local community and geography in order for our students to become integrated and feel a part of their immediate society. For the students 18 years old and older, we will continue to work on their sense of place as they become independent citizens, making transitions to adulthood as they continue to attend INSPIRE.
Grades 7-8. The focus here is the immediate community. Since the school is situated in Southern Vermont, the curriculum will focus on the local history and geography of this area, along with the surrounding states of Massachusetts and New Hampshire.
Grades 9-10: Credits: 2 The focus here is on United States/Vermont history and geography with an emphasis on local events and locations. Whenever possible, the interests and developmental capabilities of the students or their connection to a particular place will determine project-based content and presentation methods.
Grades 11-12: Credits: 1 The culminating two years in the secondary school curriculum will be a focus on World History. Again, the emphasis is on student connection to the topic. Whether it be personal ancestry, researching where a favorite product or animal comes from or perhaps studying a foreign 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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country where a student has visited with family, the countries studied will have meaning and direct relevance.
Language Arts: Credits earned toward High School Graduation: 4
Students on the autism spectrum must be given the skills to successfully negotiate the complex world of language as well as find pleasure and meaning in activities such as reading and having relationships. The over-all emphasis is on communication skills: speaking, listening, reading, writing, computer literacy, media interpretation and appreciation, life-style choice-making. As students become integrated into their school community they will be learning all the skills necessary to make sense of language acquisition, interpretation, and appropriate use of their skills in all settings. Students on the autism spectrum are challenged by language more than any other area; therefore, a large part of the curriculum is focused here. From basic reading skills (sign reading, reading for pleasure), to writing (filling out forms, researching high interest topics), the goal will always be to increase confidence in functional life skills.
Developmentally appropriate literature with classics, such as Huckleberry Finn, The Education of Little Tree, and War Comes to Willy Freeman, will be mandatory. It has been proven that exposure to literature rich in complex imagery and challenging grammatically, works to stimulate brain functioning in all children, particularly children on the autism spectrum.
Grades 7-8. Depending on what skills a student brings to the program, the 7/8 grade curriculum will emphasize basic functional language skills: reading, which will include the interpretation of familiar icons and symbols; writing, including name, address, family names, and answers to simple questions such as: My favorite food is ____________ ; speaking and listening, including communicating information about themselves, taking turns in group settings, holding conversations (with scripts) and responding appropriately when asked questions in all kinds of settings.
Students will be read to every day. If a child is a good reader, there will be a quiet reading time each day as well. Reading aloud to students on the autism spectrum can be an important sharing time as well as a time for them to settle down. We have found that most students on the autism spectrum enjoy being read to by a familiar adult, especially when their voice is low and soothing.
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Grades 9-10: Credits: 2 There will be a continuation of the skills the students began to acquire in the earlier grades, along with higher expectations when it comes to reading, writing and communication skills. Reading or listening to more advanced literature with responses that might include presentations in front of a group; writing letters, postcards, e-mails, and short expository reports; speaking and listening with more awareness and attention to conventions of communication, will ensure that each student grow toward their potential.
Grades 11-12: Credits: 2 Depending on the developmental growth of each student, the focus here will be in the synthesis and practice of the skills acquired in the earlier grades. These skills will be used in the work place, in the social world, with friends, shopping, and wherever each student chooses to express him or herself creatively. We will require that each student create a portfolio of work throughout their senior year. This will include but not limited to written work, presentations that have been videotaped, power point presentations and any forms of communication they have been working on such as letters, e-mails and/or group/community participation. We will make sure that we know our students well, supporting them as they find meaningful connections, enabling them to share their joys, frustrations and triumphs in ways that demonstrate their particular strengths.
Science: Credits earned toward High School Graduation: 3
Many students on the autism spectrum have extremely inquisitive minds, making science a natural high interest subject. With modifications that tailor the curriculum to their developmental skill levels, science can be extremely rewarding and an area of great success.
Grades 7-8. Local flora and fauna will be the focus. Using the natural surrounding as our laboratory as much as possible, we will be out and about, exploring, specimen collecting, foraging, tracking, gardening, cultivating and experimenting. With access to a small greenhouse attached to our building, growing herbs, flowers, and vegetables will be a year-round focus. Because of our entrepreneurial emphasis, our students will be putting their science knowledge and skills to immediate and functional use. Growing flowers and plants for our window box business and growing herbs and vegetables for our Hillside Organic Pizza partnership will naturally compel our students to answer the following questions:
1. What plants/flowers do well here? 2. Which ones are native to New England? 3. How do we care for them successfully? 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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4. How do plants grow? 5. What do they need?
This relevant and meaningful theme will be a consistent curriculum thread throughout the entire program at INSPIRE, in the entrepreneurial, selected academics and functional living skills aspects.
Grades 7-8. The focus will be on local flora and fauna and on foundational greenhouse skills. We will study what plants and animals are native to New England.
Grades 9-10: Credits: 2 The curriculum will expand into a more in-depth exploration of biology and physics, once again utilizing the businesses as a direct curriculum link. We will explore the biology of the food chain, all the plants and animals that play a part in the web. From the herbs, flowers and plants in the greenhouse to the nutrients we receive from eating what we harvest, our students will begin to understand life connections.
Introduction to simple physics will also stay embedded in the functional living aspects of our greenhouse work. Our students will learn about simple machines such as the lever, the hinge, and the inclined plane. We will connect this to their work in the greenhouse, in their work building window boxes in the workshop and to their work at Hillside Organic Pizza. Everything will be tied into life experiences and meaningful connections.
Grades 11-12: Credits: 1 The focus will be on the chemical interactions that affect us in our day to day lives as well as the earth systems such as weather that also influence everything we do. Using the greenhouse, the kitchen, the cycles of the seasons, and our changing bodies, we will study chemistry (the building blocks of life that affect us from the inside) and earth systems (the conditions that affect us from the outside).
Mathematics: Credits earned toward High School Graduation: 3
The math curriculum will stay focused on functional living skills throughout the entire program. Using The Syracuse Community-Referenced Curriculum Guide for Students with Moderate and Severe Disabilities as our consistent resource, we will design individual Multi-Year Plans which will give students 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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the skills in money handling, time/scheduling management, computer technology, vocational expectations and simple mathematical operations such as addition and subtraction.
Grades 7-8. The curriculum will emphasize basic mathematical concepts such as one-to-one correspondence, sorting and classifying, pattern recognition, simple addition and subtraction, recognition of coins, telling time, scheduling, and measuring, building, planting and growing, and identifying parts of a whole. All of these skills will be put to functional use as we integrate our students into the school community, the beginning vocational training and into the local community beyond. Students will begin to learn how to make meals, do laundry, build window boxes, grow and take care of plants, go shopping and set daily schedules.
Grades 9-10: Credits: 2 We will be focusing on a continuation of skills started in grades 7 and 8. Depending on the developmental and cognitive growth of each student the individual Multi-Year plans will be designed to accommodate the levels they have advanced to. Expansion of the concepts specified above will be emphasized as they relate to functional living skills that the students are using every day. Grades 11-12: Credits: 1 Continuing with the developmental of more advanced skills in the functional areas of math, we will work on reinforcing what student have already learned. As with other selected academics, repetition is imperative for students on the autism spectrum in order for them to successfully acquire and then integrate what they have learned into their daily lives. As with Language Arts, each student will be required to create a portfolio of work that shows they have met the criteria for obtaining the credits necessary to graduate. These portfolios will include but not be limited to written work, presentations, video tapes of students using their skills in real life situations such as telling time, following schedules and shopping, finished work such as Lego structures and window boxes, and demonstration of mathematical concepts through the playing of games.
Fine Arts: Credits earned toward High School Graduation: 1
The Fine Arts curriculum will be very individualized with focus on whatever topics the students want to pursue. We will offer painting, clay sculpting, drawing, computer graphics, collage, wood working, and different types of found object construction. Some students on the autism spectrum have sensory issues, responding adversely to tactile stimulus such as the feeling of wet clay on their hands. Being cognizant of these issues, we will design the Fine Arts curriculum to maximize student interest and
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tolerance for certain materials as well to expand their awareness of artistic mediums they might not have tried otherwise.
Physical Education/Health: Credits earned toward High School Graduation: 1 1/2
Physical exercise and awareness of choices when it comes to maintaining healthy life-styles will be the over-riding focus of our physical education/health curriculum. Students on the autism spectrum need an abundance of physical exercise in order to stay focused and de-sensitized to certain stimuli that can be distracting and anxiety-producing. It has been shown that students on the autism spectrum do better in school settings, or in any kind of settings which are considered stimulating, when there are frequent breaks for physical activities scheduled throughout the day. These activities may include but are not limited to walking, games, stretching, ball games, swimming, muscle toning, range of motion exercises and individual sensory exercises.
The health curriculum will focus on proper hygiene skills and awareness, food and nutritional education and planning, adolescent issues such as human development and sexuality (when developmentally appropriate), relationship development issues, and household risks such as chemicals, fires, and kitchen appliances. As with the physical education curriculum, the health curriculum will be individually designed based on the developmental and cognitive abilities of each student.
Electives: Credits earned toward High School Graduation: To be determined.
Electives will be dependent on the interests and strengths of our students. If there are a number of students who are interested in theater we will create an elective to accommodate those students. Although there will be no formal elective offered in music, we will incorporate music into the daily lives of our students by playing music, dancing, singing, and having instruments for the students to play, such as drums, recorders, keyboards, and guitars.
2225.5 Age & Ability Appropriate Minimum Course of Study
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Describe the minimum course of study for each grade/program in all the subject areas listed below. Also, provide a description for all other school offerings/electives, i.e. classical/second languages, community learning experiences, career/vocational education, etc.
Lang. Arts
Math
Science
Social Studies (including Vt. History)
Health
PE
Fine Arts
Literature
Describe adaptations to the minimum course of study to enable the school’s offerings to be age and ability appropriate. The minimum course of study will be determined by each student’s IEP team and will conform to the state-developed standards. Therefore, each student’s curriculum will be specifically designed according to each individual’s ability. In addition, each student will have access to 1:1 assistance when necessary to ensure successful learning experiences.
Provide a copy of the school’s functional life skills curriculum if serving learning impaired students. A large portion of iNSPiRE’s curriculum will include teaching functional life skills, including such areas as: communication (including routines, scheduling and direction-following, review, and planning), social interactions (including both peer and community interactions), living skills (including vocational skills, accessing public transportation, hygiene and health, (including cooking skills), and adapting to changes in schedule or activities.
Describe the methods of instruction the staff employs to achieve its educational objectives. Methods of instruction that will be employed by The I.N.S.P.I.R.E. School for Autism, Inc. will be specifically designed to meet the needs of each individual student, drawing upon best practices in autism education . Such methods of instruction will include but not be limited to: individualized instruction focusing on applied behavioral analysis and supported by augmentative and adaptive communication strategies, discussions, demonstrations, small group activities, computer and technological lessons, and practical, hands-on exercises in naturally occurring, life-settings. 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Describe the evaluation procedure(s) utilized to measure student progress, how student progress is reported regularly to parents/guardians, and the system of record keeping used to monitor the assessment/evaluation results. Student’s progress shall be measured through weekly data collection and observation, including but not limited to video recording. As deemed necessary by the IEP team, a student may be assessed through a standardized form of assessment. Student progress shall be reported to the sending responsible agency and the student’s parents three times per year during the regular school year and one additional time following summer program (extended year) attendance. Records of evaluation and progress shall be filed in the special educator’s filing system and shall be summarized in a computerized database.
Describe how the school maintains complete and accurate records for both current and former students. Educational records are confidential records which include all release forms, emergency medical information, progress and grade reports, documentation of unusual incidents, and copies of any correspondence relating to the student. The staff of The I.N.S.P.I.R.E. School for Autism will have access to these files, which are kept in a locked filing cabinet. All others wishing to see students’ educational records must have a signed release from the parent/guardian. Each student file has an access log sheet for people to sign before they access any parts of the student file. Students’ progress shall be measured through weekly data collection and observation, including video recording. As deemed necessary by the IEP team, a student may be assessed through a standardized form of assessment. Student progress shall be reported to the sending responsible agency and the student’s parents three times per year during the regular school year and one additional time following summer program (extended year) attendance. Records of evaluation and progress shall be filed in the special educator’s filing system and shall be summarized in a computerized database.
Describe the special services the school has to support its educational objectives, including but not limited to library/technological resources, administrative services, in-school/outside consultants, guidance/counseling services, lab/exploratory services, etc. The I.N.S.P.I.R.E. School for Autism contracts with outside agencies for occupational and speech direct and consultative therapeutic services. The school has also contracted with outside providers for psychological counseling and behavioral consultation, and educational technology support. The school also partners with outside agencies to provide community-based, adaptive, fitness opportunities for 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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students in the areas of swimming, horse-back riding, skiing, basketball, weight-training, and martial arts. The school employs its own Vocational Coordinator to arrange for community-based vocational training placements which are customized to the needs and abilities of each student. The school has its own adult apartments for live-skills training for students and uses its own grounds for gardening and wood-working activities.
2225.6 Facilities
Describe the physical facility, outlining the specific area(s) and space(s) on each floor, which will be used for student services. The I.N.S.P.I.R.E. School for Autism is located in a 5,000+sq. ft. building on the Delta Campus of Omega Optical. The lower floor contains 5 small classrooms, 2 offices, and a larger classroom which contains a Smartboard for group instruction. The is a large, common area on this level. There is a space which includes stationary exercise equipment, a kitchenette, two bathrooms, and a woodworking area. The middle level of the school includes an entry/locker area, reception, an art room, two bathrooms, and 5 small to medium sized classrooms. There is also a large common area used for student meetings, and a large kitchen and dining area in which students prepare community meals. The upper level of the school is dedicated to administrative and meeting spaces for staff. The building is located on a rural campus which extensive grounds for walking and hiking. The school is only a mile from the downtown area of Brattleboro, VT. Public transportation is also accessible. The school owns three vans for student transportation. I.N.S.P.I.R.E. for Autism, Inc. also owns a recently renovated duplex home with three bedrooms and one bathroom on each side about 1 mile from the main campus. This unit is currently used to train students on adult living skills. Describe the equipment/materials the school has available to support its educational purpose/objective. The I.N.S.P.I.R.E. School for Autism has office/school desk supplies for all staff and students, with appropriate curricular materials as called for by students IEPs. The school has ten desktop computers, a Smartboard, 7 Ipads with autism, math, and literacy related software, occupational therapy equipment, whiteboards, art supplies, musical instruments, manipulatives for communication , math, and other teaching activities. The school has a full-equipped kitchen, 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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safety pads for staff when employing restraint techniques, soft furniture, 3 transportation vans, and household supplied consistent with use in kitchen and home settings for cooking and cleaning. Provide a copy of the school’s Certificate of Occupancy granted by the Division of Fire Safety (formerly Labor & Industry) for each building/facility used for student services.
Describe the school’s ability to provide a handicapped accessible facility/instructional area(s). The I.N.S.P.I.R.E. School for Autism is in compliance with state requirements for handicapped accessibility for all schools.
2225.7 Health and Safety
Provide a copy of the school’s policies pertaining to health and safety, at a minimum to address student hazing, harassment and bullying, weapons, discipline, and suspension/expulsion. Also, provide a copy of any other school policy which addresses the health and safety of the students and the school staff members. Physical exercise and awareness of choices when it comes to maintaining healthy life-styles will be the over-riding focus of our physical education/health curriculum. Students on the autism spectrum need an abundance of physical exercise in order to stay focused and de-sensitized to certain stimuli that can be distracting and anxiety-producing. It has been shown that students on the autism spectrum do better in school settings, or in any kind of settings which are considered stimulating, when there are frequent breaks for physical activities scheduled throughout the day. These activities may include but are not limited to walking, games, stretching, ball games, swimming, muscle toning, range of motion exercises and individual sensory exercises.
The health curriculum will focus on proper hygiene skills and awareness, food and nutritional education and planning, adolescent issues such as human development and sexuality (when developmentally appropriate), relationship development issues, and household risks such as chemicals, fires, and kitchen appliances. As with the physical education curriculum, the health curriculum will be individually designed based on the developmental, sensory, and cognitive needs of each student. 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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Because students sometimes become sick or injured while at school, parents/guardians will be asked to provide information about the student’s physical condition and authorize the school to obtain treatment for the student and release medical information to health care providers whenever necessary by submitting a health form for each child which provides an up-to-date immunization record, (or explanation of release from immunizations), proof of physical examination within past year, each signed by the student’s primary care physician, and a “Permission to Treat”. A new form is needed each year. Students may not begin the year until completed forms have been received.
Information about allergies and any medical or physical condition which might require special consideration should be included on the health form. It is also important to inform the school whenever medication is prescribed or dosages changed. No medications or supplements will be administered by I.N.S.P.I.R.E. staff without written instructions from the prescribing physician on file.
Parents or guardians will be notified if a student becomes sick or has an accident at school. Emergency treatment will be provided by Brattleboro Memorial Hospital. An I.N.S.P.I.R.E. staff member will provide transportation unless an ambulance is required.
Provide a copy of the school’s user agreement with the Vermont Crime Information Center (VCIC) to conduct fingerprint-supported criminal record checks. This is the school’s original letter to VCIC when the fingerprint-supported record check process was initiated. This was provided.
Student immunization and attendance records will be reviewed during the site visit.
School fire drill records will be reviewed during the site visit.
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2228.8 – 2228.8.3 Staff
Provide a copy of the school’s job descriptions, which specifies the degree, training, and/or experience requirements for each the position. If professional licensure is required to serve in a position, provide a copy of the staff’s valid licenses. (See Human Resources and Governance Plan in Appendix IV)
Provide a list of the professional staff members with their corresponding job title and assignment(s), indicate full-time or part-time status, and their length of service. This was provided.
Provide a copy of each staff member’s resume/ vita. This was provided.
Provide a list of the professional development activities undertaken by the staff within the last two years. This was provided. Describe other staff duties that are not related to teaching or administrative duties. Other staff duties not related to teaching or administrative duties include: -Building supervision & maintenance -Administrative support -Enrollment management/marketing -Fundraising - Business management
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Describe the school’s system for supervision and evaluation of professional staff. See Appendix IV, Human Resources and Governance Plan. In general, The I.N.S.P.I.R.E. School strives to ensure a positive, collaborative environment which respects and values the contributions of all staff members. For this reason, a 360-degree evaluation approach is employed, which requires the reviewer to seek feedback from a representative sample of constituents experiencing the impact of the employee, including students, families, subordinates, superiors, family members or guardians, and community counterparts. Emphasis is placed on directed growth and improvement, constructive criticism. Incentive programs are used to recognize positive achievement. Frequent training and professional development opportunities are provided within the school as well as outside.
Provide a general statement of the school’s expectations for professional development of the staff, and whether financial or other support is given to the staff. The I.N.S.P.I.R.E. School for Autism provides financial support for one college class or equivalent per year for each staff member.
Describe inservice training(s) required and/or provided by the school. The I.N.S.P.I.R.E. School for Autism also provides CPR, and restraint training, including a followup review, 2-3 times per year. Staff members receive customized training on adaptive/augmentative communication, occupational therapy, applied behavioral analysis, and other educational and vocational training techniques consistent with the needs of each student’s IEP. Provide a description of the staff meetings, to include topics discussed, meeting length, expected attendees, etc. Weekly staff meetings which include all staff members take place every two weeks for one hour prior to the start of school. At this time, student challenges and milestones are reviewed, along with new policy announcements and/or curricular priorities. Case Managers meet with the Director of Programming on a weekly basis to review student progress against IEP goals and to receive customized training and direction on Functional Behavioral Plans or curricular approaches.
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Case Managers meet with Assistant Educators on a daily basis to address and complete implementation of daily strategic techniques to employ curriculum priorities.
2225.9 Financial Capacity
Provide a copy of the school’s budget, with an audit or notarized letter from an accounting firm/financial institution describing financial capacity. School’s seeking initial approval will present a draft budget, accompanied by evidence of a line of credit and/or a contingency fund. This was submitted. See Appendix V for budget. 2225.10 School Calendar
Yearly Calendar: September, 2008:
Tuesday, September 2, 2008 – New faculty/staff orientation Wednesday, September 3, 2008 – New student/family orientation Thursday, September 4, 2008 – School begins
October, 2008:
Monday, October 13, Columbus Day – no school
November, 2008
Tuesday, November 11, Veteran’s Day – no school Wednesday, November 26, day before Thanksgiving – 11:50 dismissal Thursday, November 27, Thanksgiving Day – no school Friday, November 28, Thanksgiving Holiday – no school
December, 2008
Monday, December 22 – Friday, January 2, 2009 – School closed for holidays
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Monday, January 5, 2009 – School resumes
February, 2009
Monday, February 23, President’s Day – no school
March, 2009
Monday, March 16 – Friday, March 20, Spring Recess – No School
April, 2009
Monday, April 21, Patriot’s Day – No School Tuesday, April 22, Staff Development – No school
May, 2009
Monday, May 25, Memorial Day – No school
June, 2009
Tuesday, June 16 – Last day of school Monday, June 29, - Summer Program Begins
July, 2009
Friday, July 3, Independence Day – No School Monday, July 27 – No School
August, 2009
Friday, August 21, - Summer Program Ends
Provide a detailed daily or weekly schedule indicating the length of the student’s school day. Daily schedule:
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830-9 arrival and transition, put away clothes/bags, individual schedule preview 9-930 group meeting check in, attendance, sharing, group activity, preview of day’s events 930-10 individual work (functional academics) or small groups, snack preparation 10-1030 group snack 1030-1100 individual work (functional academics) or small groups 1100-1130 exercise class 1130-1145 lunch preparation 1145-1215 recess/gym 1215-1245 group lunch 1245-1 Activities of Daily Living, including: clean up and brush teeth 1-230 work activities (jobs or job training) or social skills curriculum work 230-245 group meeting 245-3 pack up and daily individual schedule review
Weekly schedule will include the above schedule, five days per week
2228.1(2) Limitation of Special Education Approval
______ Learning impairment
Orthopedic impairment
Specific learning disability Visual impairment
Other health impairment X
Autism
Deafness or hard of hearing
Traumatic brain injury
Emotional disturbance
Deaf-blindness
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______ Speech or language impairment
_______ Multiple disabilities
2228.3 Policies or Procedures (1) admissions Provide a copy of the written policy or procedures for admissions, to include information on who is responsible for making the decisions regarding admittance, how local LEA special educators are consulted in the admittance process, and how many students have been denied admittance within the last two years, including the reason(s) for these denials.
The I.N.S.P.I.R.E. School for Autism, Inc. Admissions Policy (Procedures as of the 2011/2012 school year follow) At The I.N.S.P.I.R.E. School for Autism, Inc. we seek to serve individuals who have a primary disability of Autism Spectrum Disorders, which is a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three. Included in the spectrum are: autism, pervasive developmental disorder not otherwise specified (PDD-NOS), Rett’s Disorder, Asperger’s Disorder, and childhood disintegrative disorder as defined in Vermont Department of Education Special Education Guide. We serve students age 7-21 whose chronological age would place them in elementary, middle school, or high school. We offer educational and vocational training which will maximize the potential for adolescents and young adults with autism to lead satisfying, self-sustaining lives in connection with their communities. Enrollment for: Full-Time Placement _______ Part-Time Placement _______ A complete application includes: ____ Application for Admission ____ Parent Questionnaire ____ Copy of current IEP or other plan (if applicable)—including most recent assessments ____ Current triennial evaluation and/or any other current evaluations such as occupational/physical therapy, speech/language, educational psychological, etc. 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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____ Copy of most recent progress report or Report Card ____ Birth Certificate or Guardianship documents ____ Custody Document when the child is not living with both natural parents or when there are legal directives regarding the custody of the child ____ Immunization Record ____ Health Insurance Card (both sides) ____ Medical examination Form completed by the doctor (within the last 12 months) ____ Information regarding social services the child has received to date ____ Request for Records
Admissions Process The INSPIRE School for Autism has a limit of X students for the 20XX-20XX academic year. We will consider and approve applications as they are completed and will produce a waiting list for future enrollment. All applicants to INSPIRE School for Autism are considered on the basis of individual needs and the ability of INSPIRE to provide an appropriate educational program to meet those needs. It is the policy of INSPIRE to consider all applicants without regard to their actual or perceived race, creed, color, national origin, marital status, sex, sexual orientation, gender identity, or disability. We encourage parents/guardians to set up an IEP meeting with their child’s current placement to begin the process for enrollment to INSPIRE. Placement is an IEP team decision and INSPIRE will not accept students without the approval of the local public school agency (LEA) except under extraordinary circumstances such as 1) parents/guardians assume full responsibility for tuition costs or 2) student placement is so designated via court order. INSPIRE staff will not be part of the decision-making process; however, we are available to present information about INSPIRE to your child’s IEP team and will provide support as necessary. Should you have any questions, please do not hesitate to the Director of Admissions.
See Appendix III for Complete Admissions Materials.
(2) least restrictive environment Provide a copy of the school’s written policy or procedures on least restrictive environment.
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I.N.S.P.I.R.E. for Autism, Inc. is an alternative school for students with autism spectrum disorder. I.N.S.P.I.R.E. for Autism, Inc.’s goal is to enable the students to become fully integrated into society as independently as possible, hence the vocational training and high-level of community involvement. Whenever possible, our students will enjoy socialization and instruction with non-disabled peers. All of our students have access to an appropriate education based on their abilities, rather than age. I.N.S.P.I.R.E. for Autism, Inc. recognizes that its students’ needs are best met in an environment that is especially designed to meet the severity of the students’ individual needs.
(3) discipline Provide a copy of the school’s written discipline policy/plan, to include approaches to classroom management and response to disruptive behavior; how information and training in methods of conflict resolution, peer mediation, and anger management to students is provided; procedures for informing parents of the school’s discipline policies, for notifying parents of student misconduct, and for working with parents to improve student behavior; how information and training on the maintenance of a safe, orderly, civil and positive learning environment is provided to the professional staff; and standard due process procedures for suspension and expulsion of a student. (See Student Handbook, Appendix II)
Provide the following information for each staff person providing special education services: -his or her name and qualifications -the special education service(s) he or she provides -the number of publicly-placed students who receive special education services from this staff member -how the special education responsibilities of the teacher are supervised -when the staff person received restraint and/or de-escalation training (Staff credentials were provided for all staff members.)
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2228.3.1 Coordination (1) educational records Describe how the school maintains complete and accurate records for both current and former students, and how these records are disclosed to the sending responsible agency and the student’s parents. Educational records are confidential records which include all release forms, emergency medical information, progress and grade reports, documentation of unusual incidents, and copies of any correspondence relating to the student. The staff of I.N.S.P.I.R.E. for Autism, Inc. will have access to these files, which are kept in a locked filing cabinet. All others wishing to see students’ educational records must have a signed release from the parent/guardian. Each student file has an access log sheet for people to sign before they access any parts of the student file. Students’ progress shall be measured through weekly data collection and observation, including video recording. As deemed necessary by the IEP team, a student may be assessed through a standardized form of assessment. Student progress shall be reported to the sending responsible agency and the student’s parents three times per year during the regular school year and one additional time following summer program (extended year) attendance. Records of evaluation and progress shall be filed in the special educator’s filing system and shall be summarized in a computerized database.
(2) evaluation and IEP development, including reintegration and transition services Describe how the school participates in the development of IEPs, including plans for reintegration, transition plans, graduation, and multi-year plans, when appropriate. All non-instructional services including evaluation, IEP development, reintegration, and transition services are done in conjunction with the local sending districts and the student’s parents/guardians. All members of the IEP team will be involved with making decisions that impact the student. The special educators at I.N.S.P.I.R.E. for Autism, Inc. will participate in team IEP meetings with parents and appropriate staff to create annual IEP goals.
Describe the evaluation procedure(s) utilized to measure student progress, how student progress is reported to the sending responsible agency and the student’s parents. Student’s progress shall be measured through weekly data collection and observation, including video recording. Student progress shall be reported to the sending responsible agency and the student’s parents three times per year during the regular school year and one additional time following summer program (extended year) attendance.
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Describe the school’s process for notifying a LEA of an in-school referral for evaluation, accommodations or special education services, or other instructional support. All decisions about student placement and/or program changes are made by the IEP team. All members of the IEP team shall be notified prior to any changes.
(3) implementing IEPs Describe the division of responsibility for initiating annual reviews, other IEP related meetings, and the completion of the state required IEP form. Special educators (case managers) will be in charge of each studen’ts annual IEP reviews. Special educators will work with the team to determine appropriate IEP goals. Forms shall be completed by case manager.
(4) suspension or expulsion Describe the school’s process for providing prior notice to the sending LEA regarding the need for a change in a student’s program or placement, including long-term suspension or expulsion. All decisions about student placement and/or program changes are made by the IEP team. All members of the IEP team shall be notified prior to any changes.
2228.3.2 Licensure Requirements Provide a copy of the valid, Vermont professional licenses for all staff members providing special education services. (These were submitted.)
2228.4 Written Agreements 2228.4.1 Agreement as to Costs
Provide a copy of the school’s standard written agreement form for tuition, room, board, and other costs associated with a student’s attendance. (These were submitted.)
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2228.4.2 Agreement as to Non-Instructional Services Provide a sample written agreement regarding the division of responsibility for performance of non-instructional services that your school has developed with sending agencies. Noninstructional services include the conducting of comprehensive evaluations, the development of IEPs, the conducting of annual review meetings, and the arrangement for related services which are not part of the special education program described. All services will be provided in-house. If I.N.S.P.I.R.E. for Autism, Inc. should require assistance from outside agencies, a specific contract will be drafted and signed by both parties in agreement before services shall be administered.
Other
Provide a list of each publicly-placed student currently enrolled, the agency which placed the student (DCF, MH, LEA) and the LEA responsible for FAPE, if different from the placing agency. (This was provided was certification was received.)
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Appendix III
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Student Handbook 2008/09
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Welcome:
The Board of Directors, faculty and staff of I.N.S.P.I.R.E. for Autism, Inc., would like to welcome you to our community. I.N.S.P.I.R.E. for Autism, Inc., an Integrated School Program for Independence, Relationships, and Entrepreneurship, reflects our abiding belief that individuals with Autism and Autistics Spectrum Disorders can lead self-sustaining, joyful lives within their own communities. This handbook has been prepared to help acquaint families with our school’s philosophy, educational approaches, policies, and opportunities. Please know that we understand that navigating through the world of special education can present intense challenges for families, educators, and most especially, our children. Let us embrace each other with compassion, honesty and commitment, so that I.N.S.P.I.R.E for Autism, Inc., will bring peace, healing, and hope to all who come through its doors.
Administrative Contact Person:
Executive Director, 21 Omega Drive Brattleboro, VT 05301 802-251-7301
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School Philosophy:
I.N.S.P.I.R.E. for Autism, Inc. is a non-profit, educational institution servicing the needs of adolescents and young adults whose primary diagnosis is Autism and Autistic Spectrum Disorders. Founded in 2007 by a group of concerned parents, award-winning teachers, and committed community philanthropists, I.N.S.P.I.R.E. has been designed to increase community-based opportunities for economic, social and physical independence for individuals with Autism while creating a warm, supportive, family-oriented environment in which students, families and teachers can work together. Our school is located in Brattleboro, Vermont, a rural, artistic community within close proximity to Western Massachusetts and Southern New Hampshire. Our classrooms are based on a scenic, 150+ acre site, the Delta Campus, which is powered by self-sustaining energy sources, not the least of which is the commitment of the individuals who live and work here. Students of I.N.S.P.I.R.E. will benefit from the school’s collaboration with community-based social and business partnerships. We are guided by the following Mission, Vision, and Values:
Mission:
I.N.S.P.I.R.E. for Autism, Inc. will offer educational and vocational training which will maximize the potential for adolescents and young adults with Autism to lead satisfying, self-sustaining lives in connection with their communities.
Vision:
I.N.S.P.I.R.E. for Autism, Inc. will tailor individualized programs for its students using best practices in autism education to maximize the student’s potential for leading a self-sustaining life, with the ultimate goal of preparing the student for employment in a community –based activity consistent with the student’s interests and abilities. I.N.S.P.I.R.E. will work in collaboration with associated for-profit and non-profit business enterprises to create environments in which I.N.S.P.I.R.E. students can work and train successfully.
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Values:
We believe that individuals with Autism and Autistic Spectrum Disorders (ASD) are entitled to the opportunity to lead self-sustaining, dignified lives in connection with their own communities. We believe that the individual abilities and interests of students should direct the educational approaches used to maximize the student’s potential for independent living. We commit to maintaining respectful, open minds with regard to the use of a variety of best practices in autism education so that students, teachers and family members can build trusting collaborations in their pursuit of a common goal. We believe that “authentic” learning takes place in the context of meaningful, relevant experiences which are supported by strong, caring, mutually-respectful relationships, augmentative communication, structure, repetition and reinforcement, consistent with the learning style of the individual. We recognize that, in order to maximize the opportunity for successful, independent living, individuals with ASD will require educational and vocational training, along with instruction in activities of daily living, social interactions, and physical fitness and modulation. We commit to consistent data collection against educational and vocational goals to facilitate problem-solving and direct progress. We value the participation of family members and/or guardians in building effective teams to support the success of our students. We believe that our students with ASD, and our small, neighborhood communities in Western New England will experience mutual benefits from the increased interaction which will occur through I.N.S.P.I.R.E - associated student enterprises.
Enrollment Description:
The students entering INSPIRE for Autism, Inc. are individuals who have a primary disability of autism spectrum disorders, which includes autistic disorder [autism], Asperger’s disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder, and Rhett’s Syndrome as definite in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSMIV, 2000) which significantly impairs their participation in the regular public school system.
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Non-discriminatory Admissions Policy:
I.N.S.P.I.R.E. for Autism, Inc. admits students of any race, color, national origin, and ethnic origin and provides to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national origin and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs.
Educational Approach/Curriculum:
The curriculum at INSPIRE is designed to meet the needs of adolescents on the Autism Spectrum. The essential elements for creating a successful program for students with autism are consistency, clear and simple expectations, meaningful work, close and supportive relationships, highly trained staff, developmentally modified academics, physical activity, sensory integration, high interest projects, connection to community, connection to the natural world, social pragmatic language training, correspondence training (who, what, when and where questions and answers) and parent/guardian involvement. The overriding goal is to ensure that our students become independent, involved, and vital contributors to their community, capable of finding meaning and worth in relationships, work and the acquisition of relevant knowledge. The core around which everything else revolves will always be functional living skills.
First and foremost, the program at INSPIRE is developmental and individual, with student placement based on his/her Individual Education Plan obtained from the sending school or created by State Certified staff using the most current cognitive, achievement, neuro-psychological assessments. Upon acceptance, students between the ages of 14 and older will enter into one of the levels in a three-tiered structure. These levels are: 1. Foundation 2. Framework 3. Facilitation
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Developmentally appropriate curriculum for each tier includes: Selected Academics, Communication: Relationship Development/Social Pragmatic Language Skills, Correspondence Training, Community Involvement, Vocational/Entrepreneurial Training, Physical Health and Safety, and Functional Life Skills.
Selected Academics At each level, the curriculum offers Selected Academics as determined and aligned with the Vermont Standards and Curriculum Vital Results for Grades 7-12. These Standards can be found in the Windham Southeast Supervisory Union Learning Frameworks, the Supervisory Union in which INSPIRE is located.
Since the students attending INSPIRE may be developmentally delayed, the Selected Academics curriculum will be adapted and modified to meet their unique needs. Each student will have a MultiYear Plan/Individual Education Plan, which will specify these modifications and accommodations. Individual interests will also play a significant part in determining curriculum topics. For students on the autism spectrum, this personal connection to the curriculum is imperative. Families and guardians are encouraged to communicate existing and emerging student interest to our staff for this reason.
Educational Records:
Educational records are confidential records which include all release forms, emergency medical information, progress and grade reports, documentation of unusual incidents, and copies of any correspondence relating to the student. Student’s progress shall be measured through weekly data collection and observation, including but not limited to video recording. As deemed necessary by the IEP team, a student may be assessed through a standardized form of assessment. Student progress shall be reported to the sending responsible agency and the student’s parents three times per year during the regular school year and one additional time following summer program (extended year) attendance. Records of evaluation and progress shall be filed in the special educator’s filing system and shall be summarized in a computerized database. I.N.S.P.I.R.E. staff members have access to these records. All others requesting access are required to present a signed release from the parent or guardian of the student.
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School Behavior Policy:
All students have the right to learn and grow in a safe and supportive environment and share a responsibility for maintaining this type of environment for others. For students on the autism spectrum, learning to live up to this responsibility is integral to their ability to lead self-sustaining lives in connection with their communities. The goal of this policy is to involve the entire school community in supporting each student’s ability to live up to his/her responsibility as a member of a healthy community.
At I.N.S.P.I.R.E for Autism, Inc, we employ a variety of strategies to develop students’ abilities to demonstrate responsibility, self-discipline, awareness of the needs of others, and the skills needed to live harmoniously within a community. These include the implementation of behavior plans created through Functional Behavior Assessments and through other such types of applied behavioral analysis. Significant behavioral issues will be addressed upon each student’s entrance to I.N.S.P.I.R.E. Behavioral plans will be developed and agreed upon by the student’s IEP team. In addition, Morning Meetings, use of schedules and transition planning, individualized social skills building exercises, clear and consistent expectations, visual and verbal communication strategies, social stories, relationship development approaches, sensory modulation strategies, and positive behavioral reinforcement will be used to prevent and remediate behavioral problems.
Least Restrictive Environment – INSPIRE is an alternative school for students with Autism and Autistic Spectrum Disorders (ASD). Our goal is to enable the students to become fully integrated into society as independently as possible, hence the vocational training and high-level of community involvement. Whenever possible, our students will enjoy socialization and instruction with each other and with nondisabled peers. All of our students have access to an appropriate education based on their abilities, rather than age.
Discipline:
I.N.S.P.I.R.E for Autism, Inc.’s overall belief in discipline is that we intend to teach our students new skills which will improve appropriate behavior while simultaneously decreasing (extinguishing) maladaptive behavior. Children on the autism spectrum often fail to respond appropriately to punitive actions because they interpret punishment in a manner that is diverse from the manner in which a typically 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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developing student would. For this reason, individualized approaches to disciplinary challenges will be developed by the student’s IEP team through team meetings and team implementation whenever students exhibit any of the following behaviors.
The following conduct on the part of I.N.S.P.I.R.E. for Autism, Inc., students shall not be permitted and shall be grounds for the use behavioral interventions by appropriately-trained staff, including, by not limited to, behavioral analysis, positive or negative reinforcement systems, restraint, increasing restriction of the student’s environment, reporting to sending schools and families/guardians, and/or possible suspension or dismissal from the school. As stated above, in all cases, team-driven prevention, remediation strategies, and functional behavior planning and analysis will be used to address these issues and prevent their occurrence:
stealing or the knowing possession of stolen property; causing physical harm to self, other students, or staff; bullying, harassing or having a harmful or negative impact on other members of the school community; using vulgar or inappropriate language, gestures, or behavior; possessing, using, or promoting the use of alcohol, tobacco, controlled drugs, or their paraphernalia; inappropriate use of technology; possessing or using fireworks, explosive or highly flammable substances, firearms, pellet or BB guns, or any other dangerous weapons; having intimate sexual contact with another member of the school community; Hazing, as defined by “any conduct or method of initiation into any student organization, whether on public or private property, which willfully or recklessly endangers the physical or mental health of any student or other person. Such conduct shall include whipping, beating, branding, forced calisthenics, exposure to the weather, forced consumption of food, liquor, beverage, drug or other substance, or any other brutal treatment or forced physical activity which is likely to adversely affect the physical health or safety of any such student or other person, or which subjects such student or person to extreme mental stress, including extended deprivation of sleep or rest or extended isolation.”
Transportation:
Sending districts and families are responsible for arranging transportation to and from the I.N.S.P.I.R.E. campus for students. During the school day, I.N.S.P.I.R.E. staff will transport students in schoolapproved vehicles for community-related activities such as shopping, exercise classes, library visits, job 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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training etc. All I.N.S.P.I.R.E. staff members will be subjected to record checks for past driving infractions or criminal activity prior to hire.
School Hours and Attendance:
The I.N.S.P.I.R.E for Autism, Inc., school day begins at 8:30 am and ends at 4:00 pm. Students should arrive no earlier than 8:15 am and depart no later than 4:15 pm.
Good attendance and on-time arrival is essential to success in school. We monitor attendance and tardiest carefully and work with students, parents, and sending districts when there appear to be excessive absences or lateness. Of course, parents are encouraged to keep children home if they are sick.
Snow Days:
Since many I.N.S.P.I.R.E. students will be traveling up to an hour in each direction, we understand that driving conditions for families/bus drivers may vary dramatically, and we ask parents to use their best judgment regarding their student’s attendance when weather conditions make driving treacherous. Students will not be penalized for being absent when weather conditions interfere with safe transportation.
On occasions when severe winter conditions exist, school may be cancelled. Because of the geographic disparity of our students, parents/guardians will be notified by telephone calls to the student’s home address no later than 6:30 am when school is cancelled. Local radio stations will also carry news of school cancellations.
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Dress Standard:
I.N.S.P.I.R.E. students are required to dress in safe, comfortable, sensible, clean clothing when on school premises or engaged in school activities. Bare feet will not be permitted. Students are required to keep a complete, extra set of clean clothing and shoes on school premises. The Delta Campus, on which I.N.S.P.I.R.E. for Autism is located, provides a beautiful setting for rigorous outdoor activities. Please be sure students come to school with appropriate outerwear such as rain gear, boots, coats, hats, and mittens.
Fire Safety:
Fire drills are an important part of school life and will take place periodically throughout the year. Specific instructions for the use of stairways and exits, as well as general instructions, are communicated and practiced with all students in a developmentally appropriate manner during the first school meeting of the year. Fire drills will continue to be reviewed and practiced throughout the year.
Health and Safety:
Physical exercise and awareness of choices when it comes to maintaining healthy life-styles will be the over-riding focus of our physical education/health curriculum. Students on the autism spectrum need an abundance of physical exercise in order to stay focused and de-sensitized to certain stimuli that can be distracting and anxiety-producing. It has been shown that students on the autism spectrum do better in school settings, or in any kind of settings which are considered stimulating, when there are frequent breaks for physical activities scheduled throughout the day. These activities may include but are not limited to walking, games, stretching, ball games, swimming, muscle toning, range of motion exercises and individual sensory exercises.
The health curriculum will focus on proper hygiene skills and awareness, food and nutritional education and planning, adolescent issues such as human development and sexuality (when developmentally appropriate), relationship development issues, and household risks such as chemicals, fires, and kitchen 77 Dylan Road, Brattleboro, VT 05301 802-251-7301
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appliances. As with the physical education curriculum, the health curriculum will be individually designed based on the developmental, sensory, and cognitive needs of each student.
Because students sometimes become sick or injured while at school, parents/guardians will be asked to provide information about the student’s physical condition and authorize the school to obtain treatment for the student and release medical information to health care providers whenever necessary by submitting a health form for each child which provides an up-to-date immunization record, (or explanation of release from immunizations), proof of physical examination within past year, each signed by the student’s primary care physician, and a “Permission to Treat”. A new form is needed each year. Students may not begin the year until completed forms have been received.
Information about allergies and any medical or physical condition which might require special consideration should be included on the health form. It is also important to inform the school whenever medication is prescribed or dosages changed. No medications or supplements will be administered by I.N.S.P.I.R.E. staff without written instructions from the prescribing physician on file.
Parents or guardians will be notified if a student becomes sick or has an accident at school. Emergency treatment will be provided by Brattleboro Memorial Hospital. An I.N.S.P.I.R.E. staff member will provide transportation unless an ambulance is required.
Health Insurance:
I.N.S.P.I.R.E. for Autism, Inc. does not cover medical costs, and in the case of a serious illness or accident they can mount quickly. I.N.S.P.I.R.E. for Autism, Inc. requires that all students present proof of health insurance coverage and contact information, preferably for a major medical policy, prior to initial attendance.
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Lunch/Snacks:
Because the mission of I.N.S.P.I.R.E. for Autism, Inc., is to assist students in reaching their highest potential for independence, relationships and entrepreneurism, I.N.S.P.I.R.E. students will be assisted and supervised in planning, shopping for and preparation of lunch and snacks for themselves and social partners on school premises. Parents/guardians are required to communicate food allergies and restrictions on Health Forms prior to student’s entry. Parents/guardians are also encouraged to work with the student’s IEP teams in communicating favorites and sensitivities, and carrying over skill sets into the home environment.
Daily Schedule: 830-9 arrival and transition, put away clothes/bags, individual schedule preview 9-930 group meeting check in, attendance, sharing, group activity, preview of day’s events 930-10 :30 individual work (functional academics) or small groups, snack preparation 1030 -1045 group snack 1045-1130 individual work (functional academics, therapies) or small groups 1130-1200 Lunch preparation 1130-1200 Exercise 1200 -123- Group Lunch 1215-1245 group clean-up 1245-1 Activities of Daily Living, including: clean up and brush teeth 1-230 work activities (jobs, job training, applied academics and communication skills) or social skills curriculum work 230-300 Exercise 230-345Individual journaling, planning, applying functional academics, daily individual schedule review 345-400 Pack up and depart
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Yearly Calendar:
September, 2008:
Tuesday, September 2, 2008 – New faculty/staff orientation Wednesday, September 3, 2008 – New student/family orientation Thursday, September 4, 2008 – School begins
October, 2008:
Monday, October 13, Columbus Day – no school
November, 2008
Tuesday, November 11, Veteran’s Day – no school Wednesday, November 26, day before Thanksgiving – 11:50 dismissal Thursday, November 27, Thanksgiving Day – no school Friday, November 28, Thanksgiving Holiday – no school
December, 2008
Monday, December 22 – Friday, January 2, 2009 – School closed for holidays
January, 2009
Monday, January 5, 2009 – School resumes
February, 2009
Monday, February 23, President’s Day – no school
March, 2009
Monday, March 16 – Friday, March 20, Spring Recess – No School
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April, 2009
Monday, April 21, Patriot’s Day – No School Tuesday, April 22, Staff Development – No school
May, 2009
Monday, May 25, Memorial Day – No school
June, 2009
Tuesday, June 16 – Last day of school Monday, June 29, - Summer Program Begins
July, 2009
Friday, July 3, Independence Day – No School Monday, July 27 – No School
August, 2009
Friday, August 21, - Summer Program Ends
Community Involvement:
I.N.S.P.I.R.E. for Autism, Inc. was founded on the basis of an abiding belief in the mutual benefits of integrating adolescents and adults with Autistic Spectrum Disorders into their communities for social, entrepreneurial, health and fitness endeavors. For this reason, I.N.S.P.I.R.E. Board of Directors, staff members, families, and students will develop connections with community partners in education, health/fitness, fine arts, and business settings to create pathways for mutual inclusion.
Communication with Parents/Guardians:
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I.N.S.P.I.R.E. for Autism, Inc. staff members value and respect the importance of families and guardians in achieving our mutual goals for students. Beyond regular IEP meetings as mutually agreed upon by IEP teams, thrice-yearly progress reports, and summer reports, I.N.S.P.I.R.E. staff members encourage families to visit the school and communicate with our Executive Director, Associate Director, or Lead Teachers by phone, in writing, or in person. I.N.S.P.I.R.E teachers believe conferences provide the best means for sharing successes and developing problem-solving strategies, when required. Conferences may be arranged directly with your child’s Lead Teacher when desired.
Internet Use Policy:
I.N.S.P.I.R.E. for Autism, Inc. believes that the Internet is a necessary tool for developing academic and business skills for students; therefore; we provide limited Internet access to students. We are also aware the some material on the Internet is unsuitable for I.N.S.P.I.R.E. students, and will act reasonably and responsibly to protect student from accessing inappropriate materials. However, even with human and technological safeguards in place, a possibility exists that students could be exposed to objectionable materials. I.N.S.P.I.R.E. staff members will work with students to help them make appropriate use of the Internet, and will limit Internet privileges for students who demonstrate an inability to use the Internet responsibly. Following are the specific Internet policies for I.N.S.P.I.R.E. for Autism, Inc.:
Internet access is given to students for academic research purposes as agreed within an IEP. Students may use Internet to check and send email to an approved list of email partners as agreed upon by the IEP team. Use of the Internet for illegal or obscene purposes is prohibited. Students shall not use the Internet to instant message, or to enter chat rooms (or their functional equivalents.) Users may not harass others by sending email or instant messages with annoying, obscene, libelous or threatening messages or images. We encourage parents/guardians to be attentive to these issues on home computers, as well.
Phone/Cell Phone Policy:
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Phone use is an important and challenging life skill for students with Autistic Spectrum Disorders. Students and staff members will be permitted to use school phones for communication with family members during the school day. Please respect our ten-minute limit. Lead Teachers must be notified if students bring a cell phone to school, and must be provided with acceptable phone numbers and time frames for students to use their cell phones. In-coming calls to students from family members should be scheduled with the Lead Teacher, unless emergency circumstances require immediate contact, so that students can remain focused on their goals throughout the day.
Personal Property:
I.N.S.P.I.R.E. for Autism, Inc. is not responsible for the personal property of students. Parents should make sure that students’ possessions are marked with their names and that expensive items such as cameras, computers, musical instruments, and other adaptive devices are marked with the student’s name and are covered by the family’s homeowners insurance.
Visitors:
For the safety of our students, all visitors to campus must sign-in with a school administrator in the main entrance of the school building, and receive a Visitor’s Badge before venturing further.
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An Integrated School Program for Independence, Relationships and Entrepreneurship
Appendix IV Application for Admission
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Admissions Policy At INSPIRE for Autism, Inc. we seek to serve individuals who have a primary disability of autism spectrum disorders (ASD), which includes autistic disorder [autism], Asperger’s disorder, pervasive developmental disorder not otherwise specified, childhood disintegrative disorder and Rhett’s Syndrome as defined in the Diagnostic and Statistical Manual of Mental Disorders, fourth edition (DSM-IV, 2000) which significantly impairs their participation in the regular public school system. We offer educational and vocational training which will maximize the potential for adolescents and young adults with autism to lead satisfying, self-sustaining lives in connection with their communities.
A complete application includes: ____ Application for Admission ____ Parent Questionnaire ____ Teacher Reference ____ Case Manager Reference ____ Application Fee $50 ____ Copy of current IEP or other plan (if applicable)—including most recent assessments ____ Copy of most recent progress report ____ Request for Records
We encourage you to apply as early as possible to secure a placement at INSPIRE for Autism, Inc.
The I.N.S.P.I.R.E. for Autism, Inc. school admits students of any race, color, national origin and ethnic origin to all the rights, privileges, programs and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national origin and ethnic origin in administration of its educational policies, admission policies, scholarship and loan programs, and athletic and other school-administered programs.
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Admissions Process
INSPIRE for Autism, Inc. has a limit of admitting X students for the 20XX-20XX academic year. We will consider and approve applications as they are completed and will produce a waiting list for future enrollment. However, as placement may fill quickly, we encourage prospective students to submit the application as early as possible.
Application for Admission
Applicant Information: Name of applicant
____________________________________________________________ First Middle Last Nickname
Male or Female: ______________________
Anticipated Entrance Date: __________________
Date Of Birth: ______________________
Place of Birth: _________________________
Citizenship: ______________________
Address: ______________________________________
Parent or Guardian: Name: _______________________________ Address: _______________________________
______________________________________ Telephone: ______________________________________
_______________________________
Fax: ______________________________________
Telephone: _______________________________
Email: ______________________________________
Fax: _____________________________________
Parental Status Married: ________
Separated: ________
Divorced: ________
Widowed: ________
Single Parent: _______
Other: ________
Email: _____________________________________ Occupation: _____________________________________
Work
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Parent or Guardian: Name: _______________________________ Address: _______________________________ _______________________________ Telephone: _______________________________ Fax: _____________________________________ Email: _____________________________________ Occupation: _____________________________________
Work Address: _____________________________________ _____________________________________ Telephone: _____________________________________ Fax: _____________________________________ Email: _____________________________________
Parental Status Married: _______
Separated: _______
Divorced: _______
Widowed: _______
Single Parent: _______
Other: _______
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Name of Custodial Parent (if necessary): ______________________________________________________________________________ (A copy of the custody agreement must accompany the enrollment materials.)
Person to whom communications should be sent: Mother ________ Father ________ Both ________ Guardian __________
Names and ages of brothers and sisters and schools they attend: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
Emergency Contact Person (in case parent or guardian cannot be reached): Name: _______________________________________________________________________ Address: ______________________________________________________________________ Telephone: ____________________________________________________________________ Relation to applicant: ____________________________________________________________
Present/Sending School Information: Present school: _________________________________________________________________ Address: ______________________________________________________________________ Telephone: ____________________________________________________________________ Case Manager: _________________________________________________________________ Principal: _____________________________________________________________________ Grades or years attended: _________________________________________________________
Description of Current Placement/Level of Support: _____________________________________________________________________________________
_____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
Billing Information: Name: ______________________________ Address: ____________________________ ____________________________ Telephone: __________________________ Fax: ________________________________ E-mail: _____________________________
In order to process this applicant’s Admission Application, the undersigned agrees that all information received by the Admission Office, from any source, shall be completely confidential and will not be divulged to anyone, including the candidate and his/her family, unless such disclosure is deemed by the head of school or the director of admission to be necessary and appropriate.
Date: ______________________________
________________________________________ Parent or Guardian Signature
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Parent Questionnaire Name of applicant ___________________________________________________________________ Name of Parent(s): ______________________________________________________________
Tell us about your son/daughter’s strengths: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
Tell us about your son/daughter’s challenges: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
Tell us about your son/daughter’s interests: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
Brief History (other treatments sought, successful programs, diagnostic report): _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________
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Teacher Reference Name of applicant ___________________________________________________________________ Name of Teacher: ___________________________________Position: ____________________ School: ______________________________ How long have you known applicant?: ________ Address: ______________________________________________________________________ Phone: _________________________ Email:________________________________________
Tell us about this student’s strengths: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
Tell us about this student’s challenges: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
Tell us about this student’s interests: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
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Additional Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________
Is this student currently receiving (please check all that apply): ___Special Education ___504 ___OT/PT ___Other Services (describe)___________________
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Case Manager Reference Name of applicant ___________________________________________________________________ Name of Teacher: ___________________________________Position: ____________________ School: ______________________________ How long have you known applicant?: _________ Address: ______________________________________________________________________ Phone: _________________________ Email: ________________________________________
Tell us about this student’s strengths: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
Tell us about this student’s challenges: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
Tell us about this student’s interests: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ___________________________________________
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Additional Comments: _____________________________________________________________________________________ _____________________________________________________________________________________ _____________________________________________________________________________________ ________________________________________________________
Is this student currently receiving (please check all that apply): ___Special Education ___504 ___OT/PT ___Other Services (describe)___________________
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Request for Records Date: _______________________________ To: ________________________________ School: _____________________________ Address: ____________________________ ____________________________________
Re: ________________________________ Date of Birth: _______________________
The above student has applied for admission to INSPIRE for Autism, Inc. Please send a complete transcript, copy of student’s current IEP and test scores to:
INSPIRE for Autism, Inc. 21 Omega Drive Brattleboro, VT 05301
Thank you for your prompt attention to this request.
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Appendix V Governance Structure Human Resources Plan For 2012/2013 School Year
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Organizational Chart
Board of Directors
Parents Association
Director of Administration & Admissions
Office Manager
Vocational Coordinator
Receptionist
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Director of Programming/Behaviorist
Case Managers/Teachers
Up to 4 Assistant Educators per Case Manager
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Governance:
Board of Directors: I.N.S.P.I.R.E.’s Board of Directors currently includes six members, and bylaws allow for up to nine, with various lengths of tenure. Board members serve voluntarily, and officers are elected by board members. The Board of Directors are responsible for fund-raising, and overseeing general policy decisions, including hiring and assessment of the Academic Director and Business Personnel, strategic planning, financial planning, human resources management, marketing planning, curriculum planning, and strategic enrollment management. The Board of Directors will also serve on search committees and participate in mediation of disputes, as necessary. In the fourth year of operations, it is expected that the Board of Directors will oversee subcommittees designed to support the daily operations and relationships of the school, including:
Curriculum Oversight Finance Facilities Management Fundraising Parents Association
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Director of Administration & Admissions:
Job Description: Director of Administration, Admissions, Vocational Placement, and Adult Transitions will be responsible for overseeing administration, internal and external communications, compliance, planning and financial management of the I.N.S.P.I.R.E. School. This position reports to the Board of Directors.
Essential Functions:
Development of long-range strategic plans, in cooperation with board of directors, to advance INSPIRE mission into the future, with specific emphasis on expanded enrollment, increased student vocational placements, adult housing, and entrepreneurial ventures. Oversight of development efforts with assistance from board of directors, identifying grant candidates and donors, preparation of applications, advocacy for applications, and supervision of fundraising event activities. Maintenance of INSPIRE’s compliance with VT DOE certification requirements, and pursuing DOE certification in MA and NH. Mentorship of INSPIRE staff who are pursuing special education certification. Oversight of compliance with student graduation requirements Oversight of compliance withVT human resources law requirements Benefit planning and administration Financial and budget administration, including bookkeeping, generation of planned versus actual spending reports, and financial reports, including income statement and balance sheet preparation. Serving as key liaison with school districts and parents on Admissions, contract negotiations, and administration. Serving as key liaison with community partners on student vocational placements. Serving as key liaison with community partners on adult transition planning, including movement to adult housing and permanent vocations. Development of INSPIRE contracts with state agencies for adult housing for INSPIRE graduates. Planning and execution of staff and community training programs. Supervising administrative staff, including Office Manager, Bookkeeper. Other duties as assigned by supervisors.
Job Specifications:
Master’s degree minimum in special education Vermont certification in special education administration 5-10 years VT special education administration experience
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Proven effectiveness working with educational teams and families Strong leadership and communication skills Good driving record No criminal background References
Evaluation Plan:
Six-month reviews in first year conducted by Board of Directors. Annual reviews thereafter. Evaluated on areas of responsibility as outlined in Essential Functions. Feedback will be sought from employee, I.N.S.P.I.R.E. staff, families, and community partners on Essential Functions. Evaluation Interview will include five-point, results-oriented rating scale on Essential Functions performance and narrative in each area. Employee will have the opportunity to prepare written response.
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Director of Programming/Behaviorist:
Job Description: Responsible for overall program coordination, implementation, training, and quality control, and reports to the Board of Directors. Also serves as School Behaviorist.
Essential Functions:
Clear articulation and protection of unique I.N.S.P.I.R.E. for Autism educational philosophy Preparation, training and monitoring of functional behavioral plans for students as needed. This includes behavioral assessment, intervention planning, data collection and analysis, behavioral training of INSPIRE staff, and consultation with families as needed. Oversight of curriculum planning and implementation Staff hiring and training, as appropriate. Works with Director of Admissions and Associate Director of Academics on assessment of potential incoming students to ensure appropriateness of fit with INSPIRE. Oversees Associate Director of Academics on development of educational programs for incoming INSPIRE students Works with Associate Director of Academics to prepare quarterly reports on overall student progress for Board of Directors Provides updates on programming highlights and staff/student success to Office Manager for Parent Informer. Oversees Associate Director of Academics to ensure timely, data-informed progress reports are prepared and delivered accurately. Works with Vocational Coordinator and Case Managers to prepare behavioral interventions to ensure student success in vocational settings. Evaluation of Case Managers/Teachers who are direct reports. Contracting and relationship-building with outside therapeutic and service providers Communication with families, districts and community partners on behavioral interventions, as needed. Preparation of data-capture strategies on school’s overall student progress across all four areas of the curriculum: vocational, social/emotional, academic, sensory/physical fitness Preparation of monthly school progress reports to the Board of Directors on the status of the above operations, and seeking Board approval for new policies and policy changes Mediation of disputes which arise between senior management and subordinates, as necessary. Other duties as assigned by supervisors.
Job Specifications:
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5-10 years experience designing and implementing IEPs for individuals on the Autism Spectrum utilizing best practices, including RDI, ABA, sensory integration, visual communication strategies, PECS, SCERTS, et. al. Certification in Applied Behavioral Analysis. VT Special Education Certification Masters degree in Special Education or related field. Proven effectiveness working with educational teams and families Strong leadership and communication skills Good driving record No criminal background References
Evaluation Plan:
Six-month reviews in first year conducted by Board of Directors. Annual reviews thereafter. Evaluated on areas of responsibility as outlined in Essential Functions. Feedback will be sought from employee, I.N.S.P.I.R.E. staff, families, and community partners on Essential Functions. Evaluation Interview will include five-point, results-oriented rating scale on Essential Functions performance and narrative in each area. Employee will have the opportunity to prepare written response.
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Case Manager/Teacher:
Job Description: Case Managers/Teachers will develop and implement educational programming for caseload of up to four students and will report to the Academic Director.
Essential Functions:
Contribution of educational strategies across curriculum to Academic Director. Individualized curriculum planning and implementation for caseload of up to four students/ Direct service for assigned caseload as indicated in student IEP. Progress tracking and progress report preparation students on caseload. Training, oversight, and performance review preparation of Assistant Educators as assigned to student caseload. Preparation of assessments/evaluations/progress notes for assigned students. Coordination with outside therapeutic providers, families, community partners, and districts for caseload of up to four students. Mediation of disputes between subordinates, as necessary. Other duties as assigned by supervisors.
Job Specifications:
Experience and proven effectiveness in direct instruction of adolescents on the autism spectrum through demonstrated impact in relationship-building, emotional and physical regulation and growth, creative and effective student engagement in academic subjects, and understanding and impact of IEP goals as measured through data-based progress tracking. VT, MA, or NH Special Education Certification, or pursuit of sped certification with related degree. Proven effectiveness working with educational teams and families Competence with special education technologies Strong leadership and communication skills Good driving record No criminal background References
Evaluation Plan:
Six-month reviews in first year conducted by Academic Director. Annual reviews thereafter. Evaluated on areas of responsibility as outlined in Essential Functions.
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Feedback will be sought from employee, I.N.S.P.I.R.E. staff, families, and community partners on Essential Functions. Evaluation Interview will include five-point, results-oriented rating scale on Essential Functions performance and narrative in each area. Employee will have the opportunity to prepare written response.
Office Manager:
Job Description: The Office Manager will be responsible for management of office functions, including communications, budgeting and management of office supply purchasing, and maintenance of school files. The Office Manager will also assist with development and H.R. activities, as directed by supervisor. The Office Manager will report to the Director of Administration, Admissions, Vocational Placement, and Adult Transition.
Essential Functions:
Assistance with administration of benefits for employees, including medical, dental, retirement, tuition reimbursement, sick leave, and time off. Assistance with maintenance of school files, including student and employee files, health records, to ensure confidentiality, and compliance with legal requirements. Observe confidentiality obligations regarding employee, student, and financial information. Purchase of supplies in keeping with staff needs and budget guidelines. Grant-writing in collaboration with senior management. Assistance with fundraising Website and social media management. Event Planning Maintenance of office equipment (phones, security, computers, fax, etc.) Preparation of weekly INSPIREd Parent Informer. Preparation of office forms and documents as needed. Office Communication Management, including assignment of email addresses for staff, computer networking as needed, effective use of phone answering, paging and messaging systems, mail operations, reception of guests, maintenance of a visitor’s log, staff and student attendance sheets. Other duties as assigned by supervisors.
Job Specifications:
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Associate’s degree in Office Management or equivalent experience. Competence with Microsoft Office Suite, Access, Power Point, Familiarity with social media marketing, web design technologies Superior organizational skills and attention to detail. Superior oral and written communication skills. Ability to work under deadline. Professional demeanor. Reliable and consistent work habits.
Evaluation Plan:
Six-month reviews in first year conducted by Director of Administration, Admissions, Vocational Placement, and Adult Transitions. Annual reviews thereafter. Assessed on areas of responsibility as outlined in Essential Functions. Feedback will be sought from I.N.S.P.I.R.E. staff, families, community partners on Essential Functions. Office Manager will be asked for self-assessment on Essential Functions prior to assessment. Assessment Interview will include five-point, results-oriented rating scale on Essential Functions performance.
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Title: Vocational Coordinator
Job Description: Responsible for identifying and coordinating I.N.S.P.I.R.E. student participation in community-based, vocational training and employment opportunities. Reports to Director of Administration and Admissions.
Essential Functions:
Participates in the hiring process of job coaches and makes recommendations to the team in regards to matching coaches, students, and employers Supervises, trains and directs job coaches Trains students in regards to proper job skills and etiquette Assists teachers in reviewing/adapting curriculum to coordinate with needed job skills Sets up, fosters, and maintains relationships with work sites in the Western New England area Solicits employer feedback, analyzes responses through annual report and recommends program modifications Accompanies students to job sites and fills in for job coaches when necessary Facilitates communication between student, job coach and employer Prepares quarterly report of program Promotes the mission, vision and values of The I.N.S.P.I.R.E. School Participates in staff development activities Attends IEP meetings and submits written report of student progress at least annually. Obtains certification in First Aid, CPR, and Mandt training Carries out the policies and procedures of the INSPIRE School in a professional manner within and outside the school Represents the school in a positive, professional manner Performs other related duties as required by supervisor
Job Specifications:
College education and related experience Good communication skills and ability to adapt to communicate needs of students and business owners Enthusiasm working with children ages 12-21 Knowledge of child development Ability to work with people of all ages, skill levels and mental abilities Experience in behavior management techniques Flexible with change Reliable and dependable Working knowledge of the Western New England business community
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Valid driver’s license and willingness to obtain a VT bus license
Evaluation Plan:
Six-month reviews in first year conducted by Director of Administration & Admissions. Evaluated on areas of responsibility as outlined in Essential Functions. Feedback will be sought from I.N.S.P.I.R.E. staff, families, community partners on Essential Functions. Will be asked for self-assessment on Essential Functions prior to assessment. Evaluation Interview will include five-point, results-oriented rating scale on Essential Functions performance.
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Assistant Educators:
Job Description: Responsible for assisting with the implementation of individualized educational plans, as directed by Case Manager/Teacher. Reports to Case Manager/Teacher.
Essential Functions:
Accurate, effective, and consistent follow-through on implementation of educational programming as directed by Case Manager/Teacher. Preparation of educational materials, as instructed by Case Manager. Development of strong, positive relationships with I.N.S.P.I.R.E. students. Development of strong, positive relationships with I.N.S.P.I.R.E. co-workers and families. Effective representation of I.N.S.P.I.R.E. for Autism, Inc. with community partners Responsiveness to training Reliable and consistent work habits Follow-through on other duties as assigned by supervisors.
Job Specifications:
Associate’s degree in related field preferred. Minimum 2-3 years proven effectiveness in a team-oriented, vocational environment. Proven effectiveness in developing strong relationships with adolescents on the autism spectrum. Outstanding reliability and consistency. Positive, engaging attitude Strong communication skills Creativity or special talent (i.e., music, art, sports, drama, cooking, gardening, word-working, computers) strongly preferred Good driving record No criminal background References
Evaluation Plan:
Six-month reviews in first year conducted by Case Manager/Teacher. Annual reviews thereafter. Evaluated on areas of responsibility as outlined in Essential Functions. Feedback will be sought from I.N.S.P.I.R.E. staff, families, community partners on Essential Functions.
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Assistant Educator will be asked for self-assessment on Essential Functions prior to assessment. Evaluation Interview will include five-point, results-oriented rating scale on Essential Functions performance.
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Appendix VI Staff Orientation Plan For 2011/2012 School Year
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The I.N.S.P.I.R.E. School Staff Training and Orientation 2011-2012 School Year Tuesday, August 30, 2011: 8:30-9:00
How are you? Where are you in your life and role at INSPIRE?
9:00-10:00
History of I.N.S.P.I.R.E. Mission, Vision, Values Priorities for School Year Five-year Strategic Plan
10:00-12:00 Operating Practices Organizational Chart - Job Descriptions - Code of Ethics - Sexual Harrassment Policy - Collection of signed forms acknowledging receipt of above forms - Evaluation Procedures - Transporting Students - Medications - Student Injuries - Staff Injuries - Emergency procedures - Firedrills - Sign-in/out practices - Confidentiality - Budgeting/Expense Reimbursement/Payroll 12:00-1:00
Lunchbreak
1:00-4:00
Autism – Overview - History & Incidence - Suspected Causes, Medical Implications, & Treatments - Alternative Interventions - Common Educational Philosophies - Challenges of Adolescence - The Autism Team (roles of parents, educators, therapists, medical counterparts)
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Wednesday, August 31, 2011 8:30-10:30
Benefits/Obligations Overview - Collection of I-9 Forms - Review of Employment Agreement – collection of signed agreements – 8:30-9:00 - Employee Manual Review – 9:00-9:30 - Sick/Personal Days - Medical Benefits Overview 9:30-10:00 - Dental Benefits Overview 9:30-10:00 - Retirement Benefits Overview 10-10:30 - Best Practices in Retirement Planning 10-10:30 - Workman’s Comp Procedures Student Handbook Overview
10:30-10:45
Break
10:45-12:00
IEP Orientation/Sped Law - IEP Process - Establishing & Tracking IEP Goals for Students with Autism - Importance of IEP Compliance - Role of Data Collection & Analysis - Critical Aspects of Sped Law
12:00-1:00
Lunch Break
1:00-4:00
I.N.S.P.I.R.E. Educational Approaches/Curriculum - 4-Pronged/3-Tiered Curriculum Concept - Curriculum Implementation Across Students - Academic Director Role - Case Manager Role - Assistant Educator Role - Team Cross-Coverage within Case Management Groups - Consult Approach for O.T. & Speech - Parent/School Communication - Data Collection Procedures - IEP-At-A-Glance
Thursday, September 1, 2011 & Friday, September 2, 2011 and selected Professional Development Day Topics to Occur Throughout the School Year - Mandt/Handle with Care Training - Sensory Integration Training - Visual Communication Strategies Training - Ipad Apps Training The I.N.S.P.I.R.E. School for Autism, Inc. All rights reserved.
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ABA Training Purpose/Implementation of Functional Behavioral Planning Relationship-building techniques with students on the spectrum Viewing of Temple Grandin movie Literacy Training Math Curriculum Training for Students with Special Needs SLP Training Strategies for introducing vocational responsibilities Dealing with sexuality in adolescents on the autism spectrum Communicating with families Communicating with school liaisons Social Pragmatics Training Use of Social Stories Etc.
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