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BROOKE LESTIKOW Director del programa - Academia Joshua Brooke Lestikow es la directora de programas de la Joshua Academy en el Joshua Early Childhood Center (JECC) y tiene 5 años de experiencia en el Joshua Early Intervention Program. Brooke también tiene experiencia previa en el distrito escolar del condado de Douglas a nivel preescolar. Recibió una licenciatura en Ciencias Políticas de la Universidad de Denver y una Maestría en Educación Infantil de la Universidad de Colorado-Denver. BROOKE LESTIKOW Director del programa - Academia Joshua Brooke Lestikow es la directora de programas de la Joshua Academy en el Joshua Early Childhood Center (JECC) y tiene 5 años de experiencia en el Joshua Early Intervention Program. Brooke también tiene experiencia previa en el distrito escolar del condado de Douglas a nivel preescolar. Recibió una licenciatura en Ciencias Políticas de la Universidad de Denver y una Maestría en Educación Infantil de la Universidad de Colorado-Denver. BROOKE LESTIKOW Director del programa - Academia Joshua Brooke Lestikow es la directora de programas de la Joshua Academy en el Joshua Early Childhood Center (JECC) y tiene 5 años de experiencia en el Joshua Early Intervention Program. Brooke también tiene experiencia previa en el distrito escolar del condado de Douglas a nivel preescolar. Recibió una licenciatura en Ciencias Políticas de la Universidad de Denver y una Maestría en Educación Infantil de la Universidad de Colorado-Denver. Miembros de la Junta AMY ZUPON Presidente de la Junta MATT ANSAY Presidente del Comité de Gobernanza e Instalaciones KENNETH WHITELAM Tesorero ROOPESH AGGARWAL Miembro de la Junta JOEL DREESSEN Miembro de la Junta JIM GENDELMAN Miembro de la Junta GRANING DE KRISTI Miembro de la Junta KATHERINE HENSCHEN-HAUFF Miembro de la Junta JIM VITALE Miembro de la Junta BACK NEXT

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Volver al colegio PLANES Y DIRECTRICES COVID: Header Estamos comprometidos a enfrentar los desafíos de COVID-19 con excelencia. Algunos de los pasos adicionales que estamos tomando para garantizar un entorno limpio y seguro: Revestimientos faciales Comprobaciones de bienestar Desinfectantes de manos Distanciamiento social Práctica de higiene Gestión de exposición Icono realizado por Freepik de www.flaticon.com Le pedimos que si no está vacunado y experimenta alguno de los siguientes síntomas, que se quede en casa para que podamos mantener a TJS saludables juntos. Fiebre, escalofríos o tos Falta de aliento o dificultad para respirar. Dolores de cabeza, músculos o cuerpo. Congestión o secreción nasal Náuseas, vómitos o diarrea Pérdida sostenida del gusto, el olfato o el apetito. Cualquier contacto con casos sospechosos o confirmados de COVID-19 en los últimos 14 días. Un resultado positivo de la prueba COVID-19 que recibió en los últimos 14 días RECURSOS ADICIONALES Departamento de Educación de Colorado: COVID-19 Resources for Schools Departamento de Educación de Colorado: familias y estudiantes Departamento de Educación de Colorado: Comunidades Centros para el Control de Enfermedades (CDC): COVID-19 Centros para el Control de Enfermedades (CDC): Una instantánea del trastorno del espectro autista en Colorado Departamento de salud de los tres condados: cuidado infantil, escuelas y recursos gubernamentales

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SCHOOL-AGE We serve students age 7 to 18 through a highly individualized classroom model that includes 1:1 or 1:2 student/staff ratios. Our classroom staff include special education teachers, instructional assistants, speech therapists, occupational therapists, and board certified behavior analysts (BCBAs). This model allows us to address the specific needs of each student, taking into account the wide range of functionality and uneven patterns of development typical of children with autism and other developmental disabilities. For example, we have students who are at or above grade level academically as well as students who need extra behavioral support to ready them for learning. Some students are verbal and others are learning how to use speech-generating devices to augment their communication. Many of our students come to TJS with challenging behaviors and we work with them to build alternative, appropriate replacement behaviors. Beginning at age 14, we work with families to identify goals that will help students transition to adulthood, and our teaching focuses on the areas of activities of daily living, vocational skills on site or in the community, or college and career planning. We incorporate multiple group instruction opportunities, ensuring that our students can participate in observational learning, prepare for learning, working and living in less restrictive settings, and engage in meaningful social activities. CONTINUE TO SITE

WILLIE From the 2020 Impact Brochure ​ Willie and his family tried several different learning environments before finding their way to The Joshua School. Diagnosed with autism spectrum disorder at age 3, Willie first enrolled at his local public school. He began to struggle with challenging behavior and it soon became clear to his mom, Victoria, that the public school system was not the right fit. Willie was briefly placed at an interim facility, which was not a good fit either. Finally he arrived at The Joshua School. During his time at TJS, Willie, his family, and his teachers have all learned that Willie benefits from a structured schedule and teaching methods that include priming him for what will happen next and earning rewards for staying safe during difficult times. Trust is also a critical element. “Being able to trust his teachers is crucial for him,” says Victoria. “If he doesn’t trust you, he will not have anything to do with you.” Willie is a fun-loving, social student. “His favorite aspects of school are likely to involve adventure, (riding bikes, field trips and recess) and relating to his buddies and teachers,” says Lead Teacher, Hilary. Both Victoria and Hilary agree that the transition to remote learning in spring 2020 was very challenging for Willie. He would often ask when he could come back to school to see his friends. “Willie thrives with a structured day, where he is able to know what is expected of him,” points out Hilary. “The reduced structure during COVID remote learning and the inability for Willie to relate in person with his peers, led to less motivation to attend remote groups.” Victoria also points out that it was hard for everyone to watch Willie regress in areas where he had made previous gains because he was not rehearsing those skills at school. Even before COVID, Willie had made great progress at TJS learning to accept and manage challenging events that occur in daily life. The pandemic and remote learning emerged as the next big challenge on this list. Through experimentation, creativity, and collaboration, Willie’s teachers and his mom discovered productive learning opportunities that continue to motivate Willie during the pandemic. One of his favorite rewards for attending and participating in remote groups was earning the opportunity to prank a teacher. The prospect of choosing a teacher to take a pie to the face on Zoom, eat a spoonful of hot sauce, or endure a bucket of ice water being dumped on his/her head led to “enthusiastic” participation in groups by Willie and his peers, says Hilary. Willie also began walking dogs during the spring and summer. He has thrived on the independence he experiences through his dog walking business and loves earning money. What began as a way to stay busy (and safe) during the pandemic has blossomed into a new area of development for Willie, with potential to develop more skills around handling responsibility, customer relationships and money management. “I am so thankful that my son enjoys going to school every day, and that I no longer get calls about how he has misbehaved,” says Victoria. “It feels like now at The Joshua School, there are people who really understand him and are able to meet him where he is.” CONTINUE TO SITE

RYAN From the 2019 Impact Brochure ​ “September 1, 2014 we finally found educational utopia for Ryan when he arrived at The Joshua School,” says Ryan’s mom, Lisa. “The Joshua School has changed both Ryan and our lives as a family.” Ryan was diagnosed at a very young age with a variety of physiological issues. There were at least eight, and the neurologists painted a bleak picture as to what his outlook would be as he grew. The specialists told the family that he would probably never walk, talk, or develop like a normal child. It was devastating for them to hear this news, but they also knew that early intervention was critical. Ryan ended up in intensive therapies from the age of 3 months until 5 years. “We were working really hard at home to try to get things under control,” says Lisa. “We tried the homeopathic route and put him on a multitude of supplements that ended up being the cost of a monthly car payment.” When he was 6, Ryan’s parents finally made the decision to try medication. Lisa calls this period of time in their journey into the land of psychotropic medication, the “dance of the medications”. This is a difficult journey for a neuro-typical child. It is an impossible journey for a child who is unable to tell you how they feel. “He was on a boatload of medications, and the school districts simply could not handle him,” says Lisa. “Ryan could not function before TJS. We felt that we were security guards.” After five years at TJS, Ryan’s behaviors have drastically improved. He’s med-free for the first time in his life. “When you have a son/daughter with significant special needs and is vulnerable to everything in the community, you tend to be hyper-vigilant,” Lisa says. Today, Ryan navigates his way through life. At age 18, he’s in the TJS Transition Program and is an active part of the community. He is functioning well and working toward independence. “TJS has helped us to shift our perspective from that of seeing that there might be limitations to what Ryan can accomplish to that of the sky is the limit,” says Lisa. “What a gift!” CONTINUE TO SITE

TRANSITION Pre-Transition ​ Our Pre-Transition Program serves students in their teenage years, and is focused on targeting the skills that will be necessary for success in life after TJS. Our students start to acquire vocational skills, learn about relationships and increase independence with activities of daily living. They also start to participate in more groups and community based instruction. During this time, staff start to work with families to determine goals for the future, and IEPs begin to focus on skills necessary to meet those goals. Transition ​ Our Transition Program aims to improve outcomes for our students in the areas of independent living, community access, self-determination and functional academic skills. It includes a variety of instructional formats, including 1:1, small and large groups, peer-mediated intervention, and independent work. Students also benefit from the full range of support systems including speech therapy, occupational therapy and board certified behavior analysts (BCBA). At TJS, we are particularly proud of our vocational training, having built successful relationships and job opportunities with local businesses. We have collaborated with over 40 separate job sites, with almost 30 students participating in job coaching, and career exploration. Community-based instruction is an important aspect of our Transition Program, and students frequent locations including grocery stores, community recreation centers, libraries and museums. Important social communication and navigational skills are targeted through meaningful community engagement. The goal of our community-based instruction program is to provide students with training while they are attending school, and to build the skills and confidence that will allow them to participate in adult day programs, vocational internships or paid customized or integrated employment. Of equal importance is helping our students to contribute to and participate in the community, and to become adults who experience a life full of purpose, and interdependence. CONTINUE TO SITE