Educational services that Increase collaboration between AOE and Consideration of the functional aspects of SpEd eligibility re: Adverse provide the full range of AHS Effect is already a part of their continuum of supports and Gather more information about schools’ best practices, as being services will be available to the availability of services to assist promoted by the Stakeholders Group students with ASD throughout in the reintegration of kids who trainings Vermont. have been placed out of district Philip shared copies of the and are ready to come home documents that the Vermont Autism Identify availability of Task Forces is distributing to various Group Members: afterschool/community supports legislators for the proposed Work with AOE about special legislation pertaining to Adverse Kirsten Murphy education vs. time in the Effect. It essentially eliminates the Lana Metayer classroom Gate 2 and replaces it with (4) Philip Eller “Adverse effect” means, for students Explore rule making around adverse effect James Calhoun of legal school age, having a negative Miriam Novotny impact.” (5) “Educational Michelle Irish Performance’ means, for students of legal school age, performance in academic and functional areas both within the general curriculum and in areas necessary to access public education and gain functional independence later in life, including but not limited to socio-emotional development, communication, reasoning and problem solving, civic and social responsibility, and skills.” This language is included in a 6-page paper, written for VATF by a lawyer from Autism Speaks; it contains four pages of background and rationale and two pages of legislation language. Also being shared with legislators is a one-page summary of the adverse effect issue and a one-page copy of the New Hampshire special education eligibility criterion (that says nothing about adverse effect).
Educational services that provide the full range of continuum of supports and services will be available to students with ASD throughout Vermont. Group Members: Kirsten Murphy Lana Metayer Philip Eller James Calhoun Miriam Novotny Michelle Irish Increase collaboration between AOE and AHS Gather more information about the availability of services to assist in the reintegration of kids who have been placed out of district and are ready to come home Identify availability of afterschool/community supports Work with AOE about special education vs. time in the classroom Explore rule making around adverse effect Consideration of the functional aspects of SpEd eligibility re: Adverse Effect is already a part of their schools’ best practices, as being promoted by the Stakeholders Group trainings Philip shared copies of the documents that the Vermont Autism Task Forces is distributing to various legislators for the proposed legislation pertaining to Adverse Effect. It essentially eliminates the Gate 2 and replaces it with (4) “Adverse effect” means, for students of legal school age, having a negative impact.” (5) “Educational Performance’ means, for students of legal school age, performance in academic and functional areas both within the general curriculum and in areas necessary to access public education and gain functional independence later in life, including but not limited to socio-emotional development, communication, reasoning and problem solving, civic and social responsibility, and skills.” This language is included in a 6-page paper, written for VATF by a lawyer from Autism Speaks; it contains four pages of background and rationale and two pages of legislation language. Also being shared with legislators is a one-page summary of the adverse effect issue and a one-page copy of the New Hampshire special education eligibility criterion (that says nothing about adverse effect).
Goals%20Updated%2011-16-17.docx