Once upon a time..
We worked in a suburban school district that had approximately 10,000 children, including 3 inclusive early childhood classrooms, serving children ages 3-5 with disabilities. As the OT and psychologist responsible for assessing these children we frequently found ourselves frustrated with the standardized tools as they often left us with a number but no specific information for classroom goals. In addition, we also received referrals from outside programs serving infants and toddlers, who had gone through formal assessments and had been deemed untestable. Needless to say this was very distressing for families.

1991-1992 – read TPBA book,

--during our traditional screening at PAT we realized that as children were in waiting room play was observed . often times we found ourselves using that information vs. the standardized testing.
-- laura came across TPBA book through CEC
--laura read over weekend (just like the switch book)
--laura shared with ec team (Denise, Debbie, Wendy, Teresa)
-- presented information to boss Bruce
-- June of 1993 – team went to Colo for week long summer institute. (Wendy, Laura, Denise, Debbie, Teresa) spent a week for training, saw example after example of children demonstrating their skills through play
-- back to administrator that fall to convince Bruce because at that time the states requirements to identify EC children with disabilities required standardized assessment.
-- started TPBA with random selected families and compared results with standardized testing – we found we were consistently determining eligibility appropriately using the TPBA – families were able to participate in assessment and developing the IEP, and carrying out goals at home through use of TIPS/TAPS sheets
-- key part lent itself to help develop IEP goals through PLAY – and wrote transdisciplinary play based goals. – didn’t see individual therapies, treated children through holistic approach
-- as district and hence the ec program grew, additional staffed needed to be trained. In order to sustain the energy and emotional enthusiasm the original team had, the district brought Toni Linder in to train our new staff.
-- Toni conducted a 2 day in-service training, and on the third day she assessed a child within our community. She asked for us to give her one of our “untestable” kids on numerous occasions. The child was severely muplitiy handicapped; with little motor ability – (gathering the troops)
-- teams started conducting TPBA on Fridays, using TPBI for developing family friendly IEP development
-- Bruce requested and received a waiver from the state to identify that TPBA could be used as our primary evaluation with other standardized tools as needed.
-- Bruce supported our use of TPBA however required our team to conduct reliability and gather family feedback supporting the families role. Parent reflected 100% preference for TPBA vs. standardized testing done in previous situations. The parents particularly like the parent participation. –
- team started using TPBI to write goals for IEP development , TIPS/TAPS sheets ,
-- after gathering data for a year, sharing the data with Bruce , laura wrote and received a Best Practice reward for Assessment
-- Laura and Denise presented at several NAEYC national and mid-western conferences, and also several local and regional training on TPBA/TPBI/ goal writing with school districts, KITS project, and Pittsburg State university. At Ottawa University we taught semester courses to EC students
-- team developed TPBA screening, Toni reviewed, and BV team started using for monthly screenings.
-- BV sponsored TPBI workshop the brought Toni Linder back to KC for further intervention training
-- Story Book curriculum began
-- continued to keep contact with Toni over the years

-- After 2 years and more data collection for reliability to determine if we were testing /placing correct children – developed and collected data regarding screening.
-- Then we received Best Practice for TPBI

AT THE PEAK there was 100% participation across the staff and classrooms within BVSD. The staff had tripled in size.

n E-mail and letter from laura mac – for end of report

--- Now today, 16 years later, … implementation for TPBA continues within the district, however as district grow, leadership has changes and the district suffers from economy times, which has impacted training. TPBA is time intensive model and has suffered as a result.