Classroom Spotlight: Riverside Elementary School – Grants Pass, OR

We are delighted to feature the PALS Program from Riverside Elementary School in Grants Pass, OR as our Classroom Spotlight for this issue of the OrPATS Newsletter! The PALS (Personal Academics and Life Skills) Program at Riverside is split into two classrooms, taught by special educators Justine Marsh and Ashley Rocha, along with several dedicated paraprofessional staff. This program utilizes the STAR Program as their primary curriculum, incorporating both 1:1 evidence-based instruction, as well as, small group and large group learning. They also include other evidence-based strategies and programs, such as elements from the TEACCH model and the Edmark Reading Program.

The PALS Program at Riverside has evolved significantly over the years. SPED Director Kirk Kolb (now the superintendent for the Grants Pass School District) first established the PALS Program in 2014 after witnessing a large influx of students with ASD and limited functional skills from local EI/ECSE programs. “He has been a huge support to our classroom…helping us have the materials and staff numbers to be successful,” says Justine. Initially, PALS began as one classroom, but eventually grew into two classroom spaces run by Justine. Ashley started as a PALS teacher during the 2017-18 school year, and now the two classrooms are run separately by both teachers. The PALS team also includes: Kirby Erickson (Autism Specialist), who has dedicated many hours to setting up the classroom for success; Deborah Collins (Speech and Language Pathologist), who establishes core vocabulary lessons and augmentative communication systems for students; Rebeccah Bieri (Occupational Therapist), who has been a resource for meeting sensory needs as a method of addressing challenging behavior; and, of course, a group of dedicated paraprofessionals! “I have an amazing group of assistants who work very hard,” says Justine. This team has strongly advocated for appropriate resources for their students, which has led to the construction of separate DT “rooms” in each classroom, a blocked-off area for PRT, more consistent staffing, and a fenced-in playground directly outside of both rooms. “I arrived at the model I have today from the support of classroom specialists and the trainings and guidance I have received from several OrPATS staff,” says Justine.

Currently, this program serves 16 students in total between the two classrooms. All students have an ASD eligibility, and most of them are still learning functional communication skills, as well as, the pivotal skills necessary for succeeding in a classroom environment. Students are split between the two rooms based on academic level, functional skills, and need for sensory input. Justine’s class currently has ten students ranging from kindergarten to 4 ^th grade, and Ashley’s class has six students ranging from kindergarten to 5 ^th grade. Justine and Ashley have worked closely together to create a unique schedule that allows for some students to move back and forth between classrooms, based on academic need. Their daily schedule utilizes rotations (15-20 minutes long) to include two DT sessions and one PRT session per student, as well as opportunities to generalize skills during independent work, small group instruction, and functional routines throughout the day.

The PALS Program invites peer volunteers into the classroom, as well. Justine pairs third, fourth, and fifth grade students from Riverside with a PALS student to spend time with throughout the year, encouraging social skill practice and opportunities for independence. These helpful peers often ask to sit with PALS students during lunch and volunteer to help the classrooms during school-wide activities. Justine and Ashley also work closely with parents, sending daily communication notebooks back and forth, sharing community supports and resources, and creating social stories and visual supports for home use. Justine aligns her IEP goals with STAR lessons and finds the STAR Learning Profile to be a helpful visual for families during IEP meetings to highlight growth in each curricular area. Commenting on her involvement with OrPATS, she shares, “I have loved all of the OrPATS support I have received over the last five years. I love that STAR is evidence-based and really does work! I have seen so much growth with all of my students. Some of them I have had for five years and they are doing things I never thought I would see them do in elementary school.” 

New Autism Consultant/Specialist Training

The OrPATS Project, in collaboration with the Oregon Regional Programs and the Oregon Department of Education, offered this 2 Part, 4 Day training and had over 35 participants from all regions of the state!

 

This year's training welcomed new or newer regional and district ASD Consultant/Specialists, Special Education Teachers, School Psychologists, Speech/Language Therapists, Occupational Therapists and Physical Therapists. Participants focused on autism characteristics, the Oregon eligibility procedures and functional communication during the November training. Our February dates were rescheduled due to inclement weather conditions, but part 2 recently concluded on April 22 & 23, 2019 and for this 2 Days, participants focused on evidence-based practices, positive behavior supports, transition planning, visual supports and instructional coaching. The opportunity to have staff join together for training and collaboration is always appreciated and we want to thank everyone who joined us as well as those who assisted with planning and preparation for this annual event!

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