Autism Spectrum Disorder


Autism Spectrum Disorder Defined; Determination
  1. ASD is considered a lifelong developmental disability that adversely affects a student's educational performance in 1 or more of the following performance areas: ACADEMIC, BEHAVIORAL, SOCIAL.
  2. ASD is typically manifested before 36 months of age. A child who first manifests the characteristics after age 3 may also meet criteria. ASD is characterized by qualitative impairments in reciprocal social interactions, qualitative impairments in communication, and restricted range of interest/repetitive behavior.

Click HERE for the rest of the ASD rule including a break down of eligibility determination. 

Click here for the three column chart that outlines the ASD Characteristics


Wayne RESA school districts offer a continuum of educational placements for students, pre-k through post-secondary, who have autism spectrum disorders (ASD) and require special education services.


The flow chart shows a continuum of the least restrictive environment placement for students with Autism Spectrum Disorder (ASD).  The flow chart is shaped as a pyramid and broken up into five steps of categories for placement for students with ASD.  There are three main principles expressed as the chart flows from top to bottom. The first principle is that the least restrictive environment description starts at the bottom of the pyramid and continues up to the most restrictive at the top of the pyramid.  The second is that the students’ needs increase as you move up steps on the chart.  Lastly, to coincide with students’ needs, we see that support level also increases as you move up the chart.  The first step of services is with or without special education support in the general education classroom environment. This may include support and accommodations given by the general education teachers. Outreach ASD Teacher Consultant support and other special education services are available.  The second step of service is one to three hours of special education services beyond the level of speech and language services.  These services may be given directly, indirectly, or consultatively by support staff.  Some examples of second step services are push in or pullout for tests, check in/ check out systems and other services that support students in the general education environment. Outreach ASD Teacher Consultant support is available at this level as well.  The third step of service is placement and services in local special education programs. These services are outside of the general education environment. Examples of a third step placement are resource or categorical classrooms. Outreach ASD Teacher Consultant support is also available at this level.   These bottom three steps represent where the majority of students with ASD should be supported and educated. These steps also represent placements where teacher consultant services can be utilized. The fourth and fifth steps are center programs specifically aimed to service students with ASD.  Outreach ASD Teacher Consultant support is not available at either of these levels.   The fourth step of services is a center-based program that resides in the general education building.  This is for students that have moderate to severe characteristics of ASD The fifth step of services is the most restrictive. This is a center- based ASD program located in a separate facility specifically designed to educate special education students only.  This placement is for students who show severe characteristics of ASD.

                                                                         Click on the flowchart for a larger image

First step on the continuum is the general education classroom with or without special education support. Students may receive needed accommodations by the general education teacher. General education teachers may receive strategies/ accommodation support from special education staff.

Second and third step on the continuum offers more support from special education. Special education staff may provide anywhere from 1-3 hours of direct or indirect support to a full day of special education programming with other students with disabilities (not only ASD).

Center Programs offer two levels of programming:
Fourth step.  ASD classroom located in a general education building with special and general education students assigned to the building (designated for students who exhibit moderate to severe characteristics of ASD).

Fifth step. ASD classroom located in a separate facility with only special education students assigned to the building (designated for students who exhibit severe characteristics of ASD).

The ultimate goal of a center program is to provide students with the skills they need to successfully return to their resident district.  With that goal in mind, yearly discussions about the student's  LRE, their life-long goals and the progress they are making towards those goals are essential.

Certificate of Completion

The majority of students in an ASD center-based program follow the Common Core Essential Elements (CCEE).  Therefore most students, who exit an ASD center program after completing the high school curriculum, are eligible for a certificate of completion - not a diploma.  Diplomas are issued based on the MMC aligned to the Common Core State Standards.  Discussions about diploma vs. certificate outcomes should take place early in a student’s school career and continue until the student completes an Educational Development Plan (EDP) in middle school.

For more information on planning for school completion - click here.


Consultant, ASD

Darnella Delfine
Consultant, ASD
(734) 334-1372
Kimberly Krug
Consultant, ASD

2019-2020 ASD PD

Microsoft Word Icon ASD PD Brochure
 Supporting Academics Flyer

ASD Committee

Meeting Dates
October 14 2019 1:00-4:00PM
January 13 2020 1:00-4:00PM
February 10, 2020 1:00-4:00PM
March 9, 2020 1:00-4:00PM
May 11, 2020 1:00-4:00PM


PDF DocumentTip Sheet
  ASD Coach Brochure

ASD Coach Workgroup

Time: 12:15 -2:45pm except noted 
Location: Burger Baylor except noted

Monday, September 9, 2019 (9-12pm)

Monday, September 23, 2019

Monday, November 25, 2019

Monday, January 27, 2020

Monday, February 24, 2020 (RESA 223)
Monday, March 30, 2020

Monday, May 18, 2020


  WRACE Brochure 

WRACE Meeting/Training Schedule

Time: 9 - 11:30am except noted 
Location: Burger Baylor except noted

Monday, September 23, 2019
Monday, October 28, 2019 (Boyds 9-3:30/ Looking @ASD Differently)
Monday, November 25, 2019
Monday, December 9, 2019 (Boyds 9-3:30/ PBIS for ASD)
Monday, January 27, 2020
Monday, February 24, 2020 (RESA 223)
Monday, March 30, 2020
Monday, April 20, 2020 (Boyds 9-3:30/ ABA & Schools)
Monday, May 18, 2020
Monday, June 1, 2020 (RESA 223)

Best Practice Series

Resource Page

Classroom Environment
Visual Supports
Teacher Tools
Teacher Products

Yes They Can!

Students In Action

Burger School (Student presentations and skits)

Video DocumentWho's on First
Video DocumentCloudy with a Chance of Meatballs
Video DocumentHoneymoon History
Video DocumentThe Flintstones