The Community School. Admissions Information Session

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Horatio Owen
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1 The Community School Admissions Information Session

2 Staff Overview Dave Nelson, LPC Executive Administrative Director Beth Champ, LPC Executive Clinical Director 17 Staff members, with 17 providing direct service 7 Licensed Mental Health Professionals 2 Certified Teachers 14 DIR/Floortime Certified Professionals

3 Our History What was the context for autism intervention, including adolescent and young adult work, years ago?

4 Our History We opened our doors in Fall 2005 with 7 students in a school program. Formally added a Young Adult program in Fall 2011.

5 Our History In Fall 2017 we re-organized to create a seamless, supportive transition program for adolescents and adults that is organized by peer cohorts.

6 Who Do We Serve? Adolescents (and near-adolescents) who have struggled in other school settings, public and private. Young adults who have finished high school but are struggling to make the jump to adulthood, including college, work, and independent living. People who may need lots of support in multiple areas, but who are capable of setting goals and making progress in their lives. People who want relationships with others but whose capabilities are still emerging and whose opportunities to connect with others are inconsistent.

7 Who Do We Serve? People who identify on the autistic spectrum People who may have been labeled (either together or singly): Sensory Processing Disorder Specific Learning Disabilities ADHD Anxiety and/or Depression OCD or Tourette s Syndrome Down Syndrome People who present with a range of mood and behavior issues that have made it difficult for them to find success People who fit into our community and who can receive benefit from being here

8 Program Overview Therapeutic program for year olds who need support in socialemotional development and independence; Serve families Piedmont Group Candler Group Oakhurst Group Kirkwood Group Goals: HS diploma/college, FT employment, independent living Less intensive support Larger cohort Goals: supported employment, supported living, HS certificate/ functional academics More intensive support Smaller cohort Goals: semisupported employment, semi-supported living, HS diploma/career training Mid-level support Smaller cohort Goals: Meaningful connection to peer community; regulation Individualized support Moving towards joining another cohort

Program Logistics Piedmont Group Full-Time:5 days a week; 9:30 3pm (with HS), 9:30 1pm (no HS) 8-12 Families Oakhurst Group Full-Time:5 days a week; 9:30 3pm 3-6 Families

9 Program Logistics Piedmont Group Full-Time:5 days a week; 9:30 3pm (with HS), 9:30 1pm (no HS) 8-12 Families Oakhurst Group Full-Time:5 days a week; 9:30 3pm 3-6 Families Candler Group Full-Time:5 days a week; 9:30 3pm 5-8 Families Kirkwood Group Individualized schedule based on readiness; Begins with 1-on-1 work and increases over time 2-4 Families

10 What Services Comprise Our Program? Social-Emotional Growth - DIR Philosophy - Interest & Skill Development Transition - Education - Career - Community Community Family Services - Support - Education - Social Independence - Life Skills - Money, Health, Transportation - Social Communication

What Makes Us Different? We Get to Know our Participants Well and Respect their Needs and Goals from the Outset. We Create Time, Space, and Opportunity for People To Be Understood. Know Themselves.

11 What Makes Us Different? We Get to Know our Participants Well and Respect their Needs and Goals from the Outset. We Create Time, Space, and Opportunity for People To Be Understood. Know Themselves. Build Meaningful Relationships. Academic, Transition, and Independence Success Happens at the Participant s Pace. Our Curriculum and our Methods Change to Meet Each Participant s Needs. Family Support is a Built-In Part of our Approach. Reward and Punishment is not Part of our Vocabulary.

12 Our Program Foundation

Takes into account the highly individualized way that all people experience the world from sensory, biological, and cultural standpoints.

13 DIR/Floortime Model A comprehensive model of human development developed by Dr. Stanley Greenspan and often applied in the world of autism. Based on the idea that growth and learning occurs primarily through affect-based interactions. Takes into account the highly individualized way that all people experience the world from sensory, biological, and cultural standpoints. An evidence-based practice that helps us to focus on the essential building blocks of human development to foster better relationships, better problem-solving, and a greater sense of purpose and meaning.

14 DIR/Floortime Model: Basic Goals Emotional and Physical Regulation Engagement and Reciprocity (Interaction) Social Problem Solving Logical Thinking

15 Mastering These Basic Goals Leads To... More Successful Communication More Realistic Thinking Greater Pleasure and Emotional Durability Greater Empathy Better Perspective-Taking Better Cognitive Functioning More Successful Relationships Increased Participation in Community More Independent Functioning

16 Top Ten Skills Employers Look For 1. Ability to work in a team structure 2. Ability to make decisions and solve problems (tie) 3. Ability to communicate verbally with people inside and outside an organization 4. Ability to plan, organize and prioritize work 5. Ability to obtain and process information 6. Ability to analyze quantitative data 7. Technical knowledge related to the job 8. Proficiency with computer software programs 9. Ability to create and/or edit written reports 10. Ability to sell and influence others

17 What Are The Developmental Capacities (the D )? Calm, Organized, Self-Regulation Shared Attention Engagement Two-Way Reciprocity and Gestural Communication Shared Social Problem-Solving Emotional Ideas Complex Logical Thinking The more engaged and interactive you are, the more rapidly and completely you learn to participate in communicating, complex relationships and successful social problem-solving.

18 What Are Individual Differences (the I )? Sensory Reactivity and Processing Language Processing Visual-Spatial Processing Motor System Processing (including motor planning and sequencing) Health Issues Family/Culture/Environment Issues How your body experiences the world affects how easily you relate and communicate with others.

19 What Is The Role of Relationships (the R )? Learning is social. It occurs during emotionally meaningful tasks and interactions. Sustained interactions with a trusted partner lead to affective co-regulation, emotional modulation, and improved thinking, communicating, and problemsolving. We function at our best within nurturing, affectively warm, connected relationships with caregivers who are attuned to our individual processing differences.

20 TCS: Five Core Tenets Effective growth occurs when individuals are calm & regulated Growth should be person-centered Meaningful growth arises from emotional experience Effective growth happens in the context of a warm, empathetic relationship The goal of education and transition is to become an active, engaged individual

21 Social-Emotional Development

22 Social-Emotional Development Our Foundation: The DIR/Floortime Model Specific Components That Support Social- Emotional Growth Individual Counseling Group & Family Counseling Affinities-Based Learning & Themed Groups Thursday Hiking/ Social Groups

23 Transition

Academic Education Support participants in reaching their academic potential that is aligned with their long-term goals, including middle and high school academics Multiple diploma tracks: accredited

24 Academic Education Support participants in reaching their academic potential that is aligned with their long-term goals, including middle and high school academics Multiple diploma tracks: accredited high school, including collegeready and/or vocational focus, functional skills Individualized academic plans Small classes and often individual tutoring Affinities-based work and experiential learning Flexible pace for coursework and for program Strong emphasis on foundational skills and remediation of holes ; meaning is essential

25 Career and Community Help participants transition into more independent living and engagement with their communities Build relationships with local organizations in order to create community-based experiences Individualized based on a participant s skills, goals, and values, but it may include: HS/College support Internship support Job seeking and coaching Community involvement volunteer, social, etc

TCS Corporate Partnerships We are creating corporate

sustainable by being mutually beneficial.

26 TCS Corporate Partnerships We are creating corporate partnerships that do more than simply accept and/or tolerate difference. We want strong community relationships that are sustainable by being mutually beneficial. New American Pathways (NAP) Live Thrive/CHaRM FurKids Urban Recipe Farmer D. Organics The Wylde Center YMCA Fernbank Alliance Theater Center for Puppetry Arts Atlanta Kick Stride Ahead Tazikis Greek Restaurant

27 Independence

28 Independence Curriculum: Overview A broad, three-year plan built on the core tenets Created in a spiral, or recurring, design to allow for reinforcement and expansion as well as the introduction of new participants over time Implemented in an individualized, flexible way Units taught in multiple contexts: individually, dyads, small groups Units taught as stand-alone subjects and/or in an integrated approach (e.g., Outing Group)

Independence Curriculum: Content Areas Safety

Recreation/Affinities Community Computer

29 Independence Curriculum: Content Areas Safety Self Care Personal Transportation Nutrition Public Transportation Daily Living Skills Health Sex and Sexuality Communication Recreation/Affinities Community Computer Safety Personal Responsibility Personal Finance Personal Organization

30 Independence Curriculum: Implementation Generate desired goals from both participants and families. Assess participant s readiness and motivation Match participants with peers and staff with the best fit and provide the best opportunities for relationship growth Re-assess and tweak as needed throughout year

31 Family Services

32 TCS Family Support Goal -To provide therapeutic support to each family, which includes but is not limited to: Ongoing communication and collaboration Monthly phone calls Biannual team meetings person centered planning Education Parent Education Series for new families Spring Parent Education Workshop Thursday, March 1, 2018 Support Family therapy Monthly support groups Community social activities

33 Program Overview Social-Emotional Growth - DIR Philosophy - Interest & Skill Development Transition - Education - Career - Community Community/ Core Tenets Family Services - Support - Education - Social Independence - Life Skills - Money, Health, Transportation - Social Communication

34 Other Services

35 Summer Program Six Week Schedule, sign up week-by-week 3-day (Tues-Thurs) and 4-day options, 3 hours daily Includes participants from full program and summer-only participants Optional individual counseling and social group Thursday: hike/community outing Friday (4 th day): gaming group

36 Hourly Services Individual Counseling (includes play-based Floortime and/or talk therapy) Afterschool Social/Counseling Groups Thursday Hiking/Lunch Group Tutoring

37 Consultation and Training IEP support School and Program Design, Startup, and Maintenance Professionals Training Community Education

38 Questions?

The Basic Course on the Greenspan Floortime Approach. Mastery Test Instructions & Questions

The Basic Course on the Greenspan Floortime Approach Mastery Test Instructions & Questions Participants will have an opportunity to demonstrate mastery of the basic concepts presented during this training