--- ## title: VISTA Autism Center Presentation .pptx --- ## VISTA Autism Program ## Valuing Individual Student Talents and Abilities ## FRIDLEY PUBLIC SCHOOLS ## Agenda ## ●VISTA Framework: Setting IV Autism Program ## ●Student Population: Who We Serve ●Specialized Supports and Services ## ●Family, School, and Community Partnerships ●Referral and Enrollment Process ●Questions and Discussion ## THE VISTA FRAMEWORK ## V ## Valuing (The Core Foundation) ## I ## Individual (Personalized Excellence) ## S ## Students (Our Purpose) ## T ## Talents (Strength-Based Growth) ## A ## Ability (The Outcome of Care) ## THE VISTA FRAMEWORK ●VISTA Autism Program will be co-located at ## the Fridley Community Center ●Has its own entrance and serves as its own individual school learning environment. ●Learning space is for students, staff and families only. ●Opening Fall of 2026 ## Federal Setting IV Autism Programming ## Federal Setting IV Definition ## Specialized Care and ## Educational Supports 50%+ of the school day spent in a separate program Students receive comprehensive special education and therapeutic services outside the general education environment to best support their unique behavioral and sensory needs. ## Honored to Serve Students with Autism ## What Makes Autism Unique Rather than a linear scale of "mild to severe," autism presents as a dynamic Spectrum Wheel of overlapping traits and dimensions. ## Sensory Processing Unique ways of experiencing and responding to environmental stimuli, requiring tailored, highly supportive learning spaces. ## Communication & Social Diverse verbal and nonverbal interactive styles that foster deep, highly authentic social connections. ## Cognitive Style Exceptional natural capacities for detail-oriented task execution, profound hyper-focus, and systematic analytical thinking. ## Honored to Serve Students with Autism ## Sensory Processing Creating environments where students can regulate, engage, and learn. ●Predictable routines and visual supports ●Sensory-responsive learning environments ●Individualized regulation strategies ●Pyramid Model strategies to support social-emotional development ## Honored to Serve Students with Autism ## Communication & Social Expanding meaningful communication and authentic connections. ●Multiple modes of communication, including AAC and visual supports ●Explicit instruction in social communication ●Relationship-centered practices ●Teach to Heal strategies that build connection, safety, and belonging ## Honored to Serve Students with Autism ## Cognitive Style Building on strengths, interests, and individual ways of learning. ●IB inquiry-based and student-centered learning ●Strength-based instructional practices ●Opportunities to explore interests and develop areas of expertise ●Explicit, structured instruction with opportunities for deeper thinking and problem-solving Each classroom: 6 Students 1 Teacher 2 Paraeducators ## Therapeutic Environment ## Classroom Design Structuring for Sensory & ## Learning Needs We carefully organize physical environments to provide students with the predictable, safe, and specialized spaces they need to thrive. ## Quiet Sensory Corners Dedicated, low-stimulus spaces within the classroom designed for active self-regulation and calming. ## Visual Schedules Clear, accessible timelines displaying daily routines to reduce transition anxiety and build independence. ## Sensory Rooms Fully equipped, specialized environments tailored to meet intense sensory and self-regulation needs. ## Referral and Enrollment •Referral from an FPS Neighborhood School: A referral for Setting IV programming may be initiated by an FPS neighborhood school when a student currently receiving Setting III services continues to demonstrate needs that cannot be adequately addressed through the student’s current level of support. The referral should be supported by appropriate data collection, ongoing interventions, and collaborative team decision-making. •Referral from a Non-Neighborhood School: A similar process would be followed for students attending a school outside of their neighborhood school or resident district. The parent or caregiver would work with the student’s home/resident district to initiate the referral process and determine whether consideration of Setting IV programming is appropriate based on the student’s individual needs and available data. ## Questions / Comments