PROMISE Years PROMISE Years Partners Researching Options to Maximize Integrated Service for Early Years Presentation Presenters: Dale Kotowsky Cheryl Dyer-Vigier Lynn Cory

Introduction School Divisions, Community Health Providers and Social Services Agencies within the southern part of Assiniboine Regional Health Authority have enjoyed a partnership for many years.

Our Goals The goal of Promise Years is to provide speech and language services,occupational and physiotherapy services to rural pre-school children and parent-child programming focusing on parenting, nutrition, literacy and building community capacity.

Three Programs Speech and Language Program Parent Child Program Occupational Therapy/Physiotherapy Program

Speech and Language Improve available speech/language programs for pre-school children. Increase in the number of clients receiving programs. Improve communication skills for the target population. Enhance community awareness of communication disorders and availability of programs.

Enhance the quality of parent-child relationships. Enhance the communication between parents and service providers

Parent Child Program Parents will gain skills and become more confident in their parenting role. Children will live in caring homes that promote physical, social and mental growth. Children will learn and play in safe environments. Parents will build strong community connections This program and all its services are voluntary to families.

Occupational/Physiotherapy Programs Identify children with delays in fine and gross motor skills. Improve availability of OT/PT services for school-age and pre-school children. To provide service to children in their community environments. To increase communication between parents/caregivers and the service providers.

Intake Process Intake is accomplished through the collaborative/cooperative model of the four school divisions; Prairie Spirit, Turtle Mountain, Southwest Horizon and Fort La Bosse. Promise Years accepts all referrals for purposes of prioritization and determination of need of service. Referral forms are sent to the school division office that serves the catchment area for the family and the Student Services Coordinator for the appropriate division manages the referral. Referrals are forwarded on to the appropriate therapist. A case history form, brochure and authorization for assessment will then be sent to the family.

An appointment for an assessment will be arranged, when completed a diagnostic report will be sent and a program planning meeting will be arranged. At the program planning meeting the assessment results will be reviewed and a program plan will be developed, a family contract and program planning documents will be signed Progress will be monitored on a regular basis and client satisfaction surveys are distributed to families.

Cooperation and Collaboration is key to the intake process. Student Services Coordinators from each Division meet regularly with Therapists and the Parent/Child Coordinator to review caseloads, programs and planning needs.

Program Numbers Pre-school Speech Language: 116 Occupational Therapy: pre-school 17 school age 114 Physiotherapy: pre-school 14 school age 75 Parent Child Program: 13 communities served Programs offered: Ready to Sing, Read, Create, Play, Mother Goose, Getting Your Child to Eat, Step 2, Mothers & Daughters In Touch, Rock & Read. Offering training in Alphabet Soup and Bookmates. Workshops in Early Years in two divisions.

Service Providers 2 Occupational Therapists 1 Physiotherapist 7 Speech/Language Pathologists 1 Parent/Child Program Coordinator

Service Delivery Model Our collaborative model involves service delivery through the School Divisions where both pre-school and school age children receive required services. Teams of professionals meet to solve problems and develop solutions. Our model centers on a trusting relationships where partners respect each other. Our therapists interact directly with children and their families in their local communities to develop programming to meet the needs of children. Extensive follow-up and evaluations are provided and are very important for effective results. All School Division Boards of Trustees are supportive and are key to the success of our programs.

Limitations Geographical area, mileage/travel costs Increase of number of children needing services. Divisional boundary issues-we work as a region and can not be restricted by boundaries. Clinician certification with MECY Challenges to the Service Delivery Model

Highlights Number of Children on programs indicate that therapy services are accessible at the community based level. Smooth transition between pre-school and school programs. People within the Community and Education system enjoy the opportunity to access services. Effective establishment of communication links between families, public health, community programs and school divisions are very strong.