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
FLIGHT PLAN
TRAVELING TO AND FROM HANGARS - HALLWAY FLIGHT PLAN










When departing the HANGAR, do a CHECK SIX (take a look around you to see what is
happening!)
Maintain your AIR SPACE at all times!
While in flight, JINK to avoid any BOGEYS (water bottles, pencils,
erasers or people) in the hall
Colliding with BOGEYS could cause a MID-AIR COLLISION
If there is TRAFFIC, attempt to maintain your AIRSPACE, THROTTLE
BACK and CHECK SIX
THROTTLE BACK whenever you need to – slow down and take a
breath!
Along the way, you may encounter an IFF - if so, you may establish
RADIO CONTACT while maintaining your AIRSPACE
Violating others AIRSPACE could cause you to SWAP PAINT and crash
When you are CLEARED TO LAND, you may approach your HANGAR
If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
FLIGHT PLAN
DESTINATION: CAFETERIA HANGAR

When departing for the CAFETERIA HANGAR, do a CHECK SIX (take
a look around you to see what is happening!)

Maintain your AIR SPACE at all times!

Before entering the lunch line THROTTLE BACK

Purchase your lunch

Go directly to lunch table - do not SWAP PAINT while walking to table

IFF at your table

Find your WINGMAN and eat your lunch

After you are finished eating, take care of your lunch tray

Return to HANGAR (next class) when bell rings

While in flight, JINK to avoid all BOGEYS in the halls

If you are in a MAYDAY SITUATION, RETURN TO BASE and ask for
Mr. Newhouse or Mrs. Hayes – use your strategies to get back in control
Consult HALLWAY FLIGHT PLAN for departure from CAFETERIA HANGAR
High School Schedule
Hour
Room
Class
Teacher
1st
Animal Research
Independent Study
2nd
Algebra I
3rd
Science
LUNCH
LUNCH
Animal Research
4th
Language Arts
5th
Social Studies
6th
Support
Animal Research
Independent
Study
Self Management Systems
Student’s Name____________________
Date__________________
Appropriate and Inappropriate Verbal Exchange
Appropriate: Directions, Ask for Help, Questions about school work, Clarification of Confusing Social
Situations,_________________________, _______________________
Inappropriate: Swear Words, Sexual Comments, Threatening Words,_________________
Rock & Roll - Self-Management System
Person I Talked To
Rush Song
Appropriate?
YES
NO
Found in Metallica
song?
YES
NO
Check System
Agree
Disagree
YES
NO
YES
NO
Agree
Disagree
YES
NO
YES
NO
Agree
Disagree
YES
NO
YES
NO
Agree
Disagree
YES
NO
YES
NO
Agree
Disagree
YES
NO
Agree
Disagree
YES
NO
Developing a Script
Behavior Script
Level 1:
Agitation
Level 3:
Anger
Level 5:
Crisis
What
student
says / does
What
students
says / does
What
student
says / does
What staff
says / does
What staff
says / does
What staff
says / does
Script Using the Incredible 5 Point Scale
Basic 5 Point Scale Script
Level of Escalation
What STUDENT says / does; How STUDENT feels
What STAFF says or does; What STUDENT can do (ex. Choices / Options)
Level 5--Aggression
Physical aggression toward self / others.

CRISIS PLAN
Level 4—Anger
Verbal aggression including threats of physical harm

Forced break / time away
Level 3—Anxiety
Noticeable increase or change in behavior

BREAK to reduce stress; evaluate environment for potential stressors
Level 2—Mild Anxiety
Slight change in behavior

Strategies to alleviate anxiety
Level 1--GREEN
Appropriate behavior & following expectations

Provide positive feedback / reinforcement
Level of
Escalation
What STUDENT says / does;
How STUDENT feels
What STAFF says or does; What STUDENT can do (ex. Choices / Options)


Level 5-Aggression
Level 4—
Anger
Level 3—
Anxiety
Student kicks and hits
others, throws objects, or
bangs head.
Student screams, yells,
swears; stomps feet, and
threatens physical harm.
Student gets louder and
starts saying “This is
stupid” or “This is f’n
stupid”; Voice is loud and


This level involves an immediate time away for the protection of the student, peers and staff; Staff will
need to develop time away procedures including:
o How the student is informed he/she must go to time away; Where time away will be located:
o How the student will get to the time away location, especially if he/she won’t go alone:
o How long time away will last before evaluating readiness to return to schedule (no greater than 5
minutes) and procedures for evaluating readiness
o Procedures for exiting time away and returning to the schedule / work
EXAMPLE SCRIPT:
o Once student is in time away, staff sets timer for 5 minutes and says “When you are calm, we
will go back to your schedule.” Once the student knows this procedure, there is no need to say
anything. REDUCE LANGUAGE, USE VISUALS, and say NOTHING MORE. At this level,
staff should not engage or interact with the student at any level except when the timer goes off.
o When timer goes off, staff evaluates student’s readiness to return to schedule. Basic readiness is
that the student has a calm body and voice. If student is ready (e.g. has calm body and voice—
do not ask the student if he/she is ready, just use the evaluation), staff says “It’s time to return to
the schedule.” The schedule should include a task that allows the staff to evaluate the student’s
readiness to return to the schedule. This task should be short in nature, easy for the student to
do, not non-preferred but not highly reinforcing.
o If student is not ready, set timer for 5 more minutes and follow the steps above until the student
is ready to return to schedule, completes the evaluation activity and returns to schedule. Be sure
to keep a log of this time out of the educational setting.
Immediately prompt a break, “Johnny, you are at a level 4 (or orange level). It is time to take a break (or
indicate the break activity to do). If student responds to the break, follow break procedures and move on;
If student refuses to take a break, prompt time away: “It’s time away” and follow time away procedures.
This level often involves teaching the student to take a break. Remember, break is a time-limited
reduction of demand to allow the student the opportunity to regain emotional control without pushing
him/her to a higher level of escalation. As such, the team should establish break procedures in advance.
The following should be considered and added to the script:
Student: Jenna Willson
Date: Sept. 9, 2014
The following were in attendance for this meeting:

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

Maureen Zeigler
Erika Neumann
Mary Johnson
Karen Hurst
Kelsey Lievens
Mike McEvoy (PM)
5- Point Scale
When Jenna’s behavior
looks like this:
5:
Spits-Hits-Bites
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
4:
Blurting:
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

3:
Runs out of room
Skips, hops, spins
Cries, swears, hits
Voice is escalated
Fantasy talk continues
Says “I want to go home.”
Says “I’m hungry.”
Moves to the SmartBoard
Fantasy:

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
Fantasy talk increases
Refuses Sensory Kit
Picks at skin/scabs
She takes band-aids off
Out of instruction
Name-calling
2: Laps



1:
Begins to walk laps around room
Fantasy Talk begins
Picks at skin, scabs
Regulated Behavior 




Attempts to talk to deskmate
Responds to expectations
Goes to desk
Asks permission
What is staff doing?
*Remember to stop talking
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Immediate removal from classroom
Move to Resource Room
Compliance Task (Word Search)
AIMSweb Progress Monitoring Reading MAZE Probe
( Give her highlighter, not pencil)
*Remember to stop talking


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
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
*Remember to stop talking
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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
*Remember to stop talking
Offer these choices on card (or board):

LGI

Read

Sensory Kit



If she doesn’t choose,
the sensory kit is
offered by default.
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.
Token Strips
Behavioral Scripts
Make Sure Administration and
Staff Understand the Behavioral
Scripts
Alexandra’s Script
Code of Conduct or Behavior
Contract
Make Sure Administration and
Staff Understand the Behavior
Contract
Holt Public Schools
October 19, 2010
I, ________________________________________ agree to the following plan:
1. I will go to class. At the beginning of class I will record up to 5 concerns and rank them using
a 1 to 5 rating scale on my computer. Ten minutes before the end of class, I will go to a
designated spot where someone will discuss my concerns with me.
I have no reason to be late to class-EVER! (see attached photo)
2. I will use my own money to purchase food and drinks. When I bring in my lunch, I will eat it
during lunch time. I can leave my lunch in Mrs. Hanthorne’s room. My mom will send in a snack
bar for me to eat during nutrition break.
If I ask other people for money, I will then eat lunch in Mrs. Hanthorne’s room during lunch.
If I do not ask other people for money, I can:
Get a dollar a day to purchase a drink
Have a lunch/pizza with friends at school if I go 5 days without asking for money
Have dinner with friends if I go 15 days without asking for money
3. I can receive text messages in class from my teachers.
4. I will have Connectors in at least 2 classes. A system will need to be developed for Connectors
to include all 6 of my classes. Currently, I have at least two peers identified in each class who
give me notes regarding important topics discussed in class.
5. I will complete my daily schedule sheet.
_____________________________________
Steven MacEachern
Student
_____________________________________
Mrs. Judith and/or Mr. Kenneth MacEachern
Parents
_____________________________________
Mrs. Coe
Asst. Principal
_____________________________________
Mrs. Hunt
Case Manager
____________________________________
Mrs. Hanthorne
Communication Arts and Language Teacher
_____________________________________
Mrs. Nelson
English 11 Teacher
Contract for Garage
I, ____________________ agree to go the garage when I
am asked to by either by a verbal prompt or a visual garage
card. (See below) I will walk to the garage and remain in the
garage area until the end the LAP Time or the end of the PIT
STOP Time.
Garage Card
Your Time to Fix It
I realize that I may be angry when I am asked to go to the
Garage but I am going to go anyway. I realize that if I refuse
to go to the garage area, the principal will be notified.
_____________________
Jacob
___________________
Jacob’s Mom
_____________________
Jacob’s Dad
____________________
Mrs. Vaughn
_____________________
Building Principal
____________________
A.S.D. Consultant
Complete Behavior 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)
Middle School Checklist: Socialization
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Initiate communication with peers
Go to class with peers
Go to cafeteria with peers
Interact with classmates and teacher in class
Interact appropriately in group activities
Interact in appropriately in peer conferences
Interact in appropriate horseplay
Express likes and dislikes
Wear appropriate clothing for peer group
Validate friendships
Minimize self stimulation during social periods and extracurricular
periods
Choose and interact with appropriate peer group
Initiate appropriately enjoyed activities during free time
Expect that child will interact in appropriate social activities and
horseplay
PEERS
Student Initiated
Medium of Exchange
1. Which driver is #24?
2. What is Dale Earnhardt Jr.’s nick name?
3. Who won the Daytona 500 in 2004?
Card Questions
Answer
1
2
3
4
5
6
7
8
9
10
11
Question
How many cars make up the chase for the race?
C.O.T.in 2007 stood for what?
C.O.T. in 2008 stands for what?
How many road races are run each year?
How many point races are in a season?
What's the biggest race of the year?
What was Jr's old number?
What is Jr's new number?
What was Jr's old sponsor?
What is Jr's new sponsor?
What team does Jr. race for now?
12
13
14
15
16
17
Who are Jr's new teammates?
Who drove the #5 car last year?
What team does Kyle Bush drive for this year?
What is Kyle Bush's new number?
What kind of car does Jr. drive?
What new car manufacture started in cup series in O7?
12
Car of Tomorrow
Car of Today
2
36
Daytona
8
88
Budwiser
AMP/Mt. Dew
Hendrick
24- Jeff Gordon; 48 Jimmy
Johnson; 5 Casey Mears
Kyle Bush
Joe Gibbs Racing
18
Chevy Impala
Toyota
18
19
20
21
22
What team did Jr start his career with?
What kind of tires does NASCAR use?
What kind of car did the Chevy teams use last year?
Who is Jeff Gordon's sponsor?
who is Jimmy Johnson's sponsor?
D.E.I./Dale Earnhart Inc
Goodyear
Monte Carlo SS
Dupont
Lowe's
Medium of Exchange
Verbal Fascinations
• Movies - Matt
• Nose Game – Robert
• No Pink – Robert
Peer to Peer Support Assignments
1st Hour
2ndHour 3rd Hour
4th Hour LUNCH LUNCH LUNCH 5th Hour 6th Hour
7:45-8:35
8:40-9:30
9:35-10:25
10:30- 12:10
Max
Class
Staff
Peer
L.A. 8
Smith
Mike R.
P.Ed 8
None
Tim D.
Pre-Voc.
Russell
Courtney
Cur. Event
Russell
Dawn P.
Alex
Class
Staff
Peer
Math 8
Allen
Matt C.
Support
Russell
David L.
Pre-Voc
Russell
Sam L.
L.A. 8
Smith
Dave S.
Science 7
None
Tracy K.
Support
Russell
Lisa J.
Math 7
Allen
Robert Q.
L.A. 7
None
Stephanie
Math 7
None
David M.
Phys Ed 7
Smith
Ryan K.
L.A. 7
None
Ann B.
Cur. Event
Russell
Donna J.
Robert
Class
Staff
Peer
Life Skills
Russell
Cathy P.
Phys Ed 6
Allen
Matt C.
Pre-Voc
Russell
Amy M.
Cur Event
Russell
Caren O.
Lunch
Allen
Paul A.
Community Support
Russell
Russell
Frank B.
Melissa
Megan
Class
Staff
Peer
Life Skills
Russell
Norman
Science 6
None
Steve Z.
Math 6
Smith
Mike W,
Cur Event
Russell
Marcus
Lunch
Allen
Anita T.
Phys.Ed 6
None
Alan A.
Matt
Class
Staff
Peer
Ryan
Class
Staff
Peer
10:30-11:00
11:05-11:35
11:40-12:10
12:15-1:05
1:10-2:30
Lunch
None
Mark E.
Math 8
Smith
Alex S.
Support
Russell
Stacy K.
Lunch
None
Kelly
Science 8
Allen
Lisa P.
History
Allen
Trent T
Lunch
Smith
Steve P.
Phys. Ed.
None
Ron H.
Support
Russell
Brian H.
Lunch
None
Jason F.
Community Support
Russell
Russell
Ollie O.
Lauren
L.A.6
Smith
George K.
Dan's - 10th GRADE SCHEDULE
1ST SEMESTER - 2009-10
CLASS
LANGUAGE ARTS
MOL. BIOLOGY
WORLD HISTORY
SPANISH 111
GEOMETRY
SUPPORT
HOUR
1ST
2ND
3RD
4TH
5TH
6TH
LOCKER NUMBER #:
ROOM#
109
311
403
417
409
209
438
HOMEROOM#: 214
LUNCH: 3rd Lunch
LUNCH LINKS
Jason Frack & Rhonda Vaughn
Mark Endreszl & Elissa Shires
Jim Cater &Jenn Allen
TEACHER
MR. KAUL
MS. STEPHENS
MR. GENSHAW
MS. RUSOFSKI
MR. MUCZYNSKI
MR. SINISCHO
LINK
T. HARMON & H.LOCHER
M. SEITZ & W. BEUTLER
M. LOUCKS & A. BOSCH
S. NABOYCHIK & M.GAY
S. LABRIE & J. RICHARDSON
T. BAILEY
COMBINATION #: 18-29-31
TEACHER: MS. MCMILLEN
DAY OF THE WEEK
Monday and Friday__________
Tuesday and Thursday_______
Wednesday________________
Complete Socialization 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)
High School Checklist: Building Norms
•
•
•
•
Appropriate hygiene
Age-appropriate attire
Ability to follow dress code (e.g., no hats, etc.)
Hair – clean and cut in a manner that is ageappropriate
• Skin care – appropriate attention given at home to
acne, etc.
• Ability to remain quite in hallways when classes are
in session
• Ability to participate in MEAP/proficiency exam
given appropriate modifications
A Brony's Guide to Life Skills
Friendship is magic when every pony is feeling good,
smelling good and looking their best. When bronies
follow the guide to life skills it helps them stay
welcome in the herd. Should I follow these rules, I
will receive pony points, which will earn me some
MLP merchandise.
Pinkie Pie has listed things that everypony must do
everyday:





Shower from mane to tail
Wash your mane with shampoo
Wash your face with a wash cloth and soap in 10 seconds flat
Wash your body including your underarms, hooves and under your tail.
Use a different wash cloth on your body than the one you used for your
face. Always keep them separate
Brushing your teeth everyday will result in rainbow shouts, which is
AWESOME (spoken in Royal Canterlot voice)
Fluttershy has listed things that everypony must do
after the shower:





Dry your mane, body and tail
Apply Oatmeal. Oatmeal!!! Are you crazy? Apply deodorant
Put on clean underwear, dirty saddles will get you kicked out of the herd
Put on a clean shirt and your labeled pants for the correct day
When the weather is cool, put on your clean jacket
Applejack, Twilight Sparkle and Rainbow Dash share that
keeping your clean clothes and your dirty clothes separate help to keep you
organized and feeling, looking and smelling your brony best. Wash your clothes
every weekend and never wear the same underwear two days in a row, brony
rules prohibit this. Follow these rules and get pony points and a brohoof!
Using Preferred Interest to Assist the Student
in Understanding the Building Norms
• The_Jedi_Code.ppsx
State Assessments at Each Level
Inform Parents of Each State
Assessment Administered at
the Next Level
Complete Building Norm 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)
Why is Developing a
Transition Process
so Difficult?
DISCUSSION
Parental Concerns During Transition
•
•
•
•
•
•
•
•
Building or Classroom Attendance
Prior Peer Involvement
Receiving Placement and Staff
Pre-conceived Expectations or Rumors
Fear of the Unknown
Response of Administrators – Behavior
Similar Systems in Receiving Building
Continuity of Programming
Staff Concerns During Transitions
• Sending Team Concerned Receiving Team is
not going to Implement Strategies with Fidelity
• Sending Team Concerned the Receiving Team
does not understand the Delicate Nature of the
Behavior Plan Developed
• Receiving Team Does Not Think Sending Team
is Realistic about the Expectations of the
Receiving Team Can Actually Implement(We
can only do this)
• Receiving Team is Intimidated by the Building
Administration
Egos of the Adults Involved with the
Transition Process of Students with ASD
• You don’t have to like staff members at
other levels but you must acknowledge
their contributions and realize the potential
of the students opportunity within that
setting
• Respecting the input of the sending teams
recommendations for effective strategies
to use with the student
• Everybody wants to believe that their
world will not impact another world
Successful Transition
• Get rid of the egos
• Focus on the student
• Ensure appropriate strategies are in place for
transition to occur
• Clip – A Chorus Line – They would fire
– Producer’s don’t care what others think
– Must make the scene come alive
– What is the difference - Needs of the
student with ASD vs. the needs of the staff
– Unification of Professional Staff
– Complicated
Transition Scavenger
Hunt
Form A Team
•Administration
•General Educators
•Special Educators
Brainstorm
• What could the day look like?
• Develop an action plan of who will do
what task
Day 1
Farms Intermediate
Scavenger Hunt:
Transition to Fifth Grade
• Parent Packet sent
home
• Bus Pickup
Arrival at Farms
• Began in the resource room
–
–
–
–
Introductions
Explanation of the day
Distributed schedules, maps, and cameras
Assigned teams
Scavenger
Hunt
1) Hard drive, monitor, keyboard,
mouse, you may have one of these in
your house.
1) Hard drive, monitor, keyboard, mouse, you
may have one of these in your house.
2) Crayons, painting, pencils, ink, this is one
class that doesn’t stink.
2) Crayons, painting, pencils, ink, this is one class that
doesn’t stink.
3) The principal’s here and the
secretaries too, make some trouble and
so are you.
3) The principal’s here and the secretaries too,
make some trouble and so are you.
4) Left ten, right thirty, it’s back to class you run.
4) Left ten, right thirty, it’s back to class you run.
5) Keeping time fast and slow, notes and chords
are the way to go.
5) Keeping time fast and slow, notes and chords are the
way to go.
6) If you want to go here, you need a
pass…..please wash your hands, then go
back to class.
6) If you want to go here, you need a pass…..please
wash your hands, then go back to class.
7) Throw a ball, jump, hop, skip and run, this
is a class that’s lots of fun.
7) Throw a ball, jump, hop, skip and run,
this is a class that’s lots of fun.
8) We’ve got food and games galore, but
please don’t throw your food on the floor.
8) We’ve got food and games galore, but please
don’t throw your food on the floor.
9) Shoot some hoops, or swing to the sky,
either way you’re going to fly!
9) Shoot some hoops, or swing to the sky, either way
you’re going to fly!
10) Enter here, quiet please….check out and
read the big book of trees.
10) Enter here, quiet please….check out and read the
big book of trees.
11) Zoom, zoom, you’re through, now go
to the conference room
(located in the main office).
11) Zoom, zoom, you’re through, now go to the
conference room
(located in the main office).
CELEBRATION OF PROGRESS
• Present Your TEAM Award
• Present the Individual Award
• Biggest Impact for Student and/or
District
ON BEHALF OF
!!!THANK YOU!!!