Bursee, Racquel

DIFF 504/Dr. Hauser

Summer 2015
1

Introduction:
Oscar enjoys using the computer and loves to draw. Oscar enjoys working with his peers. Oscar
is very cooperative and is always found to be doing the right thing. He never has to be told how
to behave. He is polite, thoughtful and kind. Oscar is a great addition to the classroom and acts as
a positive example for his peers. Oscar does become anxious when returning to school after an
absence, he does not like feeling behind or missing work. He does best when his attendance is
steady and consistent. Throughout the 2014-2015 school year, Oscar's attendance has improved.
He is model student.

Oscar struggles with focus and attention occasionally. Oscar needs frequent checks for
understanding (2-3 throughout the 40 minute class period). Oscar will not verbalize his needs
and in order for the adult to determine understanding they must prompt Oscar. Oscar responds
best to subtle refocusing prompts and calm voices. Oscar requires instruction to be presented in a
setting with minimal distractions, again due to his high level of distractibility. He requires a
classroom that does not have more than a total of 8 students otherwise he will be consistently
distracted and engage in off-task behaviors (staring out the window, playing with his pencils,
closing his eyes)). The setting should be a calm environment where Oscar feels safe and
comfortable. Oscar does not respond well to drastic changes in routine and performs best when
the setting is consistent.

Oscar struggles with attention and focus and because of that often requires extended time to
complete assignments across all academic subjects. If given too much time, Oscar will disengage
with the activity so for that reason time and a half is recommended at this time. He requires

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
2

breaks when completing assignments, tests and quizzes when working for more than 40 minutes
at a time. Breaks do not need to be lengthy or extensive but rather a quick 2-3 minute break so
that Oscar can release extra tension - walking in the hallway, getting a drink of water, going to
the bathroom. Without breaks, Oscar's off-task behaviors will increase (staring out the window,
playing with his pencils, closing his eyes). He is unable to focus for long and consistent amounts
of time at the breaks help refocus him when he returns. Due to Oscar's below grade level reading
comprehension abilities, Oscar struggles when understanding directions. Because of this, Oscar
requires directions for all assessments and assignments to be read aloud to him. He responds best
when the directions are explained in language that is identifiable to him and when provided with
multiple additional examples (2-3 additional examples). Also, due to his below grade level
reading comprehension abilities, Oscar requires all passages and test questions to be read aloud
to him. This will maximize his potential and provide him access to the general education
curriculum.

Oscar struggles when transferring information onto his paper. He requires extra processing time
in order to effectively take information from IWB screens or computer screens and transfer it
onto his paper. For this reason, Oscar requires paper copies to be provided for all computer based
assessments. In order to maximize his performance, he needs to be able to write on the paper,
circle and underline important words/phrases, and show his work. Oscar requires pen/paper to
think through his assignments and thought processes.

Oscar struggles communicating his needs to adults. For this reason, increased parent to school
communication is needed.

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
3

Age: 14
description of exceptionality (classification if applicable): Autism
current grade and classroom setting: 8th grade 8:1:1 classroom setting
description of any educational supports provided:
Related Service
Ratio
Freq.
Physical Therapy Individual
2
Speech/Languag
Small Group
2
e Therapy
Testing Accommodation
For Directions-Additional
Examples Provided
Directions Read to Student
Language in Directions
Simplified
Extended Time
Test Passages, Questions,
Items and Multiple-Choice
Responses Read to the
Student
Use of a Calculator
Use of Break Periods
Tests Administered in a
Location with Minimal
Distractions
Revised Test Format

Period
6 day cycle

Duration
30 mins

6 day cycle

40 mins

Implementation
Recommendations
All tests
Provide up to two additional
examples
All tests
Read and repeat one
additional time
All tests
Rephrase for Oscar's
understanding
All tests
Provide time and a half
All tests not assessing reading Read and repeat each item;
skills
adhering to NYSED
guidelines.
Conditions

all tests
for all tests over 30 minutes
All tests

All computer based tests

description of family unit (parents, siblings, extended family):

Mom and Dad
3 siblings (sisters)
Jackie
Erica
Vicki
Nieces/Nephews ( 3 nieces and 1 nephew)

use unless testing prohibits

give a 5 minute break
Tests administered in a
separate location with no
more than 8 students.
For computer based
assessments, provide Oscar
with a paper copy of the
assessment and allow him to
record his answers on the test
booklet.

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
4

community activities (scouts, athletics, religious, recreation, etc): None (goes out to eat
frequently)

Rationale:
Oscar is currently in 8th grade and is moving to high school this upcoming school year. Oscar has
difficulty interacting with peers in a socially appropriate manner consistently. While he is
friendly and polite at all times, he does not initiate social interaction with his peers by making
conversation or asking them questions. This plan is relevant for building future social skills and
creating an opportunity for him to recognize his potential for furthering his education. Overall,
Oscar is a respectful and kind young man. While he used to cry when feeling frustrated, this
happens rarely now. We are building upon his skills for adapting to new situations that he
may/may not be comfortable with. We hope to see growth in his self-confidence, socializing with
peers, and personal independence.

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
5

Pre-planning:

Oscar
June 9, 2015

Person Centered Plan

Ipnvitation

Dear parents, teachers, and friends,

On June 23, 2015, we will be creating a Person Centered Plan for Oscars transition into high
school this upcoming fall. My purpose in creating this plan is to ensure that Oscar has a smooth
transition and a guide for those who do not know his strengths and abilities. Oscar and I have
discussed and decided that he would like his family, 2 core teachers, and closest friends to take
part in this upcoming meeting on June 23, 2015. To learn more about this plan, I encourage you
to read about it on http://www.pacer.org/transition/learning-center/independent-communityliving/person-centered.asp
Please indicate whether you will attend the upcoming event for Oscar (Oscars friends families
have been notified about their child attending the meeting). As always, please contact me with
any questions or concerns.
Yours in the pursuit of excellent education,

Racquel Bursee
Burseerl14@bonaventure.edu

Please Circle the following people who will be in attendance or would like:
Mom
Mrs. Daigler

Dad

Jackie

Vicki

Ericka

Mrs. Wellington

Teacher name ______________________Signature_________________________Date ______

Parent name _______________________ Signature____________________ Date ______

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
6

Meeting:
Introduction:
Went around in a circle and everyone in attendance introduced themselves and stated his/her
relationship to Oscar. Multiple attempts were made to contact Oscars family and we received no
responses back from the letter sent home or the phone call we made as a final attempt to reach
out to them. People in attendance include: Mrs. Daigler, Mrs. Wellington, Jamie Szymansi,
Racquel Bursee, Oscar, Zaire, and Nick (Zaire and Nick are both friends from schoolparents
gave the okay for them to attend the meeting).
Began meeting discussing the following rationale: Oscar is currently in 8th grade and is moving
to high school this upcoming school year. Oscar has difficulty interacting with peers in a socially
appropriate manner consistently. While he is friendly and polite at all times, he does not initiate
social interaction with his peers by making conversation or asking them questions. This plan is
relevant for building future social skills and creating an opportunity for him to recognize his
potential for furthering his education. Overall, Oscar is a respectful and kind young man. While
he used to cry when feeling frustrated, this happens rarely now. We are building upon his skills
for adapting to new situations that he may/may not be comfortable with. We hope to see growth
in his self-confidence, socializing with peers, and personal independence.
Main Discussion:
Oscar and his team helped answer the following questions:

What are some great things about you?

What things do you like to do for fun at home/school/community?
What new things would you like to do at home/school/community?
What makes you happy?

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
7

What makes you mad/sad/frustrated?

What new things did you learn in the last year?
What new things would you like to learn in high school?
What are your dreams and hopes for the future?
What scares you the most about your future?
What do you see yourself doing in 3-5 years?
Who supports you the most?

Closing:
I restate the importance of the person centered plan. We, as a group, also discuss Oscars goals
and ambitions for the upcoming school year. Teachers reiterate how Oscar is a wonderful student
and they encourage him to continue his work ethic so that he will be successful in furthering his
education. Students in attendance support Oscars responses to questions above and encourage
Oscar to reach for his dreams. Friends commented on Oscars talents in Art and mentioned how
he is a wonderful friend. I will be in contact with Jamie Szymanski who will be Oscars new
math teacher in the high school. With this being said, I will contact her at different times
throughout the upcoming school year to make sure that they are following Oscars personal plan.

The PLAN:
Oscar will continue to work on IEP goals, focusing on the goals shown in the plan below. He will
also be registered to take an Art class 2xs per school year (Art classes are 20 weeks per session;
they are a half year course). Oscar will continue to work on social skills and his friends from
school will assist him and support him with his Art work.

Bursee, Racquel
DIFF 504/Dr. Hauser

Summer 2015
8