Transcript longview school district birth-k trellis team support program for

The Trellis Approach-A
Progressive Educational
Model for Children with Autism
from Early Intervention to
School Age
Leslie Wolff, OTR/L-Progress Center
Jessica Lawrence, M Ed-Longview SD
Mary Carr-Wilt, Administrator-LVSD
LONGVIEW SCHOOL DISTRICT
BIRTH-K TRELLIS TEAM SUPPORT
PROGRAM FOR YOUNG CHILDREN
Definition: Trellis: Lattice
work used to support
climbing plants-
(Metaphor for providing
sturdy aligned supports
across ages and grade
levels as our young
students and their families
develop social, emotional,
and academic
competency!)
Organizational Context-The
Partners
Birth to Three Early Intervention: Progress Center
(serving Cowlitz and North Clark County for 50 years)
Longview School District 3-5 Year Old Special
Education Services: Broadway School (since 1995)
Longview School District Extended Day Kindergarten
Pilot-Northlake Elementary School (established in
2010-11 school year)
COMMUNITY/SCHOOL
DEMOGRAPHICS
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SW Washington I-5 Corridor Small City within
Cowlitz County that experiences high rates of
poverty, unemployment, and multiple related risk
factors-Population approximately 35,000.
Progress Center O-2 (53 students)
3-5 (126 students)
K-12 Population of 6,571 students (13.3% with IEPS)
Approximately 10% -15% of B-21 IEP students with
primary or secondary autism (0-2, 11%, 3-5, 13%,K21, 15%)
8 elementary schools, 3 middle, 2 high schools
District Services Historical
Background/Timelines
2006-07
School District:
5 district staff were in 3rd year of participating in
ESD “Autism Cadre” (intention was to have indistrict staff who could help building problemsolve how to serve students with autism)
1 OT was supported to be certified in RDI
(Relationship Developmental Intervention)
autism model intended to provide home
intervention to all parents of district students
with autism
District Services Historical
Background/Timelines
2006-07 District (continued)
No district-wide articulated Instructional
therapeutic model in place
Educational strategies varied by individual
staff throughout the district:
-Some discussion/practice of ABA strategies
-Some staff using TEACCH strategies learned
at workshops
-Beginning use of PECs in some buildings
Progress Center-Birth to Three
Service for Cowlitz County
2006-07
Program staff lacked an articulated therapeutic model
or educational framework for supporting students with
social communication or emotional regulation
Interventions varied by individual staff experiences and
training
Sensory integration strategies and Floor Time
strategies were employed by some staff
Transitions between Progress Center and District were
rudimentary with little communication between sending
and receiving staff
District Services Historical
Background/Timelines (continued)
2006-07
Broadway experienced parent challenge to the quality
of services and lack of articulated model for students
with autism
Broadway was accepted and commenced training as a
UW Project Data outreach
2007-08
District special education staff (Pre-K 8) attended an
Autism and Early Intervention Using a SCERTS
framework (Amy Weatherby) workshop at ESD in
Olympia.
District Services Historical
Background/Timelines (continued)
2008-10
1.
Broadway commences an extended day team model pilot
2.
Progress Center and Broadway Pre-K Staff attended a
SCERTS model training at ESD in Vancouver and sketched
out the concept for aligned services and supports to families in
both programs. Progress Center agrees to dedicate a team to
serve infants and toddlers who exhibit social communication
and/or emotional regulations difficulties
3.
Broadway commences a Head Start/Inclusion classroom-6
students with autism/10 typical (team taught)
4.
Broadway and Progress Center commence a Trellis Team
Professional Learning Community with monthly study
meetings.
5.
Trellis Team is born!
District Services Historical
Background/Timelines (continued)
2010-11
Northlake Elementary School agrees to host Extended
Day pilot program and Preschool Teacher “moves up”
with 6 students with autism
Trellis Team continues to meet and transitions between
0-3 and Broadway and Broadway-K are planned deeply
with supports in place in advance of transition
Parent education activities are added to the activities of
the Trellis team
Team Composition
Progress Center
1.
OT
2.
SLP
3.
Early Childhood
Special Education
Teacher
Broadway
1.
Early Childhood
Special Education
Teacher
2.
.5 SLP
3.
2 Para Education Staff
4.
5 Classroom teachers
open to consultant
coaching and suppport
Team Composition
Northlake Elementary Extended Day K
1.
Early Childhood Special Education
Teacher
2.
.5 OTR
SLP Consultation
2 Para Education Staff
Willing K Teacher
Enlightened Principal and School Psych
3.
4.
5.
6.
ESSENTIAL VARIABLES FOR
COLLABORATION
Trellis
began with the acknowledgement of research indicating
that intervention by age 3 can prevent secondary effects of
cognitive impairment w/o intervention
Shared
belief that organizing services around a framework that
integrates social competence, emotional regulation and explicit
adult support strategies rather than a single methodology best
served our students, families, and collaboration goals
Clear
eligibility and service guidelines were established for each
level of service
Common
model/tools for assessment and planning across all 3
levels, with annual training provided
ESSENTIAL VARIABLES-PLC
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Progress Center and district leadership provided
support/resources and training for the Trellis staff
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Ongoing shared planned knowledge development over time
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Common assessment and planning tools
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Intervention case studies consultation
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Parents as partners with home program alignment and joint
parent education activities
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Planned, careful, integrated transitions
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**** SIZE OF COMMUNITY MADE IT RELATIVELY EASY!
SO-How Does It Work at
Progress Center
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Trellis Team as Hub at PC
Child Identification Challenges
handouts)
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Referrals
Communication with Parents
Getting Started
(see checklist in
SO-How Does It Work at
Broadway 3-5
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Transition Meetings with PC and early
identification (about 80%)
Transition Supports
Extended Day Services (classroom options
3/4s): Screening, Observation, Service Levels
Classroom Coaching
Parent Education
ECEAP team teaching
SO-How Does It Work at
Extended K?
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Transition Planning
Service Model
Teaming
Parent Education
COMMON SUPPORTS ACROSS
PROGRAM LEVELS
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VISUALS FOR COMMUNICATION
SCHEDULES WITHIN SCHEDULES
SENSORY SUPPORTS
MATERIALS AND SUPPORTS
Visuals and Sensory Supports
Begin Early at Progress Center
Early Communication Support
SENSORY MOTOR SUPPORTS
EXTENDED DAY PRE-K TO THE RESCUW
BEGINNING PRESCHOOL
SCHEDULE
GAINING INDEPENDENCE IN
PRE-K
Sentence and Feeling Communication in K
(Emotional Supports)
Work-Time
Supports in
Kindergarten
Regulation
Support In
Kindergarten
What does it look like? (VIDEO CLIPS)Watch for consistency in supports
across settings
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Child A: “Progress” from Progress
Center to Broadway 3-5 Program
Child B: “Progress” over time-Broadway
to Fall K to Spring K
TAKE A SENSORY BREAK
QUESTIONS??