leslie wolff, otr/l-progress center jessica lawrence, m ed-longview sd
DESCRIPTION
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. - PowerPoint PPT PresentationTRANSCRIPT
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
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%,K-21, 15%)
8 elementary schools, 3 middle, 2 high schools
District Services HistoricalBackground/Timelines
2006-07School District:5 district staff were in 3rd year of participating in
ESD “Autism Cadre” (intention was to have in-district staff who could help building problem-solve 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 HistoricalBackground/Timelines
2006-07 District (continued)No district-wide articulated Instructional therapeutic model in placeEducational 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
2006-07Program staff lacked an articulated therapeutic model or educational framework for supporting students with social communication or emotional regulationInterventions varied by individual staff experiences and trainingSensory integration strategies and Floor Time strategies were employed by some staffTransitions between Progress Center and District were rudimentary with little communication between sending and receiving staff
District Services HistoricalBackground/Timelines (continued)
2006-07Broadway experienced parent challenge to the quality of services and lack of articulated model for students with autismBroadway was accepted and commenced training as a UW Project Data outreach 2007-08District 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 HistoricalBackground/Timelines (continued)
2008-101. Broadway commences an extended day team model pilot2. 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 HistoricalBackground/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 OTR3. SLP Consultation4. 2 Para Education Staff5. Willing K Teacher6. Enlightened Principal and School Psych
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
Progress Center and district leadership provided support/resources and training for the Trellis staff
Ongoing shared planned knowledge development over time
Common assessment and planning tools
Intervention case studies consultation
Parents as partners with home program alignment and joint parent education activities
Planned, careful, integrated transitions
**** SIZE OF COMMUNITY MADE IT RELATIVELY EASY!
SO-How Does It Work at Progress Center
Trellis Team as Hub at PC Child Identification Challenges (see checklist in
handouts)
Referrals Communication with Parents Getting Started
SO-How Does It Work at Broadway 3-5
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?
Transition Planning Service Model Teaming Parent Education
COMMON SUPPORTS ACROSS PROGRAM LEVELS
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
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??