Mrs. Howard




  • Mrs. Howard worked on the Microsoft campus for 5 years prior to becoming a teacher. She loves computers, and doing classroom technology projects!

  • High school graduate of the Kent School District 415, 1998.

  • Associates degree achieved through Green River and Bellevue Community Colleges, 2003.

  • Bachelors degree with emphasis in Special Education K-12 achieved through City University, 2005.

  • Masters degree in Technology Education achieved through Lesley University, 2008.

    *National Board Certified Teacher; Certificate Area: Exceptional Needs, Ages Birth to 21, 2010.


Mr. Slane, Mrs. Howard, and Mr. Rish: CV Golf Champions

Ms. Tea

  • Tyee Highschool Graduate, 1998
  • Graduate of Western Washington University, BA in History, 2003


Primary Link


The LINK classroom is designed for Kent School District K-3 students who are in need of a more restrictive educational program due to significant challenges in learning, behavior and social-emotional well-being affecting their success at their boundary school. The Primary LINK program is designed to support students who have average to above average cognitive abilities who are capable of meeting standard on Common Core State Standards (CCSS) and related state assessments. The program will serve students with High Functioning Autism (HFA), Attention Deficit Hyperactive Disorder/Attention Deficit Disorder (ADHD/ADD), mental health disorders and other health impairments that effect social communication. Students are provided and educated with preventative autism specific strategies that include high levels of positive reinforcement, structure and visual/tactile supports, differentiation and skill development through the consistent use of proven classroom management techniques, data collection systems and progress monitoring systems.
The Primary LINK is a more restrictive placement option on the continuum of Inclusive Education services designed to meet the needs of students with High Functioning Autism (HFA), related spectrum disorders, Attention Deficit Hyperactive Disorder/Attention Deficit Disorder (ADHD/ADD), mental health disorders and other health impairments that effect social communication. Inclusive Education believes that all students are general education students first, and this program works to maintain their ability to meaningfully participate in the general education curriculum and setting. Students with spectrum disorders require specialized training and explicit instruction in cognitive behavior strategies, applied behavior analysis, executive functioning and pragmatic language instruction, combined with a rigorous academic program. The academic emphasis must be aligned with the Common Core State Standards (CCSS) and SBAC Testing programs as provided by OSPI. Services, training and development are provided by teacher experts in the field of autism and related disabilities. Teachers are knowledgeable and use a continuum of social communication training which includes the use of research-based curriculums, high-quality instruction and social/emotional skill development.
Program Focus
• A competency based instructional program • Provide individualized management plans to increase the student’s adaptive/functional classroom behaviors and academic acceleration to improve academic competencies • Provide instruction to increase the student’s display of adaptive social skills, emotional awareness and problem solving abilities • Help students become more cooperative, independent and self-confident, and assist them in using adaptive/functional skills throughout the school
• Family members are regularly involved in the student’s education to learn more effective parenting and interpersonal skills and to work cooperatively with the program staff and school personnel
Program Goals
• Areas addressed include social, communication, restrictive patterns of behavior interests and activities, sensory differences, emotional vulnerability, cognitive differences, motor differences and medical/biological factors • Apply, teach and reinforce effective communication skills • Procedure for reintegrating students into the general education setting • Provision of assistance and training to general education teachers • Social skills training program • Consistent use of interpretive and confrontive feedback
• A program for providing parents with training and support
Three primary components are utilized to accomplish program objectives and deliver effective diagnostic and special education services. 1. A diagnostic prescriptive approach is used in objective evaluation and instructional activities. An IEP is developed for each student to ensure the appropriate services are provided. In addition, continuous monitoring of students’ progress is performed to measure the effectiveness of instructional strategies. 2. A positive behavior support plan is employed to increase performance of functional learning behaviors and develop pro-social behaviors. The management system incorporates a graduated step sequence with increased privileges associated with the student’s acceptance of responsibility for his or her academic, social and communicative performance.
3. Specific training in social skills, emotional awareness and cognitive problem solving is conducted to teach students expected ways of interacting with peers and adults. The program staff works with the student and assigned general education teachers to assist the student in using the above skills in inclusion classes.
A variety of intervention strategies are used throughout the school year in the classroom and across school settings. Through accurate tracking of the students’ behavior, the interventions effectiveness can be evaluated. The evaluation of the intervention then leads to the continued use, modification or termination of the strategy. The following is a brief listing of some of the more useful interventions and strategies used. • Clear and unambiguous instructions • Cognitive based therapy • Crisis Counseling • Fair and consistent feedback • Group contingencies for activities • Individual Contracting • Interpersonal problem solving • Modeling • Parent conference • Parental contact and home programs • Positive consequences • Positive notes • Prompting • Proximity • Reflective listening for content • Reflective listening for feelings • Response costs • Restitutional correction • Role playing • Role reversal • Sensory integration and individual diets • Shaping • Social Reinforcement • Social skills training • Theory of mind and perspective taking • Time out/Break area • Token economy • Differential reinforcement of other behavior • Organizational Accommodations/Checklists • Weekly performance review and goal setting.