Proposal to Troy School Board - Next Steps on Journey to Achieve Excellence In Teaching Children with Autism

May 05, 2009

To the Board of Education and

Dr. Barbara Fowler, Superintendent of Schools

Troy School District

4400 Livernois Road

Troy, Michigan 48098

Dear Board Members and Dr. Fowler

Imagine –

“Troy School District recognized by the Autism Society of America in recognition of their commitment to the autism community. The District’s recognition was announced at ASA’s National Conference and Exposition on Autism Spectrum Disorders”

“Autism Speaks, recognizes Troy School District for its excellence in teaching children with Autism and the Autism Spectrum Disorder (ASD)”

This would be an outstanding addition to the various accreditations, six national exemplary awards, and Blue Ribbon honors, 100 Best Communities for Music Education awards, exemplary athletic programs and Visionary Leadership Awards

This is how we started our letter to the Superintendent Fowler in 2007. Our vision still stands, but not much has changed in the five years that we have been advocating for change in how Troy teaches children with autism. Troy Schools are excellent in many areas of education. The excellence in education started with an aspiration. It was followed with leadership, a plan, resources and implementation.

Vision and Special Education and Autism

The Board’s Vision Statement says:

Vision Statements of the Troy School District

“The Troy School District will become an exemplary learning community that supports innovation and is committed to continuous improvement. The Troy School District will be a place where a collaborative community develops curriculum, instructional strategies, and assessment to ensure all students learn.”

Our question is whether “all students” mentioned above includes special education students and children with autism?

Troy’ Superintendent’s welcome letter on the Troy Schools Web Site states:

“Troy’s reputation as an outstanding school district is well established: We have six national Blue Ribbon schools and all of our schools are Michigan exemplary Blue Ribbon schools; both of our high schools are ranked among the top four percent of all schools in the United States by Newsweek Magazine; our student achievement levels are among the best in Michigan and the nation; and our graduates earn additional consideration from Michigan State University and the University of Michigan because of their Troy School District background.”

Troy can also establish itself as “an outstanding school district for children with autism”. That is not the reputation today!

This is a significant issue in our community. 9,000 people walked in the annual Autism Speaks (Co Founded by Bob Wright, General Electric Vice-Chair) fundraiser in Auburn Hills , Michigan last fall. Many of the walkers were from Troy , Michigan

Educating Children with Autism in Troy , Michigan Schools

Research now shows the importance of early identification and intervention for children with autism. With the research and an evidence based approach, a significant portion of children with autism can be put on a path to an independent and productive life. School Districts around the country are rapidly adopting best practices of teaching children with autism.

Behavior analysis is a scientific approach to understanding behavior and how it is affected by the environment. The science of behavior analysis focuses on principles about how behavior works, or how learning takes place.

Through decades of research, the field of behavior analysis has developed many techniques for increasing useful behaviors and reducing those that may be harmful or that interfere with learning, especially for children with autism. Applied Behavior Analysis (ABA) uses those techniques and principles to address socially important problems, and to bring about meaningful behavior change. Today, ABA is widely recognized as a safe and effective treatment for autism. It has been endorsed by a number of state and federal agencies, including the U. S. Surgeon General.

There is an abundance of research that demonstrates the efficacy of early ABA interventions to enable substantial numbers of children with autism to attain intellectual, academic, communication, social, and daily living skills within the normal range.

ABA is researched and evidenced based as required by IDEA.

Dr. Catherine Lord, Director of the University of Michigan Autism Center and a psychology professor, estimates that fewer than 10 percent of children with autism are getting the recommended level of therapy. “Almost everywhere, schools will say kids are getting services,” she said. “But what they’re getting varies enormously.”

We are requesting that Troy Schools establish District-wide Autism Integration (AI) Classrooms at the pre-school, elementary, middle and high school levels that comply with the spirit and the letter of the law as outlined in IDEA and NCLB.

An Autism Integration (AI) program that meets the requirements of IDEA would look like this:

1. AI Teacher trained in teaching children with autism including full use of ABA

2. Class room of six children to one teacher

3. Each child’s day is tailored, based on the capabilities of the child. Children are mainstreamed as much as possible.

Mainstreamed class activity is modified to the grade level capability and speech/language level of student by teacher or aide

4. Mainstream general education Teachers have training in autism and ABA methods

5. When not in general education, students are in AI Class. Here academic work is tailored to complement general education with a focus on reading, math and life skills

6. Speech/language, social and other skills taught in AI classroom

7. AI class room is “safe space” if general education doesn’t work

8. Aide or para-pro works with student on all general education material

If you read the Troy School District Vision 2012 document there are aspirations and specifics goals and targets regarding English, Math, International programs, Science and Social Studies. The document has almost no information about Special Education and no information on Autism.

We request the following be part adopted as part of Vision 2012 with specific milestones and deadlines:

1. That children with autism attend their home school, not be shipped to neighboring communities

2. Children with autism be taught by highly qualified teachers who have received research based instruction and have the content knowledge and skills to teach children with high functioning autism. The teacher should also be trained in Applied Behavioral Analysis with positive behavior reinforcement appropriate for children with autism.

3. That a Functional Behavior Assessment (FBA) for children with autism include strategies, including positive behavioral interventions, supports, and other strategies to address that behavior using ABA that is used consistently by all professionals

4. That children with autism receive speech therapy by professionals that are trained in teaching children with high functioning autism and use of ABA .

5. That children with autism be mainstreamed as much as possible with the proper support

6. That education on autism be provided by the school district and the ISD to the instructional aide as well as all regular instructors who teach children with autism

7. The District adopt a positive ABA/behavior methodology that is research based for District wide application (not just in special education) and trains all personnel.

It is our assessment that the special education teachers and aides, while sincere and working hard, don’t have the background or training required to teach an AI student. You owe your employees more than is currently provided.

Communications of the Districts Plans and Aspirations

The Troy School District web site offers little information or insights on Special Education and autism

• The Vision 2012 Document offers little to no information on Special Education or autism
• The Vision and Mission of the District does not mention children with special needs or autism
• Your “Points of Pride” list does not include special education accomplishments and none on autism
• Your definition of “Our exemplary learning community” doesn’t appear to include Special Education or children with autism
• Troy Perspective almost rarely mentions Special Education, although progress has been made including the recent edition
• The Special Education parents have asked for a change in this matter - aspirations, communications, recognition of excellence and achievements and equal footing in Vision Statements, Resource Panning and Communications. The time is now to make these changes.

Requested next steps

• Form a special sub-committee of the Board of Education to perform an independent assessment of Troy ’s Special Education programs, the vision, and mission and set specific and detailed goals for 2008 through 2013.
• Benchmarking leading edge districts to understand their aspirations, goals and resources as it applies to teaching children with autism and high functioning autism or aspergers.
• Establish a definition of exemplary for Special Education for Troy School District . This would include a definition of exemplary as it applies to autism.
• Dedicate a portion of a periodic Board meeting to assess progress against the goals.
• Communicate the progress regularly to parents.
• Modify the Troy School District Website to speak to Special Education and autism similar to schools like Grosse Pointe
• Adjust the Troy School District Vision, Mission and Points of Pride for Special Education and Autism
• Have a regular feature in Troy School District Perspective on Special Education and autism.

We are happy to meet with you face to face on these requests.

Sincerely,

Peggy and Dave Meador