epli trainer day...if chooses break or break is directed, show the break card and say “time for a...
TRANSCRIPT
EPLI Trainer Day
www.gvsu.edu/autismcenter | [email protected] | Phone: (616) 331-6480 | Fax: (616) 331-6486
The Statewide Autism Resources and Training (START) Project is funded by the Michigan Department of Education, Office of Special Education to provide training and technical assistance to educators in Michigan that serve students with ASD.
March 19, 2018Kellogg Hotel & Conference Center
Presenters: Maureen Ziegler & Kelly Rogers
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1st AnnualEPLI Trainer Day
March 19, 2018
Find START on Social Media
• Twitter: @STARTProjectMI
• Instagram: startpeertopeer
• Hashtag: #STARTProject
• Facebook “Like” our page (StatewideAutism Resources and Training (START))
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Training ResourcesCoaching Tool Kit
Audio Notes
http://www.gvsu.edu/autismcenter/coaching-resources-59.htm
Coaching TOOL KIT
Today’s Agenda & Goals
• LRE (Inclusion) Research• Behavior Scripts (1h – 11a)• Peer to Peer Curriculum (30m – 11:30a)• LUNCH (45m – 12:15p)• Caseload Analysis (30m – 1:45p)• Literacy (30m – 1:15p)• BREAK (15m - 1:30) • Differential Eligibility (15m – 1:45)• Changes to the AS Module (15m – 2:00• Students with Complex Needs (15m – 2:15p)• Wrap Up (15m – 2:30p)
CONTENTENGAGEMENT
“Inclusion Confusion”Geography is a necessary but insufficient variable for
providing an inclusive education.
Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2), 94-109.
Content of InstructionInstructional StrategiesIntensity of Instruction
Opportunity to RespondCulture of Belonging
Environmental Supports
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Clarifying Vocabulary
Exclusion: Denied Access
Segregation: Separate Environment
Integration: Adjust to Standard Environment
Inclusion: Equitable Opportunities
Adapted from A Summary of the Evidence on Inclusive Education (2016). Alana
Inclusion as an Equitable Education
Equal Opportunity
•Full membership in the social and learning contexts
• Intentional development of supports to address learning, social, and behavioral needs to ensure access and progress in the general education curriculum and in pivotal (engagement / independence) & functional / adaptive skills and IEP goals.
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Intensive Supports
Core Curriculum &Instructional & Behavioral Strategies
Universal Supportsfor Students with Dx
Targeted Supports
Multi-Tiered System of Support (MTSS)
Current Theme in Inclusive Education Outcome Research
Students with Extensive Support Needs
Intellectual DisabilitiesAutism Spectrum Disorder
Multiple Disabilities
The Dynamic Relationship Between Content, Curriculum and Student Learning: Three Primary Findings
• The amount, type, and quality of interactions between students with extensive support needs and their typical peers were better in general education contexts.
• Services in general education contexts could be superior to those in self-contained settings with respect to:
• The quality of student Individualized Education Programs, the aspects of instruction and the overall program provided
• The amount of time that teachers provided instruction• The amount of time students were engaged in instruction and social
interactions with general education classmates
• When these student received services in inclusive general education contexts, their learning outcomes could be better across skills areas and activities including:
• Social competence• Language Development and Use• General education content areas
The Dynamic Relationship Between Context, Curriculum, and Student Learning: A Case for
Inclusive Education as a Research‐based Practice. Jackson, Ryndak, & Wehmeyer, (2010).
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“There is clear and convincing evidence that inclusive educational settings can confer substantial short and long-
term benefits to students with and without disabilities.”
Students with Disabilities
• Increased academic achievement & graduation
• Increased independence
• Increased engagement
• Increased attendance
• Increased communication skills
• Increased social competence & quality of relationships
• Decreased behavior / disciplinary referrals
Students without Disabilities
• Same level of teacher attention
• Neutral or Positive Effects• Academic Achievement• Social Competence
• Additional Benefits:• Reduced fear of human
differences• Increase friendly relationship• Less prejudice• Less patronizing / pitying
behavior
Quirk, C., Ryndak, D.L., Taub, D. (2017) Research and Evidence-based Practices to Promote Membership and Learning in General Education for Students with Extensive Support Needs. Inclusion, 5 (2), 94-109.
Kurth & Mastergeorge, 2010
• 15 Ss w/ ASD (not AS) – 12 males• 7-9th grade; 12-15 years old
• 7 >80% day in gen ed (reading & math instruction in gen ed)
• 8 self-contained >50% (reading & math instruction in sped)
• Measures: • Cognitive GE mean 64.9; SC mean 60.0• Adaptive GE mean 44.4; SC mean 42.3• Academic
• Reading GE mean 67.6; SC mean 13.1• Writing GE mean 83.6; SC mean 14.1• Math GE mean 77.4; SC mean 8.5
Kurth & Mastergeorge (2010). Academic and Cognitive Profiles of Students with Autism: Implications for Classroom Practice and Placement. International Journal of Special Education, 25 (2), 8-14
There is STRONG Evidence thatStudent with “Extensive Support Needs”
•Acquire skills and content knowledge in general education with rigorous instruction and UDL-based adaptations (e.g. differentiated instruction; universal and environmental supports, peer supports)
•Are BEST served by educational teams that approach their education with the intent of finding solutions to general education access and learning barriers rather than alternative placements.
Involvement and Progress in the General Education Curriculum for Students With Extensive Support Needs: K-12 Inclusive-Education Research and Implications for the Future. Ryndak, Lewis & White, (2013).
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Rationale for Segregated Programming Simply Not Supported
•7 years; 6 self-contained; 5 districts; 3 states
•Rationale:• Community (i.e. more protective environment)
• Not purposefully created or given much attention• Evidence that it, in fact, was the opposite
• Less Distractions: SC more frequent; more severe
• Curriculum and Instruction: (structure; individualized)• Less structure than gen ed• Context-Free / Meaningless Curriculum (i.e. little inquire-based / cooperative
learning; often “seat work;” no connection to gen ed)• No Specially Trained Instructor – mostly parapros
• Behavior Supports: Confrontational staff; Few attempts to understand or respond to function; Contingent removal; Use of time out / restraints
Does Self‐Contained Special Education Deliver on Its Promises? A Critical Inquiry Into Research and Practice. Causton‐Theoharis, Theoharis, Orsati, Cosier, (2011)
Inclusive Education BarriersHUMAN NATURE
•Protection (Students with and without Disabilities and Learning Environment)
•Perceived need for resources
•Assumptions & Misconceptions•Student Ability•Benefits (i.e. wasting valuable instructional time)
•Functional Skills
Activities with a Purposehttp://www.thinkingcollaborative.com/strategies/
•Increase engagement (mixing up tables•Focus on processing content•Includes fluency building (scripts)•ALL participate•Enlarge idea generation•Name it
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The 30 Second Speech
You get a question from a special education teacher: “How am I guaranteed that when I send my students to gen ed, they are receiving an appropriate / better
education? What about functional skills?”
• Develop a 30 second response (1m)• Pair/share with person NOT at your table (limit discussion) then return to your table (3m)
• Starting with last person to return to your table, each shares PARTNER’s response in clockwise manner (3m)
• Select best response at your table to report out (1m)
Report Out3-2-1
Behavior ScriptsBehavioral Skills Training
ObservationAssessment
RationaleDetailed Script
• ICF (Implemented Consistently with Fidelity)
• IBI (Implemented but Inconsistently and/or
without Fidelity)
• NI (Not Implemented)
• NO (No Opportunity for Implementation)
Practice with
Feedback
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Behavior ScriptsThe Basic Structure
•Engagement
•Disengagement
•Schedule / Break
Doing what peers are doing and what the teacher
expects them to be doing.
Engagement Script: Teaching to be a Student
During large group instruction: Have peer(s) or additional adult translate gen ed teacher’s instructions (step by
step), expectations, core discussion points, answers peers are providing, etc. on a white board, post it, paper, etc. This will help keep <student> oriented to key information in the environment.
If the teacher is asking for peers to respond, visually prompt <student> to “raise your hand” and wait for the teacher to call on him/her.
Write down the correct answer (on a post it, white board, etc.) so <student> doesn’t have to generate a correct answer (even if you know he/she knows the answer).
Once the teacher calls on <student>, visually prompt <student> to read the answer out loud and then provide a high 5 or thumbs up for a “great job.” This will help <student> learn what it means to be a student and engage with the class.
During small group / independent instruction: Have selected peers sit near <student> and do the expected work in order to model
what <student> is expected to be doing. Visually prompt <student> to do what his/her peers are doing. Differentiate all work to a level <student> can do independently. Provide high 5’s, thumbs up, “great job” or other feedback as <student> interacts
with assignments (right or wrong). Engagement is what is important, not always correctness.
To ensure correctness, differentiate work to a level <student> will get the answer correct <errorless learning>.
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Disengagement Script If <student> is not engaged, visually prompt <student> to
complete a very specific task in the activity and/or differentiate the expectation to lower demand AND increase the use of the Srscript.
If this is not successful, offer a choice within the activity. Examples include “you do one, I do one,” “I’ll write, you trace?” “you pick which one you want to do,” “do you want to do the first ½ or the 2nd ½” etc. Peers can be used to pair with <student> to accomplish this or another adult.
If this is not successful, use the One More Script.
If these 3 steps are not successful, utilize the Schedule / Break Script.
If this is not successful to move <student> to re-engagement or break, use the Break Protocol.
Schedule / Break ScriptSchedule/Break ScriptIf the Engagement, Disengagement, and One More Scripts don’t work to get <student> re-
engaged, visually prompt and say “schedule or break.” If <student> says schedule, return to the expected task and use the One More script as
soon as needed to keep <student> engaged.If <student> says “break,” follow break protocol. If <student> says nothing or says schedule but continues to disengagement or has
challenging behaviors, visually prompt and say “it’s time for a break” and follow break protocol.
Break Protocol:If <student> chooses break or break is directed, show the break card and say “time for a
break” and direct <student> to the break area.Once in the break area, disengage from all interaction. Do not respond to questions,
comments, discussion, etc. After a designated time period (15 seconds to 1 minute), say and show the visual
“schedule or break.”If <student> chooses to continue break, say “ok” and disengage again for the designated
time period.Offer the choice of “schedule or break” each time within the designated time period.Default is always break so if <student> doesn’t choose schedule or break or tries to
engage in a discussion or asks questions, show and say “you have chosen break” and follow the break protocol.
If <student> chooses schedule, write down the expectations (mini-schedule) for returning to schedule and return to the schedule and the Engagement Script.
Corrections Exceed Affirmation
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Concept or Clarification
•Starting with person <…….> and moving in a clockwise rotation, answer ONE of the following questions:
• As a trainer, the concept that most resonated with me is _________________.
• The one question or clarification I still have is ________________.
•Once everyone has participated, the first person summarizes concepts and questions for report out.
Curriculum
Curriculum – Three Options
Autism Internet Modules
Historically used
•Thorough content
•Ready to Use
Developed for Professionals
START P2P Curriculum
Engaging Content
Ready to Use
Age Appropriate
Aligned with AIM Modules
Develop Your Own
Tons of resources “out there”
Can tailor to your specific needs
Time consuming
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Option #1Autism Internet Modules
(AIM)
Curriculum Levels
• Level 1 – Basic – 8 Modules (6th-12th Grade)
• Level 2 – Intermediate – 9 Modules (6th-12th Grade)
• Level 3 – Advanced 1 – 11 Modules (9th-12th Grade)
• Level 4 – Advanced 2 – 10 Modules (9th-12th Grade)
Flexibility In the Curriculum
•6th – 12th Grade•Students in Different Grades at Same Level•Entry Point - Level 1 – Basic Regardless of Grade of Peer to Peer Support Student
•6th, 7th and 8th Graders – Level 3 and 4 with Permission Only
•On-Line or Direct Instruction
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Directions for Use of Internet Training Modules
These directions apply to the use of the internet training modules for training LINKS. Computers with internet connection will be necessary. If internet connection is not available, the instructor should go to Directions and Ideas for Direct Instruction.
1. Open the document: “Internet Module Master Planning Document 2.4”
2. Note that this is a listing of currently available internet modules for training LINKS. There are four levels of difficulty which are arranged in a suggested order. The LINK instructor should use their own discretion as to which modules are used and how they are assigned. Pupil Accounting has no instructions or guidelines in this area, which allows for maximum individuality and creativity for the LINK instructor.
3. Decide which module you would like to select. The very first module in Level 1 is unique. The direction below will take you to a module developed by the Indiana Resource Center for Autism. All remaining internet training modules will take you to AIM – Autism Internet Modules.
4. Roll the cursor over that title, depress your control key (PC), or the command key (Mac) and the cursor will turn to a hand. Right click.
5. You will now see a web page titled AIM – Autism Internet Modules
6. Use of these modules requires you to register (create username and password – be sure to save these)
7. Once registered and/or when you enter these in the future, it will take you to a page titled: Module Navigator
8. Scroll down to alphabetical list of all current and upcoming modules, and click on this
9. Locate the title of the training module you are looking for and click on that title
10. You now should be on the training module you are seeking. LINK students can now read/listen to the introduction, read the summary, and click on the arrow at the bottom directing them to the next page. In some modules, there is a pre-test the student should take, click on submit and view their score. Go back to the training module, read the material, and take the post-test. Click on submit, receive your score, and turn this in to your LINK instructor as directed by them.
Specific ExampleA 12th Grade Peer to Peer Support Student in their 1st Semester of
the program would enter the curriculum at Level 1 – Basic and may
complete the following On‐Line Modules:
1. About Autism Spectrum Disorder
2. Recognizing Autism – Assessment for Identification
3. Peer Mediated Instruction
4. Prompting
5. Reinforcement
6. Restricted Patterns of Behavior Interests and Activities
• Many teachers are using the post‐test of each module to help
determine the grade for the class.
Specific Example
Two 7th Grade Peer to Peer Support Students are in the same hour. Student A - 3rd Semester Student B - 1st SemesterStudent A is Level 2 – Intermediate – On-LineStudent B is Level 1 – Basic – On-Line
Teacher of record must track the level of each peer to peer support student in each class
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Big Idea
• Accesses online course on own time (supports student during one hour)
• < 30 minutes per week
• Meets with Teacher of Record and/or Peer Coordinator monthly
• Case Conferences• Live Lessons (PPTs developed)
Option #2START Online Curriculum
Overview of START P2P Curriculum
• Six Semesters of Content Developed
• Moodle/Google Classroom OR
• Face to Face
Overview of START P2P Curriculum (cont.)
• Students learn through• Videos• Articles• Websites
• Students are assessed via:• Forum• Journal entry• Quizzes• Final Project• Teacher input surveys
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Overview of START P2P Curriculum (cont.)
• Syllabus
• Week by Week Lesson Plans
• All assignments
• Power Point Presentations for Face to Face Lessons
• One Pager “Expectations” explanations
• Teacher input forms for assessing LINK students
• Case Conference “Think Sheets”
• Grading Rubrics
• Data Collection tools; surveys
Week Title Content Assignments
1 Peer to Peer Overview – Your Role!
• Syllabus• LINK Promises• Video - Olivet Football• Pretest
2 About Autism Spectrum Disorder
• Video – Just Like You – Autism
3 Peer Mediated Instruction
• Article – We Teach By Our Own Example• Video – EUPISD LINKS
4Interests, Activities, and Restricted Patterns of
Behavior
• Video – Kick of Hope• Article – Strengths and Challenges
5 Social Deficits • Quick Read – Social Deficits
6 About Autism Spectrum Disorder
• Article – Autism
7 Peer Mediated Instruction
• Quick Read – Peer-isms• Video – Jason McElwain
8 Language and Communication
• Video – I Am Carley• Quick Read – Language and
Communication
SEMESTER ONE
Semester At a Glance
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I want…
• Access to the Moodle Course?
• Contact Jana Benjamin: [email protected]
• Access to the Course Materials?
• START Website: gvsu.edu/autismcenter• Peer to Peer
• Peer to Peer Online Course
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What About The Curriculum for Other Disability Areas
Yea…START Has That
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LINKS FINAL GUIDELINES
The following are the guidelines that each Link must follow for finals.
There are two (2) finals per semester. Each final is worth 100 points.
Final due dates are as follows:
1st final due at the semester’s half, anytime after the 1st week of the semester no later
than the day before midterms. You will lose points if you DO NOT do your final in this
time frame.
2nd final due before the week of semester finals, for the 2013/2014 school year, you
last outing MUST be completed by May 27th.
Each final must be approved by Mrs. Basore at least 1 day in advance of the event. It is
imperative that we have time to prepare the student for their final with you!
Once you have planned your outing with parents and received approval from Mrs.
Basore, write the date of the outing, the activity, and the students going on the outing
on the white board in Mrs. Basore’s classroom. Also, have the student you are taking on
the outing write it in their school planner.
The final will consist of a social outing either after school or on the weekend, NOT
DURING THE SCHOOL DAY, unless it is a district scheduled day off or a snow day.
Parents of students who have LINKS will pay for their share of the outing.
Outings DO NOT have to cost money.
The outings should last no less than 2 hours (which includes from the time you first
make contact with the student until you depart from the student). The outing can last
as long as you, the student and the parents agree to.
There must be at least two LINKS per student for each final outing. Unless a one on one
is approved by Mrs. Basore and the parents of the student with Autism and the LINK.
The LINKS are NOT REQUIRED to pick up/drop off the student. Driving arrangements
MUST be made between LINKS and the student’s parent prior to the outing.
LINKS must coordinate the outing with the parent of the student they are linked with.
Parents NEED 2 or more days notice, via phone call, text or e‐mail to plan the details of
the outing. DO NOT ASSUME THAT JUST BECAUSE YOU LEFT A TEXT MESSAGE OR A
VOICE MESSAGE THAT THE PLANS ARE SET, YOU MUST RECEIVE A VERBAL OR TEXT
RESPONSE FROM THE PARENTS IN ORDER FOR PLANS TO BE SET!! Do not make
arrangements with the student, you MUST correspond with the parent(s).
Peer to Peer Online/Hybrid Class Rationale
• Increase Peer Programs
• Engaging Curriculum; Age Appropriate; Aligned with MDE
Guidelines
• Provide rural districts with a highly qualified teacher of record
• Provide local districts with a “canned program” for their
teacher of record.
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Structure• Elective Credit
• Earn extra elective credit (LINKS) as well as the credit for the class that they are supporting the student in (math)
• Earn elective credit for the class that they are supporting the student in (LINKS)
• Weekly Online Content/Assignments• Quick reads, videos, quizzes, journal reflections,
forums
• Case Conferences with Building Coordinator
• Face to Face Lessons with Teacher of Record
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Resources Within Program
• Course Overview “one-pager” for Admin.
• Syllabus
• All reading content
• Assignments
• 3 Face to Face Lesson PowerPoints
• Building Coordinator Roles One-pager
• Classroom Teacher Expectations one-pager
• Teacher/Bldg. Coordinator Input Sheets
• Grading Rubric
• ….and much more
2015-2016 Targeted Schools
• Whitefish Township
• Rudyard Area Schools
• Ojibwe Charter School
• Tahquamenon
• St. Ignace
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START Data Collection Forms
START Data Collection - ElementarySTART Peer to Peer Support Program
Peer‐to‐Peer Program Survey: Elementary Complete a separate Peer‐to‐Peer Program survey for each building in your district. Name of building:
Name of person completing this form: 3. Email address of person completing this form:
Total # of students the building:
5. Free & reduced lunch percentage in the building:
6. Racial/ethnic breakdown in the building: _______% African-American/Black _______% White/Caucasian _______% Asian/Pacific Islander _______% Hispanic/Chicano/Latino _______% Other: _________________________
What type of building program is is? Elementary
Please complete the secondary survey for any other type of
building)
8. What grades are served in this building?
9. # of students with educational eligibility of ASD in the building?
0. Do you have a peer support program in this building? Yes (Please complete the remainder of the survey No (You do not need to complete the remainder of this survey)
1. What year was e peer support
rogram established your building?
12. Do all grades in the building participate in the peer support program? Yes No
13. # of students with ASD in the building who were served by the peer support program in the most recent semester:
14. # of peer support students (e.g., LINKs) who actively participated in the program during the most recent semester in your building.
5. Who are your peers (e.g., LINKs) mark all that apply)
general education peers special education peers (students who have IEPs) same-age peers from the same class as the student with ASD same-age peers from a different class, but the same grade level cross-age peers (different grade level)
16. How frequently do peer support students (e.g., LINKs) participate in case conferences?
weekly approximately twice per month approximately once per month approximately twice per marking period less than 2 x per marking period staff in the building do not hold case conferences with students
other: ____________________________ 7. For the students with ASD who were served by the peer support program in your building in the most ecent semester, complete the following chart regarding the amount of time these students had peer supports LINKs) assigned to them:
Amount of time student with ASD received peer support
# of students with ASD in your building who received this level of peer support
Peer support was provided daily, all or most of the school day
Peer support was provided daily, at least half of the school day
Peer support was provided at least 30 minutes per day
Peer support was provided 1-2 times weekly
START Data Collection - SecondarySTART Peer to Peer Support Program
Peer‐to‐Peer Program Survey: Secondary Complete a separate Peer‐to‐Peer Program survey for each building in your district. Name of building:
Name of person completing this form: 3. Email address of person completing this form:
Total # of students the building:
5. Free & reduced lunch percentage in the building:
6. Racial/ethnic breakdown in the building: _______% African-American/Black _______% White/Caucasian _______% Asian/Pacific Islander _______% Hispanic/Chicano/Latino _______% Other: _________________________
What type of building program is is? Intermediate/ Middle school/ Jr. high High school Center-based/ Self-contained building for special education students Post-high programming for students with disabilities Other grade configuration:
________________________
8. What grades are served in this building?
9. # of students with educational eligibility of ASD in the building?
0. Do you have a peer support program in this building? Yes (Please complete the remainder of the survey No (You do not need to complete the remainder of this survey)
1. What year was e peer support
rogram established your building?
12. Do all grades in the building participate in the peer support program? Yes No
13. # of students with ASD in the building who were served by the peer support program in the most recent semester:
14. # of peer support students (e.g., LINKs) who actively participated in the program during the most recent semester in your building:
5. Who are your peers (e.g., LINKs)? mark all that apply)
General education peers Honors students Special education peers (students who have IEPs) Alternative education students At-risk students – or – students who require Tier 2 or Tier 3 supports Peers from the same grade level as the student with ASD Cross-age peers
16. How frequently do peer support students (e.g., LINKs) participate in case conferences?
weekly approximately twice per month approximately once per month approximately twice per marking period less than 2 x per marking period staff in the building do not hold case conferences with students
other: ____________________________
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General Education BuildingSTART Peer to Peer Support Program
Data for Students with ASD Complete this form for students with ASD who receive services in a general education building. itials of student with ASD: Grade Level: School District/County:
ame of person completing this form: Email address of person completing this form:
chool Placement: Kindergarten/Elementary Intermediate/ Middle / Junior High High School Other: __________________________
what settings is this student supported by a peer to peer program? (mark all that apply): Lunch/ recess/ commons Hallway transitions Academic classes Non-academic classes Clubs or other extracurricular activities Non-academic classes
Fill in data in this column for the semester/marking period BEFORE the student began
receiving Peer-to-Peer Support at school
Fall Winter Year: _______ (circle one)
Fill in data in this column foTHE FIRST semester/markin
period the student began receiving Peer-to-Peer
Support at school
Fall Winter Year: _______(circle one)
% of school-day this student participated in general education (academic or non-academic classes/activities)
80% or greater 60-79% 40-59% 1-39% None-spec ed class fulltime
80% or greater 60-79% 40-59% 1-39% None-spec ed class fulltim
Was the general education curriculum the primary focus of instruction for the student?
Yes No
Yes No
How many hours per day was this student in immediate proximity with typical peers (e.g. same classroom, lunch table, hallway, playground)
all day 5-6 hours 2-4 hours 1 hour or less none
all day 5-6 hours 2-4 hours 1 hour or less none
% of school-day this student received direct adult support?
<10% 10-29% 30-49% 50-69% 70-89% >90%
<10% 10-29% 30-49% 50-69% 70-89% >90%
How many absences did the student have?
# of days absent: _____
# of days absent: ______
How many tardies did the student have?
# of days tardy: ______
# of days tardy: ______
How often did the student eat lunch in the cafeteria with general education peers?
Always 2-4 times/ week 1 day/week or less Never
Always 2-4 times/ week 1 day/week or less Never
How often did the student navigate the hallway to different classes &
Often or always Sometimes Never or rarely
Often or always Sometimes Never or rarely
Self Contained Special Ed BuildingSTART Peer to Peer Support Program
Data for Students with ASD Complete this form for students with ASD who receive services in a self‐contained, special education building. itials of student with ASD: Grade Level: School District/County:
ame of person completing this form: Email address of person completing this form:
chool Placement: Self-Contained Special Education Building Other: __________________________
the student with ASD part of a peer support program (e.g., LINKS)? Yes No oes this student have general education peer supports who come to the self-contained building to support e student? Yes No If yes, how frequently?:__________________________________ oes this student regularly go to a general education building to work with general education peer supports? Yes No If yes, how frequently?: _________________________________________
Fill in data in this column for the semester/marking period BEFORE the student began
receiving Peer-to-Peer Support at school
Fall Winter Year: _______ (circle one)
Fill in data in this column foTHE FIRST semester/markin
period the student began receiving Peer-to-Peer
Support at school
Fall Winter Year: _______(circle one)
Was the general education curriculum the primary focus of instruction for this student in his/her special education classroom (with or without differentiated output)?
Yes No
Yes No
How many hours per week was this student in immediate proximity with typical peers (e.g. in the classroom or in other activities with typical peers)
more than 5 hours/week 3-5 hours per week 1-3 hours per week less than 1 hour per week none
more than 5 hours/week 3-5 hours per week 1-3 hours per week less than 1 hour per week none
% of school-day this student received direct adult support.
<10% 10-29% 30-49% 50-69% 70-89% >90%
<10% 10-29% 30-49% 50-69% 70-89% >90%
How many absences did the student have?
# of days absent: _____
# of days absent: ______
How many extra-curricular activities did the student participate in with general education peers in the semester/marking period (e.g., manager/participant on sport team, field trip with grade-level peers, member of afterschool club, boy/girl scout, swim class, school dance)
None 1-2 3-5 >6
List activities:
None 1-2 3-5 >6
List activities:
Peer to Peer Support Surveys
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Student with ASD Survey
Pre - LINK Student Survey
Post LINK Student Survey
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Pre – Parent of Student with ASD
Post Parent of Student with ASD
Pre – Parent of LINK Student
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Post Parent of LINK Student
Parent SurveySTART Peer to Peer Support Program
Parent Survey Parent name or initials
Would you be willing to have us contact you to sk further questions about your child’s school rogram?
Yes No
3. Email address or contact information if we can contact you:
Is your child urrently part of a eer support rogram?
Yes No
5. If yes, how many years has your child been part of a peer support program?
6. What grade is your child?
7. What type of school does your child attend?
Elementary Intermediate/Middle School/Jr. High High School Center-based building for
students with disabilities Answer the questions based on the time since your child began in the peer to peer support program
at his/her school. If your child is NOT part of a peer to peer support program, answer these questions based on his/her current school-year as compared with the prior school-year.
Child’s number of friends
Decreased Stayed the Same Increased
Child’s participation in social media with friends nstagram, Snapchat, Facebook, texting, etc.
Decreased Stayed the Same Increased
0. Child’s attendance in school-based after chool activities (sporting events, dances, clubs)
Decreased Stayed the Same Increased
1. Child’s attendance in non-school-based ctivities with friends (parties, movies eepovers)
Decreased Stayed the Same Increased
2. Child’s motivation to attend school
Decreased Stayed the Same Increased
3. Child’s participation in the community and in ommunity-based activities with family members ocal events, restaurants, faith-based activities)
Decreased Stayed the Same Increased
4. How well you are connected with, and upported by, staff, teachers and administration at our child’s school
Decreased Stayed the Same Increased
5. How much you worry about your child eing bullied at school
Decreased Stayed the Same Increased
6. Your sense that your child is being prepared for future where s/he is an integrated ember of the community
Decreased Stayed the Same Increased
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Caseload Analysis
Dilemma with the Traditional Special Education Delivery Model
•Parallel Curriculum•3 or more grade levels in one program•Special Education Core Content Delivery•Limited Social Opportunities with General Education Students
•Distribution of Students•Gain Rate vs. Time Spent
Evolving Toward - Team TeachingDilemma with Team Teaching
•Special Education Teacher responsible for 20+ Students
•At most 10 special education students will be involved in Team Taught Classes
•Who is responsible for other 10 students scattered across other various classes
•General Education Teachers masters at Curriculum
•Special Education Teachers masters at accommodations and modifications
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Innovative Special Education Integrated Programming
•L.R.E Hours Supporting Students in the theGeneral Education Classes
•L.R.C. Support for Academics and Organization
•Collaboration between Special Education and General Education
• Integrated Programming
Glossary of Terminology
•L.R.C. – Learning Resource Center – Students with Learning Disabilities and Emotional Impairments (Usually 20-26 students on caseload)
•Basic Caseload – Students with Cognitive Impairments, A.S.D., and Low Disability Populations
•L.R.E. – Least Restrictive Environment
Caseload Analysis DescriptorsCaseload Analysis Descriptors
Student Name
Eligibility Area
IQ LRE Stu- dent Data
Achievement Scores
Grades Behavior Referrals
Incident Reports
Absences Peer to Peer Support Needed Social/Independence Issues
Other
Danny Smith
Learning Disability in Reading Compre- hension
97 80% KTEA 64 Woodcock Johnson 68
ELA C Chemistry D History E Geometry D Support C Peer to Peer A
2 in 2015 0 in 2016
0 11
No
Tim Jones
Sally Davis
Mark Lund
Steve Real
Jim Potter
John Stock
Lisa Canter
David Row
Leslie Spicer
Greg Sines
Kelly Brock
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Caseload Analysis DeliveryCaseload Analysis Delivery
Student Name Individual Behavior Plan
Individual Academic Plan
Peer to Peer Support
Visual Schedule
Self-Management System
Paraprofessional Support
Iterant Services
Other Supports
Danny Smith No See attached Peer to Peer Support for ASD Classroom
See Attached
See Attached No Social Work 2 X a month
Tim Jones Sally Davis Mark Lund Steve Real Jim Potter John Stock Lisa Canter David Row Leslie Spicer Greg Sines Kelly Brock
Academic PlanName: Danny Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2015-16
Subject Pass-Fail (PF) or Letter (L)
Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice format, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
English/Language Arts 10
Marking Period
L
Preferential Setting Internet used for projects
Open Ended Vocab. – Definition with a Word Bank – 20/ 20 Words Novel Exams – Closed Essay Questions – Visual Organization DVD of all books
Visual Organization X Closed Strategy X
Semester L
Choice Strategy Yes/No Strategy Reduced Content
Chemistry
Marking Period
L
Calculator Select Peer Grouping for all lab activities. (Group 2 Jon and Karen) Mid-Term and Final – Extended Time
Open Ended Danny will use calculator for all formulas Each Lab will count as 25% of Grade. Hands on learner
Visual Organization X Closed Strategy X
Semester L
Choice Strategy Yes/No Strategy Reduced Content
History 10
Marking Period
L
Computer used to complete assignments Group discussion/Danny’s interest areas highlighted
Open Ended Long term projects completed with support of internet High interest in History Book on tape
Visual Organization X Closed Strategy
Semester L
Choice Strategy Yes/No Strategy Reduced Content
Algebra II Marking Period
L
Use Calculator to compensate for Processing Issues
Open Ended Assessments and Assignments will be presented in closed strategy Danny will use computer to determine comprehension of concepts
Visual Organization Closed Strategy X
Semester L
Choice Strategy Yes/No Strategy Reduced Content
Guardian Signature(s) ______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
Danny’s Visual ScheduleDanny’s Schedule Date:____________
Subject Self-Management
Plan (SMP) Homework*
Yes/No Comments
(SMP) A Plan A Plan Prior to leaving for any class or lunch the following items are needed: 1. Put Pencil/Pen in Backpack 2. Hook Water Bottle to Backpack 3. Pick Up Binder 4. Pick Up Backpack 5. Leave for Class B Plan Before leaving classroom do the following: 1. Put Pencil/Pen in Backpack 2. Hook water bottle on backpack 3. Pick up binder 4. Pick up backpack 5. Leave for Class
---------------- (SMP) A YES NO 1st Hour 7:50 - 8:45 Chemistry Huard Room 305
(SMP) B Plan ----------------- (SMP) B YES NO 2nd Hour 8:50 - 9:45 Peer to Peer Stencil Room 321
(SMP) B Plan ---------------- (SMP) B YES NO 3rd Hour 9:50 - 10:45 ELA 10 Hoffman Room 222
(SMP) B Plan ---------------- (SMP) B YES NO Lunch 10:50 -11:15
--------------
(SMP) B Plan ---------------- (SMP) B YES NO 4th Hour 11:20 -12:20 History 10 Malwin Room 303
(SMP) B Plan ------------- (SMP) B YES NO 5th Hour 12:25 - 1:20 Algebra Logan Room 221
(SMP) A Plan ---------------- (SMP) A YES NO Go to Bus *If there is homework "Yes," remember to fill out a homework slip and put it in the folder on the board at Danny's desk.
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Danny’s Self Management PlanDanny’s Schedule Date:____________
Subject Self-Management
Plan (SMP) Homework*
Yes/No Comments
(SMP) A Plan A Plan Prior to leaving for any class or lunch the following items are needed: 1. Put Pencil/Pen in Backpack 2. Hook Water Bottle to Backpack 3. Pick Up Binder 4. Pick Up Backpack 5. Leave for Class B Plan Before leaving classroom do the following: 1. Put Pencil/Pen in Backpack 2. Hook water bottle on backpack 3. Pick up binder 4. Pick up backpack 5. Leave for Class
---------------- (SMP) A YES NO 1st Hour 7:50 - 8:45 Chemistry Huard Room 305
(SMP) B Plan ----------------- (SMP) B YES NO 2nd Hour 8:50 - 9:45 Peer to Peer Stencil Room 321
(SMP) B Plan ---------------- (SMP) B YES NO 3rd Hour 9:50 - 10:45 ELA 10 Hoffman Room 222
(SMP) B Plan ---------------- (SMP) B YES NO Lunch 10:50 -11:15
--------------
(SMP) B Plan ---------------- (SMP) B YES NO 4th Hour 11:20 -12:20 History 10 Malwin Room 303
(SMP) B Plan ------------- (SMP) B YES NO 5th Hour 12:25 - 1:20 Algebra Logan Room 221
(SMP) A Plan ---------------- (SMP) A YES NO Go to Bus *If there is homework "Yes," remember to fill out a homework slip and put it in the folder on the board at Danny's desk.
Building Caseload Analysis
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Teacher Caseload Analysis DeliveryCaseload Analysis Delivery
Student Name Individual Behavior Plan
Individual Academic Plan
Peer to Peer Support
Visual Schedule
Self-Management System
Paraprofessional Support
Iterant Services
Other Supports
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LITERACY
Differential Eligibility
Do you think its ______________ASD or CI? EI?
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MARSE CriteriaCognitive Impairment
(a) Development at a rate at or below approximately 2 standard deviations below the mean as determined through intellectual assessment.
(b) Scores approximately within the lowest 6 percentiles on a standardized test in reading and arithmetic. This requirement will not apply if the student is not of an age, grade, or mental age appropriate for formal or standardized achievement tests.
(c) Lack of development primarily in the cognitive domain.
(d) Impairment of adaptive behavior.
MARSE ASD Eligibility
• Reciprocal Social Interaction (2)
• Non-verbal behavior• Peer relationships• Show and share• Social / emotional reciprocity
• Communication• Delay without compensation• Pragmatics• Stereotyped / repetitive• Make-believe
• Restrictive / Repetitive Behavior
• Restricted Interests• Inflexible routines• Motor mannerisms• Parts of objects
EI (Emotional Impairment) CriteriaThe problems result in behaviors manifested by 1 or more of the following characteristics:
a. Inability to build or maintain satisfactory interpersonal relationships within the school environment. Interpersonal relationships refer to developmentally appropriate actions and reactions to peers and adults. To meet this criteria, a student should demonstrate pervasive (generally all teachers and peers) aberrant behaviors that occur at a greater frequency, intensity and duration for others at that developmental level.
b. Inappropriate types of behavior or feelings under normal circumstances. This criterion implies atypical behaviors for which no observable reason exists. Mere misconduct or refusal to comply does not qualify a student in this category. The pervasiveness and frequency, intensity, and duration should also be considered.
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EI (Emotional Impairment) Criteria
c. General pervasive mood of unhappiness or depression. This criterion means a student must exhibit depressive symptomatology which typically involves changes in all four major areas: (1) affective (emotions), (2) motivation (loss of interest), (3) physical/motor functioning (e.g. weight / appearance), and (4) cognition. Pervasiveness implies impact in almost all aspects of a person’s life. NOTE: Aggression and non-compliance can mask depression.
d. Tendency to develop physical symptoms or fears associated with personal or school problems. First consider a student’s medical condition before considering eligibility under this criterion. This criterion is related to conditions like school phobia and other intense anxiety disorders that result in physical symptomology and somatic complaints (e.g. headache, tics, stomachache).
MARSE ASD Eligibility
• Reciprocal Social Interaction (2)
• Non-verbal behavior• Peer relationships• Show and share• Social / emotional reciprocity
• Communication• Delay without compensation• Pragmatics• Stereotyped / repetitive• Make-believe
• Restrictive / Repetitive Behavior
• Restricted Interests• Inflexible routines• Motor mannerisms• Parts of objects
Changes to the AS Module
TrustViolence and Asperger
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TrustThink about the different
relationships that you have…
Talk at your table:•What conditions or variables create trust within your relationships?
•What conditions or variables create distrust?
Typical Development of Trust
Simple View of How We Build Trust
•Trust is built through interaction with and/or understanding of the person, place, feeling, sensation, event, or thing
•Without interaction or shared understanding, trust can’t be built
•Ex: Shared understanding: Brain surgeon—element of trust because of position they hold and shared understanding that comes with that position
• In absence of shared understanding, interaction is the way to go
(Adapted from Asperger Experts)
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Trust-building Interactions
•Recurring: You need predictability and familiarity in order to make a judgement of trustworthiness
• Intimate: Interaction is personal and uniquely tailored to a specific person
•Positive: You come out of the interaction in a better state than when you entered. If you try something and it ends up in a negative result, trust was diminished, rather than built
•Low-risk: In order to interact with something that you have low trust in, the interaction needs to be fairly low-risk
(Adapted from Asperger Experts)
Jonah’s Take on Trust
Asking Jonah (middle school student with AS) whether there was anyone in school that he could trust:
“Not a chance!” he said.
When asked what it would take for him to make a new friend he could trust:“A year of knowing someone, and at least
four visits at my house and the other person’s house.”
(Prizant, Uniquely Human)
Misunderstandings and Trust
•Many people with AS routinely experience misunderstanding (e.g., actions of others, social nuances)
•Their own behavior is regularly misunderstood by peers, educators, strangers, and even those close to them
•The more often these misunderstandings occurs, the less the person with AS trusts people and the more likely he will shut down and disconnect (“Why should I try?”)
(Prizant, Uniquely Human)
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Our Responsibility with Trust
•It is essential for those of us in the lives of people with AS to make the extra effort to build trusting relationships
•Rather than demanding or pressuring the person with autism to change, we must change first!
•When we change, the person with autism changes too
(Prizant, Uniquely Human)
Brodie was told is he completed the seven assignments in the class he would pass the class. Brodie did
complete the assignments and the teacher would not pass him because
the assignments were late. He is now refusing to do any work.
Teacher explained he should have been working all along and not save
all the assignments until the end.
Kayla as no idea when she will and will not be able to go to recess. If she
doesn’t get her work done, then she is not allowed to go to recess unless the teacher is busy doing something else
and then she can go to recess. It is not always about getting her work
done…sometimes it’s about it took her too long to get ready. Kayla has no idea
what the rules are around recess because they are inconsistent based on
the staff need not the student need.
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Trust-building Strategies
•Celebrate and focus on success•Be dependable, reliable, and clear•Acknowledge the person’s emotional state (allows us to alleviate rather than exacerbate stress)
•Practice shared control to build self-determination (i.e., choices, a voice in planning schedules, activities, significant events)
Depression/Violence and Aspergers
ASD & Depression
• Children with ASD in 6-18 age range• 44% with depression• 30% clinical depression (Strang, 2012)
• 6% of children/adolescents with depression in general population compared to 37% in ASD population (Shaffer et al, 1996; Ghaziuddin et al, 1998)
• Attwood reports rate of suicidal ideation in people with AS is 49% higher than general population in England
• No significant relationship between age & symptoms• Greater the age, the more negative self-rating of social competence; therefore, more emotional problems per self-report
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ASD vs. EI / SM
• BEHAVIORS:
•Refusal to do academic work•Not following school expectations / rules•Aggression toward peers
• DISTINGUISH BETWEEN:• I don’t care about your rule vs. I don’t understand
the rules and the rules frequently change;• ODD vs. I already know how to do this and if I know,
then you should know;• I don’t care about your thoughts or feelings vs. I
don’t understand you have different thoughts or feelings from me.
So, are people with Asperger more likely to engage in violence?
•Studies are limited, but short answer is no•Studies range from 1.5% to 2.7%•General population is approximately 2.8%
•“There is no empirical evidence to support a claim that there is a link between Asperger’s Syndrome and violence” (Bjorky, 2009)
AS and psychopathy?
•Empathic failure in relation to violent behavior is reported to be a hallmark of anti-social and psychopathic personality disorder
•ASD and psychopathy are the two main psychiatric disorders associated with empathic dysfunction
•So, what is the difference?Bjorkly, 2009
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Characteristic Psychopathy Asperger’s Syndrome
SensoryReactivity
Hypo Hyper
Interpersonal Communication
Manipulative Naive
Typical Violence Proactive Reactive
ReinforcementContingency
Positive Negative
Relating to Violence
Denial Confession
Bjorkly, 2009
Let’s break it down…
•Motive: • Communicative and social misinterpretation• Sensory hypersensitivity
•Triggers:•Visual appearance•Not getting “right” response or being approached in a “wrong” manner by others
•Type:•Most were physical assaults carried out in emotionally detached manner
Bottom Line•A primary reason for violence in persons with Asperger is their inability to perceive other people’s needs, desires, or stress
•This is further complicated by their impaired ability to interpret other people’s behavior correctly
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Complex Students
Visual ScheduleSelf-Management System
Intense Interest
Peer to Peer Support
T-Charts
Connor's Schedule Date: ______________
Subject
Peer(s) Assigned
Minutes in Class
Self-Management System
Arrival (116) 7:35-7:40 Support Ms. Smith
Go To Room 116 Yes No Take off Backpack and Put in Basket Yes No Take off Coat and Put in Basket Yes No No Coat Take off Boots and Put Next to Basket Yes No No Boots Get ELA and Science Folder from Backpack Yes No No Folders Go to Room 245 Yes No
1st Hour (245) 7:45 - 8:40 ELA Mr. Stevens
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
2nd Hour (212) 8:45-9:35 Science Ms. Miller
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N Go to Room 116 Yes No
3rd Hour (116) 9:40-10:30 Support Ms. Smith
Put ELA and Science Folder in Backpack Yes No No Folders Take Daily Schedule Out of Binder Yes No No Schedule Ms. Smith to Check Daily Schedule Yes No No Check Work with Ms. Smith on Class Assignments Yes No No Daily Work Put Materials Away Yes No No Materials Get Math Folder from Backpack Yes No No Folder Go to Room 101 Yes No
4th Hour (101) 10:35-11:25 Resource Math Mr. Markens
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
Lunch 11:30-12:00
Eat Lunch with Peer Assigned Yes No Ate in Room 116 Go to Room 116 Yes No Put Math Folder in Back Pack Yes No No Folder Get Social Studies Folder from Backpack Yes No No Folder Go To Room 206
5th Hour (206) 12:05-12:55 Social Studies Mrs. Holmes
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
6th Hour (107) 1:00-1:50 Band Mr. Doty
Get Instrument Yes No No Instrument Accuracy Y N Go to Seat Yes No Accuracy Y N Warm Up Yes No No Warm Up Accuracy Y N Follow Instruction Yes No Accuracy Y N Asked for Help Yes No No Help Accuracy Y N Put Instrument Away Yes No No Instrument Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N Put all folders from Backpack on Desk Yes No Put worksheets from each folder on Desk Yes No Complete work from ______________ Class Yes No Ms. Smith to check for Homework Yes No Put Homework in Backpack Yes No No Homework Put Boots On Yes No No Boots Put Coat On Yes No No Coat Put Backpack On Yes No Go to Bus Yes No
7th Hour (116) 1:55-2:30 Support Ms. Smith
Contract5 Point Scale
Name: Connor Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2017/18 Subject Pass-Fail (PF)
or Letter (L) Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice format, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
English/Language Arts 10
Marking Period
L
P-Touch – Closed Paraprofessional Support for Modifications directed by ELA Teacher Internet used for projects
Open Ended Vocab. – Definition with a Word Bank – 7/ 20 Words Novel Exams – Choice Essay Questions – Delete DVD of all books read in class at home.
Visual Organization Closed Strategy X
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
Chemistry
Marking Period
L
P-Touch Calculator Select Peer Grouping for all lab activities. (Group 2 Jon and Karen or Group 4 Kelly and Greg)
Open Ended Matt will use calculator for all formulas Each Lab assignment color-coded with visuals Choice Strategy for all assessments
Visual Organization Closed Strategy X
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
History 10
Marking Period
L
P-Touch – Choice Computer used to complete assignments Group discussion/Matt’s interest areas highlighted
Open Ended Long term projects will be completed through internet Extreme interest in History Highlighter tape will be used to show the answer in book
Visual Organization Closed Strategy
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
Algebra II Marking Period
L
P-Touch Paraprofessional Support Select Peer Grouping for all group activities (Mark and Brian)
Open Ended Assessments and Assignments will be presented in choice strategy Matt will use computer to determine comprehension
Visual Organization Closed Strategy
Semester PF
Choice Strategy X Yes/No Strategy X Reduced Content X
Guardian Signature(s) ______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
Grading Matrix
Steven's Schedule Date: ______________
Subject
Peer(s) Assigned
Minutes in Class
Self-Management System
Arrival (116) 7:35-7:40 Support Ms. Smith
Go To Room 116 Yes No Take off Backpack and Put in Basket Yes No Take off Coat and Put in Basket Yes No No Coat Take off Boots and Put Next to Basket Yes No No Boots Get ELA and Science Folder from Backpack Yes No No Folders Go to Room 245 Yes No
1st Hour (245) 7:45 - 8:40 ELA Mr. Stevens
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
2nd Hour (212) 8:45-9:35 Science Ms. Miller
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N Go to Room 116 Yes No
3rd Hour (116) 9:40-10:30 Support Ms. Smith
Put ELA and Science Folder in Backpack Yes No No Folders Take Daily Schedule Out of Binder Yes No No Schedule Ms. Smith to Check Daily Schedule Yes No No Check Work with Ms. Smith on Class Assignments Yes No No Daily Work Put Materials Away Yes No No Materials Get Math Folder from Backpack Yes No No Folder Go to Room 101 Yes No
4th Hour (101) 10:35-11:25 Resource Math Mr. Markens
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
Lunch 11:30-12:00
Eat Lunch with Peer Assigned Yes No Ate in Room 116 Go to Room 116 Yes No Put Math Folder in Back Pack Yes No No Folder Get Social Studies Folder from Backpack Yes No No Folder Go To Room 206
5th Hour (206) 12:05-12:55 Social Studies Mrs. Holmes
Turn in Home Work Yes No No Homework Accuracy Y N Put Name on Worksheet Yes No No Worksheet Accuracy Y N Completed 3 Question Yes No No Worksheet Accuracy Y N Asked for Help Yes No No Help Needed Accuracy Y N Read Aloud in Class Yes No No Read Aloud Accuracy Y N Worked with Small Group Yes No No Small Group Accuracy Y N Put Worksheet in Binder Yes No No Worksheet Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N
6th Hour (107) 1:00-1:50 Band Mr. Doty
Get Instrument Yes No No Instrument Accuracy Y N Go to Seat Yes No Accuracy Y N Warm Up Yes No No Warm Up Accuracy Y N Follow Instruction Yes No Accuracy Y N Asked for Help Yes No No Help Accuracy Y N Put Instrument Away Yes No No Instrument Accuracy Y N Put Stuff in Binder Yes No Accuracy Y N Put all folders from Backpack on Desk Yes No Put worksheets from each folder on Desk Yes No Complete work from ______________ Class Yes No Ms. Smith to check for Homework Yes No Put Homework in Backpack Yes No No Homework Put Boots On Yes No No Boots Put Coat On Yes No No Coat Put Backpack On Yes No Go to Bus Yes No
7th Hour (116) 1:55-2:30 Support Ms. Smith
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Steven’s Self Management System
T-CHARTS• Used for NOT NO – WHERE AND WHEN
• Used for Pro’s and Cons
• Used for Academics
Steven’s T-Chart
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Student Contracts• Clearly Organized Expectations
• Clearly Explained Consequence
• Signature of All Persons Involved Including Student with ASD
• Individualized
Steven’s Contract
Steven’s Contract
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Steven’s Contract
The Jedi Code
Steven’s Grading MatrixName: Steven Caseload Teacher : Hunt General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2017/18
Subject Pass-Fail (PF) or Letter (L)
Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice format, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
English/Language Arts 10
Marking Period
L
P-Touch – Closed Paraprofessional Support for Modifications directed by ELA Teacher Internet used for projects
Open Ended Vocab. – Definition with a Word Bank – 7/ 20 Words Novel Exams – Choice Essay Questions – Delete DVD of all books read in class at home.
Visual Organization Closed Strategy X
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
Chemistry
Marking Period
L
P-Touch Calculator Select Peer Grouping for all lab activities. (Group 2 Jon and Karen or Group 4 Kelly and Greg)
Open Ended Matt will use calculator for all formulas Each Lab assignment color-coded with visuals Choice Strategy for all assessments
Visual Organization Closed Strategy X
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
History 10
Marking Period
L
P-Touch – Choice Computer used to complete assignments Group discussion/Matt’s interest areas highlighted
Open Ended Long term projects will be completed through internet Extreme interest in History Highlighter tape will be used to show the answer in book
Visual Organization Closed Strategy
Semester PF
Choice Strategy X Yes/No Strategy Reduced Content X
Algebra II Marking Period
L
P-Touch Paraprofessional Support Select Peer Grouping for all group activities (Mark and Brian)
Open Ended Assessments and Assignments will be presented in choice strategy Matt will use computer to determine comprehension
Visual Organization Closed Strategy
Semester PF
Choice Strategy X Yes/No Strategy X Reduced Content X
Guardian Signature(s) ______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
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Peer to Peer SupportCase Conferences and
Scheduling
How to Support a Student with ASD During Senior Student Activities?
Senior Skip DayLisa
Senior WalkSteven
Cap and GownMark
Senior Prom DinnerCheryl
Senior PromJessica
All Night PartyKim
Year Book Kelly
Last Day of SchoolRobert
Student with Asperger Plan
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4 - Point Scale
When Ginger’s behavior
looks like this:
What is staff doing?
4: Physical ● Pushing/banging/grabbing
● Screaming/crying
● Sitting on floor
● Barricading
*Remember to stop talking
● Adult switch
● Class evacuation
● Mom picks up
● Say that going to call “x” person (mom, police…)
3: Demanding/Refusal ● Requesting something from an
adult
● Whole body fidget
● Moving furniture/tapping
● Shouting/blurting
● Not responding to teacher
● Pointing at/cornering adults
*Remember to stop talking
● Call on walkie talkie
2: Pacing
● Asks questions/random comments
● Looking around for something else
to do
● Escaping into book/writing
● Wiggling/fidgeting
● 2 options:
○ Send on errand
○ Or let pace
● Proximity control
● Relate random comment
● Offer break/self‐management
1: Regulated Behavior ● Quiet/In seat
● Raises hand/engaged
● Listening/eye contact
● Follows procedures
● Body toward teachers
● Wants to help
● Instructing
● Praise (reinforce)
● Call on her/know her turn
Student Contract(School letterhead) February 1, 2017 I, ______________________________________, agree to the following plan:
1. I will go to each class. 2. I will keep my iPad in my AM/PM bags. 3. I will have 5 minutes of technology time at the end of each class period, only as follows:
a. 8:57 - 9:03 b. 10:03 - 10:08 c. 11:13 - 11:18 d. 12:50 - 12:55 e. 1:52 - 1:57 f. 2:55 - 3:00
4. I will choose only one item from a parent approved list during each technology time. 5. I will watch the item only one time. 6. I will turn off my iPad when the activity is finished and return it to my AM/PM bag. 7. I understand that if I don’t follow this plan, I will be at #3 on my Four Point Scale.
____________________________________ __________________________________Ginger Choudhary Teacher ____________________________________ __________________________________Parents Teacher ___________________________________ _________________________________ Teacher Teacher ___________________________________ _________________________________ Teacher Principal __________________________________ _________________________________ Teacher Associate Principal __________________________________ _________________________________ Teacher Notary
Student Individualized Schedule
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Self Management System
Student with Asperger Plan
5- Point Scale When Jenna’s behavior
looks like this: What is staff doing?
5: Spits‐Hits‐Bites Runs out of room
Skips, hops, spins
Cries, swears, hits
*Remember to stop talking Immediate removal from classroom
Move to Resource Room
Compliance Task (Word Search)
AIMSweb Progress Monitoring Reading MAZE Probe
( Give her highlighter, not pencil)
4: Blurting: Voice is escalated
Fantasy talk continues Says “I want to go home.”
Says “I’m hungry.”
Moves to the SmartBoard
*Remember to stop talking Time Away (adult imposed) in sensory room
Flip sign on door to “Time Away”
can have bean bag
Card: Shoes on One lap in LGI
Back to class
3: Fantasy: Fantasy talk increases
Refuses Sensory Kit
Picks at skin/scabs
She takes band‐aids off
Out of instruction
Name‐calling
*Remember to stop talking Break in “head end” room (removal from expectations)
Flip card to “Break Room”
Rest on bean bag
10 min. Checks
Say, “Jenna” and show her visual with words: “It’s time for class.”
She puts shoes on as a compliance task
2: Laps Begins to walk laps around room
Fantasy Talk begins
Picks at skin, scabs
*Remember to stop talking Offer these choices on card (or board):
LGI
Read
Sensory Kit
1: Regulated Behavior Attempts to talk to deskmate
Responds to expectations
Goes to desk
Asks permission
Jenna is smiling, happy, and approaches other children.
Staff is just observing
Give praise for her behavior
*Remember to stop talking when Jenna is moving to level two or above. You want her to want your words.
Student: Jenna Willson Date: Sept. 9, 2014
The following were in attendance for this meeting: Maureen Zeigler Erika Neumann
Mary Johnson
Karen Hurst Kelsey Lievens
Mike McEvoy (PM)
If she doesn’t choose,
the sensory kit is offered by default.
Name: Jana Caseload Teacher: Mrs. White General Education Teacher: Mr. Davis Grade: 4th Year: 2016/2017 Subject Pass-Fail (PF)
or Letter (L) Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
Language Arts Spelling Reading Group
Marking Period
L
Computer for Writing Select Peer Grouping (Maria and Stacy) Snap-Type for worksheet Organization System
Open ended Spelling – Select from Misspelled and Correctly Spelled word Graphic Organizer for writing assignments
Visual organization X Closed questions
Semester L
Choice format X Yes/No Reduced Content
Math
Marking Period
L
Calculator Select Peer Grouping (Greg and Hannah) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Social Studies
Marking Period
L
Snap-Type for worksheet Select Peer Grouping (Steve and Laurie) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed Graphic Organizer
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Science Marking Period
L
Snap-Type for worksheet Select Peer Grouping (Karen and Eric) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed Graphic Organizer
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Parent Signature(s) _______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ ____________________________________
_____________________________ Caseload Teacher ________________________
I, _____________________________ agree to the following plan:
1. I will use kind words with staff and classmates.
List words or phrases, that are not appropriate is with Jana at all times
2. I will keep my hands, feet and saliva to myself.
3. I will respect the property of others.
4. If I am not following my plan:
First – I will need to leave the classroom, walk to time away
Next – Mrs. B. or another adult will be contacted to help
Finally – My parents will be contacted. It is important that my
parent know when I have been in time away so they can help me when I get
home.
5. If I am in the time away room, the “Ready or Not Ready” card will be near me.
Adults will not talk to me during this process. When I am ready to return to class,
I turn the card over to “Ready to return to class.”
_______________________________________ _______________________________________
Jana Smith (Student) Mr. & Mrs. Smith (Parents)
Mrs. B. (Principal) Mrs. M. (Speech and Language)
Mrs. H. (Special Education Teacher) Mrs. F (Classroom Teacher)
Mrs. J. (Paraprofessional) Ms. N. (Social Worker)
ily Schedule Date:____________________
Activity Mini Schedule utine Hang up Back Pack
Hang up Coat Y N Y N
Activity 4 minutes Fantasy talk
Answer one question Y N Activity 4 minutes Fantasy talk
y Organization system Y N Activity 4 minutes Fantasy talk orkshop Organization system Y N
Activity 4 minutes Fantasy talk Squad Exercises
Stay with LINK Y N Y N
Activity 4 minutes Fantasy talk orkshop Organization system Y N
Activity 4 minutes Fantasy talk orkshop Organization system Y N Activity 4 minutes Fantasy talk
Sit with two friends Y N Fantasy talk Play with one friend Y N
ies Organization system Y N Activity 4 minutes Fantasy talk Y N
Sit with LINK Y N Activity 4 minutes Fantasy talk
Organization System Y N Activity 4 minutes Fantasy talk
Go to Locker Yellow folder in backpack Teacher Sign this sheet
Y N Y N Y N
mments:_____________________________________________
___________________________________________________
nature:______________________________________________
LINK Student Schedule
Day of the Week Lunch LINK Recess LINK Monday
Tuesday
Wednesday
Thursday
Friday
Date____________________ Additional Information___________________________________________________________ ______________________________________________________________________________
Subject Area Student Teacher Math
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Language Arts
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Science
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you complete the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Social Studies
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Lunch/Recess
1. Did you talk to 2 people at lunch? 2. Did you talk to 2 people at recess? 3. Did you play a game during recess? 4. Name one person you played with today?
Yes No Yes No Yes No ______________________
Initial
Student Contract5 Point Scale Self Management System
Grading Matrix
Organizational SystemPeer to Peer Support
Intense Interest Intense Interest
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Use High Interest Area to Manage Tantrums – Reading to Younger ChildrenIncompatible Alternative
Reading to Younger Students
High Interest AreaJana Talk/Fantasy Talk
Jana Talk Fantasy Talk
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What is Jana Doing?
What is the staff doing?
5- Point Scale When Jenna’s behavior
looks like this: What is staff doing?
5: Spits‐Hits‐Bites Runs out of room
Skips, hops, spins
Cries, swears, hits
*Remember to stop talking Immediate removal from classroom
Move to Resource Room
Compliance Task (Word Search)
AIMSweb Progress Monitoring Reading MAZE Probe ( Give her highlighter, not pencil)
4: Blurting: Voice is escalated
Fantasy talk continues
Says “I want to go home.”
Says “I’m hungry.”
Moves to the SmartBoard
*Remember to stop talking Time Away (adult imposed) in sensory room
Flip sign on door to “Time Away”
can have bean bag
Card: Shoes on One lap in LGI Back to class
3: Fantasy: Fantasy talk increases
Refuses Sensory Kit
Picks at skin/scabs
She takes band‐aids off
Out of instruction
Name‐calling
*Remember to stop talking Break in “head end” room (removal from expectations)
Flip card to “Break Room”
Rest on bean bag
10 min. Checks
Say, “Jenna” and show her visual with words: “It’s time for class.”
She puts shoes on as a compliance task
2: Laps Begins to walk laps around room
Fantasy Talk begins
Picks at skin, scabs
*Remember to stop talking Offer these choices on card (or board):
LGI
Read
Sensory Kit
1: Regulated Behavior Attempts to talk to deskmate
Responds to expectations
Goes to desk
Asks permission
Jenna is smiling, happy, and approaches other children.
Staff is just observing
Give praise for her behavior
*Remember to stop talking when Jenna is moving to level two or above. You want her to want your words.
Student: Jenna Willson Date: Sept. 9, 2014
The following were in attendance for this meeting: Maureen Zeigler
Erika Neumann
Mary Johnson
Karen Hurst
Kelsey Lievens
Mike McEvoy (PM)
If she doesn’t choose, the sensory kit is offered by default.
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50
Behavioral Contract
The contract must be specific.Legally binding document.
I, _____________________________ agree to the following plan:
1. I will use kind words with staff and classmates.
List words or phrases, that are not appropriate is with Jana at all times
2. I will keep my hands, feet and saliva to myself.
3. I will respect the property of others.
4. If I am not following my plan:
First – I will need to leave the classroom, walk to time away
Next – Mrs. B. or another adult will be contacted to help
Finally – My parents will be contacted. It is important that my
parent know when I have been in time away so they can help me when I get
home.
5. If I am in the time away room, the “Ready or Not Ready” card will be near me.
Adults will not talk to me during this process. When I am ready to return to class,
I turn the card over to “Ready to return to class.”
_______________________________________ _______________________________________ Jana Smith (Student) Mr. & Mrs. Smith (Parents)
Mrs. B. (Principal) Mrs. M. (Speech and Language)
Mrs. H. (Special Education Teacher) Mrs. F (Classroom Teacher)
Mrs. J. (Paraprofessional) Ms. N. (Social Worker)
Inappropriate Words or Phrases at School Some people say these words or phrases and I hear them say them. I realize that even though I hear them say these words, I may not say these words or phrases at USA Elementary. I know my contract will be enacted if I say these words or phrases.
Words I Can Not Say/Repeat at USA Elementary:
Douche Bag Kiss My Ass Retarded
Asshole Butt Fart
Butt Fart Shit Shit Asshole
Pinky Butt Fart Shit Butt Fart
Crotch Boys Crotch Girls Crotch
Touch My Underwear Dirty Underwear
Bitch Bastard Eat My Underwear
I realize that if I say a new word or phrase that is not appropriate to say at USA Elementary School, my teacher, Mrs. Smith will add that word or phrase to the list and then I will not be able to say that word or phrase again at USA Elementary School. I will not share my list of words with any of my LINKS or Friends.
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Self-Management System
Include Expectations Throughout the Day!Student Monitors their Own Behavior
Grading Matrix
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52
Name: Jana Caseload Teacher: Mrs. White General Education Teacher: Mr. Davis Grade: 4th Year: 2016/2017 Subject Pass-Fail (PF)
or Letter (L) Grade
Accommodations (e.g., small groups, extended time,
alternative site, etc.)
Differentiated Output Hierarchy
(e.g., reduced content, choice, etc.)
Other Criteria to Determine Grade
(e.g., attendance, participation, etc.)
Language Arts Spelling Reading Group
Marking Period
L
Computer for Writing Select Peer Grouping (Maria and Stacy) Snap-Type for worksheet Organization System
Open ended Spelling – Select from Misspelled and Correctly Spelled word Graphic Organizer for writing assignments
Visual organization X Closed questions
Semester L
Choice format X Yes/No Reduced Content
Math
Marking Period
L
Calculator Select Peer Grouping (Greg and Hannah) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Social Studies
Marking Period
L
Snap-Type for worksheet Select Peer Grouping (Steve and Laurie) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed Graphic Organizer
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Science Marking Period
L
Snap-Type for worksheet Select Peer Grouping (Karen and Eric) Organization System
Open ended Assignments and assessment with be visually organized so Jana understands amount of work to be completed Graphic Organizer
Visual organization X Closed questions
Semester L
Choice format Yes/No Reduced Content
Parent Signature(s) _______________________ ______________________ Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ ____________________________________
_____________________________ Caseload Teacher ________________________
Academic Organizational Plan
Self Management System for Each Academic Area
Date____________________ Additional Information___________________________________________________________ ______________________________________________________________________________
Subject Area Student Teacher Math
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Language Arts
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Science
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you complete the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Social Studies
1. Did you raise your hand and answer 1 question? 2. Did you participate with the group? 3. Did you finish the organization system? 4. Do you have homework? 5. Did you need to ask for help?
Yes No Yes No No Group Yes No No System Yes No Yes No
Initial
Lunch/Recess
1. Did you talk to 2 people at lunch? 2. Did you talk to 2 people at recess? 3. Did you play a game during recess? 4. Name one person you played with today?
Yes No Yes No Yes No ______________________
Initial
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Worksheet Organizational System
Peer to Peer Support
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54
Visual ScheduleSelf-Management System
Intense Interest
Peer to Peer Support
T-Chart
Grading Matrix
Jessie
Jessie’s Intense Interest
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55
Visual Schedule
Initial Self-Management System
Peer to Peer• LINKS in class with Jessie
• LINK walked with Jessie in hall to “meeting spot” where next LINK met them – modeled walking in hall without skipping, running into kids
• Jessie would repeat “hi’s” to kids when LINK said it
• At meeting spot, play “guess the jingle”
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Grading Matrix
T-Chart
OK to sing jingles at school NOT OK to sing jingles at school
LunchGetting dressed for PEWhen adding jingle to boardAfter Check OutWhen meeting next LINK
When asked a questionDuring class (after marking 2)When teacher is talking to you
Visual ScheduleSelf-Management System
Intense Interest
Peer to Peer Support
Break System
Behavior Script
CarlAngry Birds Feeling Scale Elaboratory Daily Chart
Schedule
5 Point Scale
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Visual Schedule
5 Point Scale
Break System
COOL DOWN
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58
Peer to Peer Support• Class-wide / Grade-wide
• Strategic partnering / grouping
• Before school computer buddies
• Recess partners (both 6th grades)
Self-Monitoring
II
IIIIII II
IIII I
IIII
III
IIII
II I
II
Behavior Script - Step 1
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Behavior Script – Step 2
Behavior Script - Crisis
Behavior Script - Recovery
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60
Grading & Goals
•Goal was to come to school and remain in school
•Grading done on any completed tests or assignments; unfinished or not turned in did not count against him
Complicated Kids
Video