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Service providers
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Behavior Intervention Specialist
Two Rivers Transition Program has a Behavior Intervention Specialist (BIS) as part of their staff. The BIS helps create the programming for individual students whose behaviors impact his/her ability to learn and/or the ability of others to learn. By consistently building relationships and implementing proactive, evidence-based practices that support the dignity of each young adult, and positive behaviors will emerge and be further developed.
In addition to working directly with individual students who have BIPs, some additional roles and responsibilities of the BIS include:
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Support case managers in implementing Behavior Support Plans after a Functional Behavioral Assessment (FBAS) has been completed.
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Support staff in understanding and implementing Individualized Education Program (IEP) goals.
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Monitor building-wide behavior data, facilitate behavior data discussions, and adjust programming as needed.
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Collaborate with team leads to coordinate support para roles, develop routines for when support paras respond outside of their team, and to build schedules accordingly.
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Provide training and certification in Professional Crisis Management (PCM) or Crisis Prevention Intervention (CPI) training.
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Provide refresher training on additional best practice prevention and de-escalation strategies and positive programming
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Help coach and support staff in making visuals and collecting data
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Collaborate with other Behavior Intervention Specialists in the district on an ongoing basis
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School Psychologist
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Supports students through administering, interpreting, and integrating psychological and educational assessments to determine needs related to learning
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Provide mental health, counseling, and crisis management services that address needs at school and home to help students succeed academically, emotionally, and socially.
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Collaborates with all stakeholders
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School Social Worker
The social worker provides one to one guidance during the school day and connects students to a wide variety of resources within the community.
The social workers can help address issues related to:
- Basic needs including food, clothing, and shelter
- Navigating social challenges
- Emotional and behavioral issues
- Mental health concerns
- Assisting students with community resources
- Communicating on the student's behalf with school staff and community providers
- Finding appropriate support groups and/or other resources
- Supporting homeless and highly mobile students and families
- Supporting pregnant and parenting students
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Speech Language Pathologist
Speech-Language Pathologists (SLPs) in the school setting are an integral part of a school’s special education team. SLPs provide services at the 18-22 year transition level with either or both direct and consultative support to assist students in meeting their Individualized Education Program (IEP) goals in Independent Living, Post Secondary Education and Training and/or Employment.
SLPs work with students one-on-one, in small groups, or support them indirectly. They may coordinate with special education teachers to co-teach a lesson or class, and/or provide support to families or caregivers with suggestions, strategies, or resources for their student’s communication success.
SLPs participate in students’ triennial evaluations through the school district to determine eligibility or a continuing need in the area of speech and language.
Areas of support:
Students with other primary disabilities (e.g. developmental cognitive delay, learning disabilities, physical impairments, and autism spectrum disorder) may demonstrate communication difficulties that occur with, or are separate from, their primary disability and require specialized services from an SLP. These areas may include:
- Functional communication
- Support students to effectively learn to communicate wants and needs through sign language, gestures, verbalizations or via Augmentative/Alternative Communication (AAC).
- Evaluate, modify, provide training, implement, and support varied levels of assistive technology from low-tech picture based systems to high tech verbal output communication devices (such as dedicated systems, or tablets with communication applications).
- Social communication
- Make requests and choices.
- Use appropriate greetings and closings.
- Initiate and maintain conversations while staying on topic.
- Understand and appropriately use the rules for verbal and nonverbal communication.
- Ability to take the perspective of others (inferring others’ thoughts and feelings).
- Ability to vary speaking style to fit the situation.
- Problem-solving.
- Understand and use non-literal language (indirect requests, idioms, sarcasm, etc).
- Practice social skills in various environments: how to ask for help in a store, how to order in a restaurant, how to have an appropriate conversation with various listeners, and how to have a successful interview.
- Other areas:
- Speaking clarity
- Fluency
- Voice disorders
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Work coordinators
Employment
Employment is one of the three main transition areas addressed at Two Rivers Transition Program. At Two Rivers Transition Program, students work with their Special Education Case Managers and their Work Coordinators (licensed special education teachers) and team members (i.e. family members, county workers) to plan their course of learning and their path to graduation.
Two Rivers Transition Program staff is committed to supporting our students as they build the work skills they need to enter the workforce. Based on the student’s interests and needs, there are many opportunities available to our students. Opportunities for students may include:
- Direct instruction in a work experience seminar class:
- Purpose of work
- Professionalism in the workplace
- Safety at work
- Communication skills
- Critical thinking and problem solving
- Teamwork
- Self-assessment of interests and skills
- Career research
- Resume and interview skills
- Volunteer (non-paid) district and community worksites
- Paid training worksites (coordinated through Bridges and outside providers)
- Assistance in obtaining competitive employment
Do you (or your student) meet the criteria below?
- Receiving special education services
- Have not received a high school diploma
- Under the age of 21
- Have transition needs in the areas of employment, independent living and postsecondary education
