Congratulations
This is Your Last START Module
This Year
Opportunities for Next Year
• Required for Intensive Training Participants:
– Systems Change (2 days – non-consecutive)
– Asperger (2 days consecutive)
• For MET Members:
– Education-Based Evaluations for ASD
(formally CET)
• Technical Assistance Opportunities
• If you have not received notification of dates
by the start of next school year, contact:
Transition:
Preparation & Celebration
Transitions Cause Anxiety for EVERYONE
5 Point Anxiety Scale
5
4
3
2
1
There she blows!
(Full Blown Anxiety Attack)
Step away. . . I’m in crisis.
Yikes! Where is the chocolate?
I NEED some chocolate!
This is a little scary, but I am fine.
Wow! This is an interesting and
fun turn of events.
Just Imagine. . .
You are being transferred to another building.
5
4
3
2
1
There she blows!
(Full Blown Anxiety Attack)
Step away. . . I’m in crisis.
Yikes! Where is the chocolate?
I NEED some chocolate!
This is a little scary, but I am
fine.
Wow! This is an interesting
and fun turn of events.
Just Imagine. . .
Your spouse has just been transferred to another state. You need to move.
5
4
3
2
1
There she blows!
(Full Blown Anxiety Attack)
Step away. . . I’m in crisis.
Yikes! Where is the chocolate?
I NEED some chocolate!
This is a little scary, but I am
fine.
Wow! This is an interesting
and fun turn of events.
Just Imagine. . .
Someone came in and completely cleaned your house and put everything
where it belongs
5
4
3
2
1
There she blows!
(Full Blown Anxiety Attack)
Step away. . . I’m in crisis.
Yikes! Where is the chocolate?
I NEED some chocolate!
This is a little scary, but I am
fine.
Wow! This is an interesting
and fun turn of events.
Remember…What is a Tough Transition for
You May Not Be for Someone Else
Especially True for Student’s with ASD
Michael and Stephen
Transition Involves…
• Realizing the student is the focal point
• Common language
• Common philosophy
• Similar = Developing a Professional
Learning Community vs. Developing
capacity for the Student with ASD into
the School Culture
What is the Responsibility of the Sending Team?
• Schedule student and staff visitations in
receiving building
• Communicate the effective systems currently
in place for the student—BUILD CAPACITY
• Share materials, data, strategies, learning
experiences
• Guide the receiving team toward understanding
student’s strengths and challenges
An Example of a Transition Schedule
Monday Tuesday
Wednesday Thursday Friday
1 B.L. Elem
Lunch Visitation
12:30-1:45
2
3
8
9
9:00-11:30
Visitation SpEd Class
10
4
5
11
12
10:00-10:30
Recess Visitation
Assembly Visit
1:00-2:30
15
16
17
18
Kindergarten Visit
9:30-10:30
19
22
23
1:30-3:00 SpEd
Class Visit
24
25
26
29
30
P.E. Class Visit
9:45-10:15
What is the Responsibility of the
Receiving Team?
• Visitation to see the student in the sending building
(approx. 3 times)
• Acknowledge and prepare the environment for
implementation of the current systems used with
students—BUILD CAPACITY
• Assist the sending team in understanding Norms of
Building
• Train the staff in the receiving building about ASD and
effective support to implementation fidelity
Train the staff in the receiving building about ASD
and effective support to implementation fidelity
•
•
•
•
Sensitivity Awareness
Specific Information about Student
Invite Parent to Share Information
Student to Meet with Administration,
Secretaries, Lunch People, Custodian,
Hall Monitors, etc
• Provide Staff with Actual Systems and
Strategies in Place for Student
Sensitivity
Awareness
Areas of Academic Concern for Students
with Autism Spectrum Disorder
•
•
•
•
•
Visual/Auditory Processing
Motivation/Manipulation
Oral Expression
Motor Problems
Language Problems
Transition Concerns
•
•
•
•
•
•
•
•
•
Early Morning Procedures
A Team Approach to Transitioning
Class Transitions
Students with Autism from
Elementary to Middle School
Teacher expectations
Karen H. Fronhoff, Ed.D.
Daily schedules or plan books
Dress code
Dressing for physical education
School discipline program
Commons area procedure
Understanding the “unwritten culture of the
school”
Transitions Concerns Cont’
•
•
•
•
•
•
•
•
•
•
•
Emergency procedures
Adult supports
Lunch routine
Classroom rewards and consequences
Technology
Playground routines
Occupational therapy equipment and services
Dismissal procedures
A Team Approach to Transitioning
Self-help skills
Students with Autism from
Elementary to Middle School
Substitute teachers
Karen H. Fronhoff, Ed.D.
After school activities
What Components are Needed for a
Successful Transition?
• Common Language
• Commitment from the sending and receiving
teams / TASKS
• Checklists to Promote Communication among
Sending and Receiving Staff
• Organized Plan including Scheduled Visits
• Parental Involvement
• Support from Administration
Ensure the student’s SYSTEMS /
TOOLS continue without change
delay -- requires adequate staff
training to implementation fidelity.
MINIMIZE TIME OF LOSS
REGRESSION–RECOUPMENT
Transition Checklists
THREE LEVELS
Which Team Should Be Responsible for
Completing the Transition Checklist?
The Receiving Team
Catalyst for Authentic Meaningful Dialogue about the
Student with ASD in the Transition Meeting
Communication (Elementary)
(student transitioning from ECSE program)
COMMUNICATION
Yes
No
Make object choices
Make word choices
Accept physical support for communication purposes
Initiate communication of needs/wants
Respond to verbal directives/possess receptive language
skills
What are current communication methods? ______________________
Example of a Functional
Communication System
Food
Drink
Bathroom
More
Help
Other
Break
Yes
No
Example of Yes/No
Communication System
Yes
No
Middle / High School Communication
Middle
High
Complete Communication Transition
Checklist (at appropriate level)
• Transition Checklist
Completed by receiving team
• If you have additional time:
• Target Student Reporting Form
• Post Training Questionnaire
• Profile Of Change (POC) COPY (complete
uncompleted areas)
INDEPENDENCE (Middle)
•
•
•
•
•
•
•
•
•
•
•
•
Bus – catch independently at close of day
Money – store, handle & pass appropriately as needed
Go to restaurant/community with peer support
Restroom – independent entry/use/exit – appropriate (zipper up,
etc.)
Gym – ability to dress and undress, store clothes in locker
Locker – ability to get locker open (manipulate lock or ask for
help) – independently obtain coat
General Ed. Classroom – independently locate seat
Hygiene – independent use of tissue, independence with sanitary
napkins
Hall pass – obtain and use appropriately when exiting during
class hour
Hallways – move independently between classes and at start and
close of day
Lunchroom – maneuver through lunch line, pay for hot lunch,
independently locate a spot and eat lunch with LINKS
Commons – comfort level in “hanging out” in commons area
If Student Can Not Work Combination,
Practice and Provide Lock and Key
Mark’s Schedule
Subject
Homework*
Sensory
Yes/No
----------------
1st Hour
7:50 - 8:45
Eastern Global
Berman
Room 222
2nd Hour
8:50 - 9:45
Pre-Vocation
Erkfritz
Room 319
Sensory
----------------
Minutes
in Class
Date: ________________
Points
Comments
b, jc, balance board & trampoline
weighted vest t/f class
b and jc and treadmill
weighted vest t/f class
3rd Hour
9:50 - 10:45
Science
Roche
Room 219
Lunch
-------------10:50 -11:15
Sensory
---------------sensory bins
4th Hour
11:20 -12:20
Current Events
Erkfritz
Room 319
Sensory
------------Weighted vest t/f class
5th Hour
12:25 - 1:20
Math
Rykse
Room 221
Sensory
---------------b, jc, balance board & trampoline
6th Hour
1:25 - 2:20
Support
Erkfritz
Room 319
*If there is homework "Yes," remember to fill out a homework slip and put it in the
folder on the board at Mark's desk.
Middle School P.E. Class
Color Coded Squads
Assigned Locker
Student Contract
Cross Aged Peer to Peer
Warm-up Routine
Middle School
Commons/Assemblies/Class Trips
Preferred Activities During
Unstructured Times
Color Code
Lockers
Cross-Aged Peer to
Peer Support on
Class Trips
Assigned Seating
At Assemblies
Complete Independence Transition
Checklist (at appropriate level)
• Transition Checklist (completed by
receiving for YOUR Information)
• If you have additional time:
• Target Student Reporting Form
• Post Training Questionnaire
• Profile Of Change (POC) COPY (complete
uncompleted areas)
Elementary Checklist
ACADEMIC
Yes
No
Focus on/attend to a task for a 20-minute period
Use of Output Method – Level__________________________
Use Academic Modification Hierarchy – Level_______________
Understand task completion
Participate in a general education classroom with LINK and/or
adult support
Specific strengths? ____________________________________
Comments:____________________________________________________
Differentiated Output Hierarchy
•
•
•
•
•
Open Ended Questions
Visual Organization Strategies
Closed Strategies
Choice Strategies
Yes / No Strategies
Name: Drew Caseload Teacher : Mrs. Smith General Education Teacher: Mr. Mellon Grade: 3rd
Pass-Fail (PF)
Subject
Accommodations
Differentiated Output
(e.g.,
small
groups,
extended
time,
or Letter (L)
Hierarchy
alternative site, etc.)
(e.g., reduced content, choice format,)
Grade
Language Arts
Marking
P-Touch
Open ended
Spelling
Period
L Paraprofessional Support Visual organization
Highest reading group for Closed questions
Reading Group
participation only
Semester
Choice format
X
PF
Yes/No
D.O.L
Reduced Content
X
Math
Social Studies
Science
Parent Signature(s)
Marking
Period
P-Touch
L Calculator
Select Peer Grouping for
all group activities.
Semester
PF (Thomas and Melissa)
Marking
Period
P-Touch
L
Cross age support (John
from middle school)
Computer use to
Semester
PF complete assignments
Marking
Period
P-Touch
Paraprofessional Support
Select Peer Grouping for
all group activities (Greg
Semester
PF and Emily)
L
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Year: 2004/2005
Other Criteria to
Determine Grade
(e.g., attendance, participation, etc.)
Spelling – Consonant
Deletion for Spelling Test
D.O.L – Capitilize First
Word and Period at the End
of the Sentence
Drew will use a calculator
for all math assignments
X Drew will have each
assignment color-coded
X
X
All long term projects will be
completed through the use
of pictures and/or web site
Drew will be expected to
look up information on
computer
X
X
All projects will be
completed through the use
of pictures or web site.
Drew will be expected to
look up information on the
computer
X
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
____________________________________
_____________________________
Caseload Teacher ________________________
Materials needed for Drew’s academic modifications
3rd Grade Differentiation –
Social Studies
Visual Organization
Picture Clues
Limited Choices
Turn this paper into teacher.
Math
Color Coding Key
High School Checklist: Academic
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Participate general education classes and meet academic expectations
with necessary modifications
Complete class work in class as class work
Complete homework at home as homework
Come with working homework completion plan and parental participation
with homework
Study and complete homework with peers
Be organized, follow organizational system
Organize work area in general education class
Plug in computer
Transport materials to general education class
Be on time to class
Follow general education class guidelines
Follow assignment format, including paper heading in general education
Check locker before class at appropriate times
Pay attention in class
Answer questions in class
Ask questions in class
Go with LINK to class without staff support
Name: Matt Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2009/2010
Pass-Fail (PF)
Subject
Accommodations
Differentiated Output
Other Criteria to
(e.g.,
small
groups,
extended
time,
or Letter (L)
Hierarchy
Determine Grade
alternative site, etc.)
(e.g.,
reduced
content,
choice
format,
(e.g.,
attendance, participation, etc.)
Grade
etc.)
P-Touch – Closed
L Paraprofessional Support
for Modifications directed
by ELA Teacher
Semester
PF Internet used for projects
English/Language Arts 10 Marking
Period
Chemistry
History 10
Algebra II
Guardian Signature(s)
Marking
Period
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
P-Touch
L Calculator
Select Peer Grouping for
all lab activities. (Group 2
Semester
PF Jon and Karen or Group 4
Kelly and Greg)
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
P-Touch – Choice
Computer used to
complete assignments
Group discussion/Matt’s
Semester
PF interest areas highlighted
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
Marking
Period
Marking
Period
L
P-Touch
L Paraprofessional Support
Select Peer Grouping for
all group activities (Mark
Semester
PF and Brian)
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
______________________ ______________________
X
X
X
X
X
X
X
Vocab. – Definition with a
Word Bank – 7/ 20 Words
Novel Exams – Choice
Essay Questions – Delete
DVD of all books read in
class at home.
Matt will use calculator for
all formulas
Each Lab assignment colorcoded with visuals
Choice Strategy for all
assessments
Long term projects will be
completed through internet
Extreme interest in History
Highlighter tape will be used
to show the answer in book
X
X
X
X
Assessments and
Assignments will be
presented in choice
strategy
Matt will use computer to
determine comprehension
Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
Differentiation to a 9th Grade
Algebra Assignment
Differentiation to a 9th Grade
Social Studies Assignment
Complete Academic Transition
Checklist (at appropriate level)
• Transition Checklist (completed by
receiving for YOUR Information)
• If you have additional time:
• Target Student Reporting Form
• Post Training Questionnaire
• Profile Of Change (POC) COPY (complete
uncompleted areas)
Elementary Checklist
BEHAVIORAL
Yes
No
Respond to some type of behavior system
Toilet-trained
Attend to peer behavior & demonstrate peer modeling
Sit in a chair at a table/desk
Sit on the floor/rug
Sit in a time away chair
Positive behaviors:______________________________
Challenging behaviors: __________________________
Behavior Plan
The
Schedule
A Break
Time Away
/ Out
BREAK
CRISIS Intervention
• CRISIS: A behavior that requires immediate attention
from staff to ensure safety of student and others:
• Danger to self
• Danger to others
• PLAN for Crisis
– Use LEAST INTRUSIVE strategy to:
• PREVENT from further escalation
• CORRECT current behavior
• MAINTAIN safe environment