eee Level 1 Transition Assessment and Career Plan Page 016 Section i Student Name: iomemadsbwese School: Athena Middle Person(s} Completing Form: Kev Herbert ‘Adult Agencies Involved: none Notes: none Section 2: Parent/Guardian Name: Clik hereto enter text Grade: 8 age: 13 Date Completed: 12/23/15, ‘Learning/Self Knowledge (i? agnment area: PLEPS, student nd parent voice, student tengths/needs,tramton need, CSA) Student Input Parent/Guardian Input School input What out of school activities do you enjoy? Soccer, chess ‘What activites does your child participate in outside of school? What are their hobbies and interests? Orchestra and chess What extracurricular activities, sports, school clubs, ete does the student Participate in? Do they attend school functions and events? Orchestra, chess and soccer ‘What do you like about these activities? playing | What supports do they use to participate in these activities? How do you help ‘them? Rides and practice Click nee to enter text \What supports do they use to participate In these activities? ‘Team work and socializing ‘What skill have you learned from these | Group skills _Glickhere to enter text ‘What skills does your child demonstrate while participating in these activities? Listening ‘What skills does the student demonstrate while participating in these activities? Same as above, some organization Created: 9/22/2015Level 1 Transition Assessment and Career Plan Page 2 0f6 ‘What are your favorite classes or subjects? Why? ‘What classes or subjects are your child's favorites? How do you know? Describe the student's academic interests and strengths. LUstening andl Na oF informati Listening anf Check here to Social studies Great listener, very curious Math science social studies Clk here to enter text. How do you learn best? Describe how your child earns new tasks Ustening and speaking How do you handle homework and school responsibilities? Wow does your child handle homework and school responsibilities? What support {do you provide at home? How does the student handle homework, materials and school responsibilities? What support does the school provide? Clickhere tocentertext. Clk hereto enter Not well | eis aifficte Has great difficulty because of ocd with Click hereto enter tet. writing = Click here to enter text What are your strengths? Describe your child's strengths Describe the student's strengths listening Great listener Nice , kind, patient 12. ‘What do you need to keep working on? Organization and hw This s what helps me be successful in school Created: 9/22/2015 ‘What skills and abilities dees your child need to develop or strengthen? Time mangement lick hereto enter tet. is and abilities does the student need to strengthen and develop? Time management These are the strategies/supports that help the student be successful in school: Lots of adult support and remindersSection 3: Independent Living Sh IEP alignment aes: PLEPS, MPSG, sue vole student strengths, student ne Level 1 Transition Assessment and Career Plan Page 3 of sranation ness, CSA) "Student Input Parent/ guardian School input ‘around the house are ing, tooth ‘What chores or jobs around the house is your child responsible for? Not much How does your child handle daly hygiene | tasks (bathing, dressing, tooth brushing, Does the student participate in ALD Instruction? Describe how the student presents at ‘school and schoo! events: Very socially appropriate lek nere to enter text. do you want your child to keep working on? me management idkTerewoenter tex \ ‘What skills should the student keep working on? Time managems ‘Where do you see yourself ving after high school? parents ‘Where do you see your cid living after high school? home ‘when you think about the future what ‘makes you excited? What makes your worried? med forces Click here to enter tet. “4 ‘When you Wink about your aids huture, what makes you excited? What makes you worried? ‘dependence (lek here to enter tet Created: 9/22/2015Section 4: Work and Caree Level 1 Transition Assessment and Career Plan Page a of 6 ‘What volunteer, work study, paid work, etc. experiences have you had? ‘What volunteer, work study, paid work, etc, have your child had? ‘What skillshave you leamed from these transfer these skils to new situations? Click hereto enter text. ‘What job/careers can yousee your child doing after high school? What have they talked about? Something low stress is do vou need to be successful in this career? What do you need to ‘What employability sil does vour child still need to work on? Some sis goifie’ * stude? they ( LTime management ‘Why would this career be a good fit for you? no ike dine? i, A skills? Work of independence tis the best way for them to Created: 9/22/2015Level 1 Transition Assessment and Career Plan Page 5 of Section 5: Is Assessment (EP algnment sea: PLE, suse nath/need,trestion needs, annua goats) Rate the student on the following areas: Parent Rating ‘School ase Si: Urer a conbintion oF ost developed High developed | Least de Seats deaeseee carer |i) oo Ba a a a ‘east developed Fighy developad_| Lent developed Hight devloped_| Least developed Rp devclopad por os ae sft a Slt aS oo @ oa dD 0 @ oo Pee o le a cca | {eas developed Highly developed | Lead developed ~ Waly developed [Least developed Wighiy developed ae lee cag Ge | eat aa tclINGHGls aes aceon) Deo tcl Co oo B a o _(o ‘ean devlopedHighy developed LessldevelepedWahiy developed | Least developed Wighly developed ee ee ee ee eee owen o @ a0 aoe ooo 8 _ o. onal) lesst developed Highly developed_|\ean developed Highly developed | Least devloped Highly developed pre aa slr a sft aS o o ao oo @ a feo ao o Claes o {east developed —Wghly developed | Leas developed Highiv developed | Least developed Highly developed eee ea eae pe arya rere ree o B® oo o ep og o0 bod jo = a 5 Created: 9/22/2015Level 1 Transition Assessment and Career Plan Page 6 of Tan developed Wighiy developed | Leastdeveloped Highly developed a eee eee Oe oo ee oo \o a a5 developed Hghy developed B ooo coe JEP atgnment 263: LEPS,studant needs, transion meets, MPSG, course of study, CSA) This s my career goal: Uy to jk The armed forces ‘This career is @ good fit for me because: | like the aim of the army ie ‘These are the sills Teed to be successful n this career goal: discipline ) [These are the ss hat Taveatresdy: sme mothationto be par ofa group ‘These are the: need to develop or strengthe ve management) ae "Tie ae Whe HERG OUFEenpeTen cs SHOU take FAP TTS Tord hs aver WOOT TT De TOTS GEPETATT ‘This is the education/experience | will need after high school: some tire management This is what I need to do in the next school year to help me toward this career goal: become more independent Created: 9/22/2085Greece Central School District Behavior Intervention Plan (BIP) Student Name: Giovanni Garcia School: Athena Middle Dop: 4/2/02 Curtent Age: 13 Current Grade: 8th Date Developed: 3/14/15 Developed By: ‘Amanda Shipman, Special Education Teacher : Natasha Vacea, Autism Specialist Parent lizabeth Garcia om Student (F appropriate) | Ciovanni Garcia ‘School Psychologist ss [School Counselor ‘Administrator - ‘General Education Teacher | : ‘Special Education Teacher _| Revin Herbert Other a - Student sirengths/skils = Giovanni plays the violin + Enjoys ar, drawing * Methodical = Auditory leamer = Loves to converse and ask questions on topes, able to draw conclusions {Can be cating towaids others, compassionate = as academie strengths in all subject areas ‘Relevant student diagnostic data or background information: Giovanni isa 8° grade sudent at Athena Middle School inthe Greece Central School District. He is diagnosed asa student with "Mild Autism Spectrum Disorder, Obsessive-Compulsive Disorder, Generalized Anxiety Disorder, and Developmental Language Disorder, as pat of his ASD (including higher order language and language comprehension)” ‘Giovanni has a history of behaviors that interfere with his leaning and learning of others, which are ‘considered to be socialy significant, Giovanni demonstrates behavioral concerns including requiring « high level of individualized support to begin and complete tasks, as well asa high degree of difficulty with transitions throughout the day, As noted by Dr. Bauer, “Giovanni has significant and inereasing problems with anxiety and obsessive compulsive disorder. Giovanni demonstrates behaviors consistent with his complex diagnostic profile of OCD, Anxiety, and ASD, which, leas to increased resistance towards adult demands, While this behavior may appear to be “oppositional” in nature, itis eritical to be aware that Giovanni's lens of perception andl heightened anxiety in certain situations does not allow him the reason with our requests. Giovanni will rouse to “move on” until he ean “finish” his work. He typi does not accept that the work is “finished” as his perspective is itis not complete until itis “perfect.” ‘Giovanni also struggles with having an accurate perception of time, which is not uncommon among student ‘with his diagnostic profile and which can make transitions a noted area of difficulty. Giovanni's need to complete “rituals” related to his OCD interfere with his transitions, use of the bathroom, and changing in seme 'the locker room, When staff attempt to assist Giovanni ‘moving on”, and Giovanni perceives this as interfering with activities he neels to complet, e ean become resistant. Cognitive, affective, and social sil factors impeding student functioning: Student preferences for reinfo ‘Absences which create extra stress within his day, as is work load increases ness Difficulty see Fis desire to focus on his personal topic of interest only Has trouble advocating ard explaining his needs Perceives things as unfair Interested in interacting with peers, however does not know how to appropriately sament: 200.22(8)(3) ‘Weight room, library, chess, talking with adults, adult interactions, games on white board with adult, games in IPOD, playing violin, classical musicBEHAVIOR #1 Problem & Replacement Behavior(s) with Baseline Data from FBA: Problem Behavior 200.22)) Refusal: Defined as not complying with adult demand/request within 1 minute which may include 1 oF more ofthe following: avoiding eye contact, not responding verbally and/or physically, walking away, grunting, ‘muttering clenching fist, picking nails, ‘Baseline Frequency ‘Baseline Intensity, ‘Baseline Duration/ Latency (how often) (nild/mod'severe) (length of time/minues) 69 total occurrences over 4 days, | Mild: lasting 1-5 minutes 294 minutes toil over 4 days, for foran average of 17 per day. | | Moderate: lasting 15 minutes ‘an average of 74 minutes per day. Functional Hypothesis (dentfielin FBA): | When Giovanni is experiencing cognitive inflexibility and difficulty transitioning by adult request and a preferred activity is removed, hehas missed work dve to absence, classroom demands are given, time limits are given to complete tasks, transitions between tasks/classes, or an adult gives a correction and he is in an 8:1: classroom, ICT classroom ar the hallway, Giovanni refuses in order to escape the demand and to gain ‘adult attention. Giovanni's behavior is maintained by receiving atention from the staf, and escaping classroom demands. | Desired Dchavior: (goal of the pha) Giovanni will eomply with adultrequests within one minute, ‘Replacement Behavior 200.22(4Xii) (immediate behavior that is acceptable while working on teacher desired behavior tha will meet same funetion and is appropriate across al settings) Giovanni will advocate for himseiby explaining why is he unable to complete a tsk or follow a demand at | the given time He may also ask ‘ora beak or utilize adult support to complete tasks (scribe, modified work),Positive Behavioral Intervention Strategies 200.22(4)ii Setting Events ~ Antecedents Behavior Teaching | ‘Outcome Strategies Preventative Strategies | Preventative Statogies Strategies (na) 10 aler behavior faye to alter setting | (ay to alter riggers / vay to teach kill ‘rough outcomes) events) antecedents to prevent he | performance deficits and LUM problem behavior) | ‘replacement behaviors) ~* TEACCH, also |» Use clea, concise The classroom teacher, | « Change of staf known as language when speech therapist & CCA | during an incident of Structured prompting Giovani | will teach Giovanni to | refusal ~ the adult ‘Teaching, is one of | to complete tasks, identify wiaen he is should not change the primary which includes feeling anxious through | the demand, only the approaches for ‘warnings prior to the S point scale ‘manner in which its students with teassitions presented ‘Autism. The ‘© When calm, the | TEACCH © Ween initiating a counselor, classroom ‘When Giovanni is in | approach teisus | request, useaclam, | teacher and CCA will an escalated state, there are 4 firm tone of voice. specifically each how to | use a minimal questions weneed | Use humor and use expected language | speech approach, A. | tobe sure are structured choice when frustrated, He trusted adult should clearly answered in | whenever possible needs to develop addres these visual format for “seripts" for expressing | situations with the activities we |e According to his frustration and Giovanni when he is ask our students t© |” Gicvanni's IEP, he anxiety for specific, calm ao: recrives modified reoccurring situations [What is the wok. A staffmember | throughout his day Do not bring work? shoald clealy | attention to 2. How much, identify the specific | Reinforce Giovanni for | Giovanni’s mistakes ‘workis there? | problems/questions | using expected language | ignore them. Do, 3. How will he needs to answer (hough his point sheet) | however, point out know when! | pri to asking him to your own mistakes am finished begin the task ‘+ The classroom teacher | witha sense of 4, What happens & CCA will each Jhumor and easually next? Referto Giovanni's | Giovanni a Break sayyourplanto | “paint set” on & Procedure comeet them. | + Provide Giovanni | segalarbasisso eis | 1, Atthe earliest sign withan aware of how close ofescalaton offer | # Method for individualized hh sto caring ll his Giovanni a break | reinforcement Point sebedule that he | mirutes 2. The beak shouldbe | sheet where can cary with hm 2-4 minutes long Giovanni can eam Aft iitting a (sensory activity, | minutes for + Staffnecd to “pick | request allow eta drink, head designated their battles” with | Giovanni one minute down). Allow ‘behaviorsiwork Giovanni of time and space” Giovanni tochoose | completion: for hm to process the the number of 1 Use ofexpected # NOTE: Timers request minus he els he languagetone of significantly noods forthe break voice 1 decrease Avoid sing sarcasm in order to adtess rinfelass Giovanni's biseed for contol. | _ 2. Following adult 4‘productivityand |» Provide Giovanni | 3. When the break is ‘ireations to the erm |e tesaca ee | ora ne ween | Gonmone ramos meant comme | 3. aneagionm | meeeeeee| | crimeser Reocee | wae ceri | ttc cthaait | ind minis | eeems | aes meine, | Sincere ware reais imectiee | a Gomned rant | ooeaes one focccenme | cua serie | 5 Garon roksan | * spetotor Seren | eee mies Soe ee | ee eta per cree pelea | | eer Sy ame coo ee | | oningen; Govan Saverio mc taad on | Siete teva | Spin stet evceme tine Maaoexecda0 ae et pa oe soawrs 5Implementation/ Monitoring Plan 200.22(b)(5) Person(s) responsible for implementing the Behavior Intervention Plan (BIP) | Special Education Teacher(s), Teaching Assistants), Child Cave Associate - Person(s) responsible for monitoring the BIP: Special Education Teacher Schedule to measure the effectiveness of the interventions: Reviewed af scheduled intervals depending upon individual student need (e. weely, monthly, quarterly - not annually) Indicate interval and dates bebw. 4nans ensns fe) eag isiel eee raas icici Progress Monitoring 200.22(b)() = BEHAVIOR #1 Not complying with adult denand/request which may include { oF more of the following: avoiding eve contact, not responding verbally and / or physically, walking away, grunting, muttering, clenching. Frequency [Intensity | Duration/Tateney. 69 total Mild lasting [294 minutes total over 4 days, For an ‘ocourrences | 1-Sminutes | average of 74 minutes per day. cover 4 days, | Moderate: for an average | lasting 15 of 7 per day. | minutes Frequency | Intensity | Duration/Lateney ‘TOT rotal | Nal sTasting | 2127 minutes total over 30 days Tor ‘occurrences | 1-5 minutes ‘an average of 70 minutes per day over 30 days _| Moderate: for an average | lasing more of {1 perday | than 15 minutes Reviewed by: Kevin Herbert Special education) and Judy Palmieri. (ea) m wChanges to BIP: none ‘Comments: It seems Giovanni i improving his ability to cope and adjust more quickly to behavioral ‘uations compared to earlier ine sehool year as noted by CCA and Caseload manager. [Frequency [Intensity Duration/Lateney Milas Tasting | 638 minutes total over 24 days for | 1-5 minutes | an avernge of 26 minutes per day 278 total ‘over 24 days for | Moderate: yee anaverage of | lasting more | Mperday | than 18 minutes swan 6‘Additonal Posiive interventions/Changes io BIP: Comments ~ [Frequency [Tntensity [DurationiLateney My | | ‘Reviewed by: es s ‘Adsitional Positive lnervention/Changes to BIP Comments Frequency [Intensity | Duration/Latency | z Additional Positive Intervention/Changes to BIP: Comments; | Reviewed: ———] Breauence | Tntena Duration/Latenev ‘Comments: