- The transportation graph represents the number of clients in our program who are transported to and/or from school by an SBAP staff and the percentage of clients who are transported for community programming or vocational site access.
- Due to maladaptive behaviors, many students supported are unable to ride the school bus or in the family vehicle safely; this presents a hardship to schools and families.
- Partnership with the School-Based Autism Program allows access to safe and consistent transportation as well as programming specific to the transportation environment.
- 53% – 82% of students supported by SBAP over the course of the 2018 – 2019 school year have been able to access their local community during the school day for generalization of skills, social support, public safety goals, job training, and other resources with the support of transportation.
- Franklin Northeast Supervisory Union (FNESU)
- Berkshire Elementary School
- Enosburg – Elementary, Middle, & High School
- Montgomery Elementary School
- Bakersfield Elementary School
- Richford Elementary and Middle School
- Maplerun Unified School District (MRUSD)
- St. Albans Town Education Center
- St. Albans City School
- Fairfield Center School
- Bellows Free Academy St. Albans
- Franklin West Supervisory Union (FWSU)
- Bellows Free Academy Fairfax Middle School
- Georgia Middle School
- Missisquoi Valley School District (MVSD)
- Swanton Elementary
- Highgate Elementary
- Missisquoi Valley Union High School
|
Department for Children and Families (DCF)
|
- Strong partnerships between Supervisory Unions/School Districts and NCSS to determine appropriate level of student support.
- Conduct assessments to support the development of evidence-based interventions and treatment.
- Collaborate closely with client’s families and other treatment team members to coordinate services across multiple providers in multiple settings.
- School-Based Autism Program utilizes a data centered approach to provide recommendations for programming and report out on progress of individual student goals to school teams.
- 1:1 social, emotional and behavior support allows for access to individualized education (including academic modification and support, community exposure, social inclusion, and daily living skills).
- Highly trained staff skilled in the areas of Autism and other Neurodevelopmental Disorders, Applied Behavior Analysis (ABA) and collaborative approaches to student support.
- Staff enrolled in graduate coursework in ABA and continued professional development support the client in accessing the best quality services possible and help in reaching their goals.
|
- Continue to build capacity to increase transitions back to school without 1:1 support from NCSS for those students that this is deemed appropriate. This can be achieved by continuing to provide trainings and consultative support for school staff.
- Continue to educate the community as to the scope of services provided beyond students diagnosed with Autism.
- Continued collaboration with schools to build internal capacity and provide consultation to support clients outside of the BI model
|
|
Social Determinants of Health Impacted by the School-Based Autism Program:
- Resources to Meet Daily Needs
- Public Safety
- Access to Education
- Transportation
- Social Supports
- Job Training
- Mental Health
|
Scorecard
Container
Measure
Action
Actual Value
Target Value
Tag
S
A
m/d/yy
m/d/yyyy
