epli trainer day...if chooses break or break is directed, show the break card and say “time for a...

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.


0. Child’s attendance in school-based after chool activities (sporting events, dances, clubs)


1. Child’s attendance in non-school-based ctivities with friends (parties, movies eepovers)


2. Child’s motivation to attend school


3. Child’s participation in the community and in ommunity-based activities with family members ocal events, restaurants, faith-based activities)


4. How well you are connected with, and upported by, staff, teachers and administration at our child’s school


5. How much you worry about your child eing bullied at school


6. Your sense that your child is being prepared for future where s/he is an integrated ember of the community


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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


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


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


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


Visual Schedule


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?”)


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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


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


T-Charts

Connor's Schedule Date: ______________

Subject

Peer(s) Assigned

Minutes in Class


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


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


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








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.


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


Semester PF


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



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


Semester PF

Choice Strategy X Yes/No Strategy X Reduced Content X



Grading Matrix

Steven's Schedule Date: ______________

Subject

Peer(s) Assigned

Minutes in Class


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


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


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


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








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.


Semester PF


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


Semester PF


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


Semester PF



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


Semester PF

Choice Strategy X Yes/No Strategy X Reduced Content X



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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




(e.g., reduced content, choice, 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


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


Semester L


Science Marking Period

L

Snap-Type for worksheet Select Peer Grouping (Karen and Eric) Organization System



Semester L


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



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?


Initial

Social Studies



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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48

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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49

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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51


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




(e.g., reduced content, choice, 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


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


Semester L


Social Studies

Marking Period

L

Snap-Type for worksheet Select Peer Grouping (Steve and Laurie) Organization System



Semester L


Science Marking Period

L

Snap-Type for worksheet Select Peer Grouping (Karen and Eric) Organization System



Semester L


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



Initial

Language Arts



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?


Initial

Social Studies



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


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54


Intense Interest


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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56

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


Intense Interest


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

epli trainer day...if chooses break or break is directed, show the break card and say “time for a...

Documents