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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.

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slide1

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
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
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
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 historical background timelines
District Services HistoricalBackground/Timelines

2006-07

School 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 historical background timelines1
District Services HistoricalBackground/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
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
District Services HistoricalBackground/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 continued1
District Services HistoricalBackground/Timelines (continued)

2008-10

  • Broadway commences an extended day team model pilot
  • 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
  • Broadway commences a Head Start/Inclusion classroom-6 students with autism/10 typical (team taught)
  • Broadway and Progress Center commence a Trellis Team Professional Learning Community with monthly study meetings.
  • Trellis Team is born!
district services historical background timelines continued2
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

OT

SLP

Early Childhood Special Education Teacher

Broadway

Early Childhood Special Education Teacher

.5 SLP

2 Para Education Staff

5 Classroom teachers open to consultant coaching and suppport

Team Composition
team composition1
Team Composition

Northlake Elementary Extended Day K

  • Early Childhood Special Education Teacher
  • .5 OTR
  • SLP Consultation
  • 2 Para Education Staff
  • Willing K Teacher
  • Enlightened Principal and School Psych
essential variables for collaboration
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
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
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
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
SO-How Does It Work at Extended K?
  • Transition Planning
  • Service Model
  • Teaming
  • Parent Education
common supports across program levels
COMMON SUPPORTS ACROSS PROGRAM LEVELS
  • VISUALS FOR COMMUNICATION
  • SCHEDULES WITHIN SCHEDULES
  • SENSORY SUPPORTS
  • MATERIALS AND SUPPORTS
slide30

Regulation

Support In

Kindergarten

what does it look like video clips watch for consistency in supports across settings
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