Goal Area 1 (Collaboration): How can Cadre Collaborate to address the region’s specific need, issue or challenge that relates to individual with ASD and their families

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GAS Score (1-4)

What influenced/supported our accomplishments?

What were barriers to our work?

Use EBP of Visuals and Supports; 5 individuals (staff member, family member, other support provider) of either families, schools, community members on how to implement Visuals with fidelity.

Met at exceeds expected outcome (4)

It was helpful to isolate Visual supports as the targeted/prioritized EBP. Group members were able to focus on thi EBP and facilitate training opportunities accordingly.

Training was relatively easy to implement. It was more difficult to follow up with fidelity checks or verifying that interventions are being implemented with fidelity.

Goal Area 2 (Dissemination): How can members of our Regional Network strategically disseminate to groups identified by the region as needing to know about ASD and EBPs/CAPTAIN

GAS Score (1-4)

What influenced our accomplishments?

What were barriers to our work?

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Conduct at least 1 training to increase awareness on an EBP to address Tier 1 needs to strengthen systems-train and implement- as any of these EBPs can work for all children

Met at exceeds expected outcome (4)

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Individual members took advantage of opportunities within their work environment. For example, one person used weekly professional development time to train paraprofessional on different EBP practices each week.

Many folks facilitated training. Not everyone was able to follow up with coaching following training. For example, one member lead a PD for parents/families. The individual did not have clinical contact following the meeting.

REGIONAL Problem of Practice: What issues, challenge or need exists for individual with Autism that our Regional Network wants to try to address?

Current Regional Issue, Challenge or Problems of Practice

No subs; lack of parent engagement and involvement; new teachers coming out with very limited knowledge around EBPs; parents need to know the why of the training; there is a discrepancy between people wanting a training, but not actually showing up for the training.

Temp agency staff-large lack of knowledge and skill

Probable Root Cause of the Problem (identify the top probable root cause)

knowing “the why”. Scheduling - afterschool time is very busy for families. Contract issues with having teachers/paras attend ; need to offer in a variety of languages (interpreter)trainings after the school day. We need a better way to communicate the trainings to parents (information isn’t getting disseminated to parents in larger districts).

Change Ideas (list 1 change idea for the probable root cause)

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Tag other districts on Twitter; Make teachers aware of the training, so teachers can give information to parents directly.

Continue to focus on EBP VS and offer it again targeting more people

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Action plan to support change idea (may need additional space to action plan)

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Expected Outcome if change idea is an improvement

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Measurement of change

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Goal Area 1 (Collaboration): How can Cadre Collaborate to address the region’s specific need, issue or challenge that relates to individual with ASD and their families

Current Level of Performance Data (0)

805 is conducting regular EBP trainings, but notice low parent participation. The goal is to look at current practices to strategically target collaboration across Cadre to get information about training to parents.

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Not strategically targeting second language families/parents.

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Initial Objective (1)

Regional Cadre (schools, regional centers, family support and higher ed) coordinate across agencies to disseminate EBP trainings, including to non-English speaking families (trainings and materials presented in native language).

Secondary Objective (2)

Increase collaboration within regional agencies (schools, regional centers, family support etc.) to organize dissemination efforts (get information about trainings to families in native language, make in person if preferred, and make trainings accessible to families (i.e., native language).

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Expected level of Outcome (3)

Counties will work together to create a parent-focused training. Each county will facilitate at least one training for parents in native language in parent-preferred presentation format.

Exceeds Expected Outcome (4)

Counties will work together to create a parent-focused training. Each county will facilitate at least two training for parents in native language in parent-preferred presentation format.

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Goal Area 2 (Dissemination): How can members of our Regional Network strategically disseminate to groups identified by the region as needing to know about ASD and EBPs/CAPTAIN

Current Level of Performance Data (0)

805 has conducted EBP training focused on Visual Supports to paraprofessionals, teachers, other school personnel, and families.

Initial Objective (1)

Increase awareness of CAPTAIN EBPS and trainings to teachers, paraprofessionals, other school personnel and families.

Secondary Objective (2)

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Provide training for schools, families and community members on how to implement Visual Supports

Expected level of Outcome (3)

Disseminate EBP of Visual Supports with 25 individuals (staff member, family member, other service provider) of either families, schools, or other community members.

Exceeds Expected Outcome (4)

Disseminate EBP of Visual Supports with 50 individuals (staff member, family member, other service provider) of either families, schools, or other community members.