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