Long Range Plan Tracy Young Practicum-Summer I 2011 Long-Range Plan Teachers Name: Jennifer Logan School: Kelly

Mill Middle School Class: Autism 1 The Autism 1 class has five students, one teacher, and two paraprofessionals. This class is a pilot program for the district. It involves a fully functional curriculum in order to teach the students meaningful skills to promote more meaningful learning outcomes. The curriculum does not align to the South Carolina State Standards. The class runs on a 30 minute station rotation schedule. Each student goes to a designated area and partakes in the station activities. The teacher teaches by having the student do the skill at the station in a one-on-one setting. A. Description of Students Factor Description Gender All male Grade One eighth grader Two seventh graders Two sixth graders Job Preferences Student 1-Wash dishes Student 2-Hole punch Student 3-Water plants Student 4-Make jewelry Student 5-Case CDs Home Student 1-Enjoys puzzles Life/Preferences Student 2-Enjoys watching movies Student 3-Enjoys jumping on trampoline Student 4-Enjoys YouTube.com Student 5-Enjoys bags and balloons Disabilities All students primary disability is speech Autism and secondary disability is speech and communication disability Sources Teacher Observation IEP Forced Choice Job Skills Preference Assessment

Parent Interview Forced Choice of potential reinforcers preference assessment IEP

At the beginning of the 2010-2011 school none of the students were able to complete Phase I of PECS (Picture Exchange System). All were unable to recall personal information. All students were assessed on the various task analyses for domestic, hygiene, job, and leisure skills and all completed 0% of steps independently at the beginning of the school year. Where the students came from: Student 1: Rice Creek Elementary

Long Range Plan Student 2: Student 3: Student 4: Student 5: Polo Road Elementary E.L. Wright Middle E.L. Wright Middle Blythewood Middle

B. Goals and Objectives General Domains: Domestic Skills (sweeping floor, collecting the trash, folding shirts, and folding towels) Hygiene Skills (putting on deodorant, and brushing hair Job Skills (sorting silverware, casing CDs, and rolling silverware) Leisure Skills (play catch with an adult) Personal Information (name, age, sex, phone number, address) Communication Skills (PECS phases 1-7)

Domain
Domestic Skills

Goals and Objectives

Student 1: will independently complete domestic skills during domestic station for 100% of all objectives by the end of the current school year. -Will independently sweep the classroom floor during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently collect trash in the classroom during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold shirts during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold towels during domestic station 100% of task analysis for 5 consecutive weeks. Student 2: will independently complete domestic skills during domestic station for 100% of all objectives by the end of the current school year. -Will independently sweep the classroom floor during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently collect trash in the classroom during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold shirts during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold towels during domestic station 100% of task analysis for 5 consecutive weeks. Student 3: will independently complete domestic skills during domestic station for 100% of all objectives by the end of the current school year. -Will independently sweep the classroom floor during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently collect trash in the classroom during domestic

Long Range Plan station 100% of task analysis for 5 consecutive weeks. -Will independently fold shirts during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently collect the trash in the classroom during domestic station 100% of task analysis for 5 consecutive weeks.

Student 5: will independently complete domestic skills during domestic station for 100% of all objectives by the end of the current school year. -Will independently sweep the classroom floor during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold shirts during domestic station 100% of task analysis for 5 consecutive weeks. -Will independently fold towels during domestic station 100% of task analysis for 5 consecutive weeks. Hygiene Skills Student 1: will independently complete hygiene skills during hygiene station for 100% of all objectives by the end of the current school year. -Will independently put on deodorant during morning hygiene station for 100% of task analysis for 5 consecutive weeks. Student 2: will independently complete hygiene skills during hygiene station for 100% of all objectives by the end of the current school year. -Will independently put on deodorant during morning hygiene station for 100% of task analysis for 5 consecutive weeks. Student 3: will independently complete hygiene skills during hygiene station for 100% of all objectives by the end of the current school year. -Will independently put on deodorant during morning hygiene station for 100% of task analysis for 5 consecutive weeks. -Will independently use the bathroom when he requests for bathroom 100% of task analysis tasks for 5 consecutive weeks. Student 5: will independently complete hygiene skills during hygiene station for 100% of all objectives by the end of the current school year. -Will independently put on deodorant during morning hygiene station for 100% of task analysis for 5 consecutive weeks. Job Skills Student 1: will independently complete job skills during job skills station for 100% of all objectives by the end of the current school year. -Will independently sort silverware during job skills station 100% of

Long Range Plan task analysis for 5 consecutive weeks. -Will independently case CDs during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently roll silverware during job skills station 100% of task analysis for 5 consecutive weeks.

Student 2: will independently complete job skills during job skills station for 100% of all objectives by the end of the current school year. -Will independently roll silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently sort silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently collect trash in the classroom during job skills station 100% of task analysis for 5 consecutive weeks. Student 3: will independently complete job skills during job skills station for 100% of all objectives by the end of the current school year. -Will independently roll silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently sort silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently case CDs during job skills station 100% of task analysis for 5 consecutive weeks. Student 5: will independently complete job skills during job skills station for 100% of all objectives by the end of the current school year. -Will independently sort silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently roll silverware during job skills station 100% of task analysis for 5 consecutive weeks. -Will independently collect trash in the classroom during job skills station 100% of task analysis for 5 consecutive weeks. Leisure Skills Student 1: will independently complete leisure skills during leisure station for 100% of objectives by the end of the current school year. -will play catch with another person during leisure station for 100% of task analysis steps for 5 consecutive weeks. Student 2: will independently complete leisure skills during leisure station for 100% of objectives by the end of the current school year. -will independently listen to music during leisure station for 100% of

Long Range Plan task analysis steps for 5 consecutive weeks.

Student 5: will independently complete leisure skills during leisure station for 100% of objectives by the end of the current school year. -will independently listen to music during leisure station for 100% of task analysis steps for 5 consecutive weeks. Personal Information Student 1: will independently identify personal information during teacher one-on-one instruction for 100% of objectives by the end of the current school year. -will independently identify his name, age, sex, address, and telephone number when they are presented in a field of two during teacher one-on-one instruction for 100% of teacher made curriculum based measurements for 5 consecutive weeks. Student 2: will independently identify personal information during teacher one-on-one instruction for 100% of objectives by the end of the current school year. -will independently identify his name, age, sex, address, and telephone number when they are presented in a field of two during teacher one-on-one instruction for 100% of teacher made curriculum based measurements for 5 consecutive weeks. Student 5: will independently identify personal information during teacher one-on-one instruction for 100% of objectives by the end of the current school year. -will independently identify his name, age, sex, address, and telephone number when they are presented in a field of two during teacher one-on-one instruction for 100% of teacher made curriculum based measurements for 5 consecutive weeks. Communication Skills Student 1: will independently use a picture exchange communication book, communication device, signs or oral language to make basic requests throughout the school day for 100% of objectives by the end of the current school year. -Will independently request a food item during snack or lunch 100% of opportunities for 3 consecutive weeks. -Will independently request a drink item during snack or lunch 100% of opportunities for 3 consecutive weeks. Student 2: will independently use a picture to communicate wants or needs during lunch or snack time for 100% of objectives by the end of the current school year. -Will independently use a bathroom picture card when he wants to communicate his need to use the bathroom for 100% of opportunities

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6 for 5 consecutive weeks. - Will independently use a drink picture card to communicate when he would like to request a drink for 100% of opportunities for 5 consecutive weeks. - Will independently use a food picture card to communicate when he would like to request a food for 100% of opportunities for 5 consecutive weeks.

***Student 4s IEP is in progress, therefore his goals and objectives are not listed in the table above. They are similar to the goals and objectives for student 5. All except personal information and communication skills are evaluated using a Task Analysis of the skill, general goals are: Student will independently complete the skill during the corresponding station for 100% of the task analysis for 5 consecutive weeks Personal Information (general goal): Student will independently identify personal information during teacher one-on-one instruction for 100% objectives by the end of the school year. Communication Skills (general goal): Student will move from PECS Phase 1 to PECS Phase 7 by the end of the 2010-2011 school year. These are all appropriate, challenging, and relevant goals for all of the students. Each goal and objective is similar but they are individualized for each student based on schedules of reinforcement and levels of prompts used. All students are expected to complete the same tasks, but all students are on different schedules of reinforcement. Each student receives a different form reinforcement as well. For example, one student will work through the entire task only receiving verbal praise whereas another student may complete 2 steps then receive a tangible reinforcer (a bag) and then go back to working. All of the goals and objectives are measurable using task analyses or CBMs. They are challenging in that the students are required to meet the objective at 100% for mastery. They are relevant in that the students are learning skills that improve their quality of life; they have meaningful outcomes. C. Instructional Units All skills are taught throughout the school year while fading prompting and thinning reinforcement on an individualized basis. Communication skills are taught by moving sequentially through the 7 phases of PECS. Each phase will take approximately the following amount of weeks until mastered. Each student may not master the skill at the same time, but once the phase is mastered the student moves to the next phase. These are approximations based on difficulty of the phase. Phase 1: 3 weeks

Long Range Plan Phase 2: Phase 3: Phase 4: Phase 5: Phase 6: Phase 7: 5 weeks 5 weeks 5 weeks 5 weeks 2 months 2 months

D. Assessment and Evaluation of Progress All goals and objectives are evaluated either daily or weekly. Domestic skills, hygiene skills, job skills, leisure skills are all assessed using a task analysis with a 5 second time delay procedure once a week, typically on Wednesdays. This assessment corresponds to the IEP goals and is stated in each IEP. The teacher takes data on the percent of steps completed independently and creates a graph to display the data. Personal Information data is taken daily using a CBM data sheet, in which the teacher records if the student was able to select the appropriate answer from an array of 2 choices when asked individual questions of what is your name, how old are you, what street do you live on, what sex are you, what is your phone number. Data is taken on the percent of correct responses and then graphed. This again corresponds to the goals on each IEP and the method is stated in each IEP. Communication is also assessed daily using a CBM. The teacher marks if the student uses appropriate communicate on the CBM data sheet; there is a sheet for each student. The teacher then creates a graph of the data to display the percent of opportunities the student independently used appropriate communication based in individual IEP goals and objectives. The teacher is very organized and systematic with her data sheets and keeps them on clipboards at her desk for easy access to take her daily data and then has individual folders of task analyses data sheets for each student for days when those skills are being assessed. Overall grades are reported by percents for each skill in order to show progress. Graphs are also used to display progress during IEP meetings. E. Classroom Management Rules and Procedures Behavioral Expectations Description for Student During Instruction 1) Complete all tasks Hand over hand prompting, gestural prompt, or model prompt Why Important It is important the student consistently follows their schedule because it promotes accountability and provides a comprehensible environment. That means the student will know what to expect next by looking at their schedule. It can also prevent problem behavior.

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8 In addition, it is important that the entire task is completed so that they can learn how to do the task correctly in its entirety which fosters independence. It is important the students learn functional ways to communicate their wants and needs. Teacher will use a variety of different strategies to teach communication depending on each individual student. For some, PECS will be used, others will use verbal language. By teaching functional communication we can prevent problem behaviors from happening and allow the student to socialize with others. The student will follow simple instructions when provided a visual or verbal cue. This will help prevent problem behavior and keep the student safe. Why Important

2) Communicate in socially acceptable ways.

Hand over hand prompting, gestural prompt, or model prompt

3) Listen to the teacher.

Hand over hand prompting, gestural prompt, or model prompt

Behavior Expectations During Non-Instructional Routines (Computer and Sensory stations) 1) Stay in assigned area.

Description for Student

Hand over hand prompting, gestural prompt, or model prompt

2) Keep all items in assigned areas.

Hand over hand prompting, gestural prompt, or model prompt

When students are in computer or sensory area, they need to be safe and remain occupied in a meaningful way. It also allows the teacher to monitor the student more effectively when they are in the correct station. When students are in noninstructional stations, they will have access to variety of items. To keep other

Long Range Plan students safe as well as teacher and paraprofessionals, all items need to be kept in the station. It is important the student learn functional ways to communicate their wants and needs. Some will use PECS and others will vocalize their wants and needs. Students need to follow simple instructions when given a visual or verbal prompt. This will help to prevent problem behavior and keep the student safe. Why Important

3) Communicate in socially acceptable ways.

Hand over hand prompting, gestural prompt, or model prompt

4) Listen to teacher.

Hand over hand prompting, gestural prompt, or model prompt

Behavioral Expectations During Non-Instructional Routines (Bathroom) 1) Turn on the light one time.

Description for Student Hand over hand prompting, gestural prompt, or model prompt

2) Shut the door quietly.

Hand over hand prompting, gestural prompt, or model prompt

3) Wash and dry hands.

Hand over hand prompting, gestural prompt, or model prompt

Some students have the habit of turning the light on multiple times. To create a more socially acceptable bathroom appearance, students will only turn the light on one time. Some student have the habit of leaving the door open while using the bathroom or slamming the door. To create a more socially acceptable bathroom appearance, students will shut the door quietly. Students will wash and dry their hands after using the restroom to keep themselves and others safe and healthy.

These are the classroom management guidelines that are used in the classroom. They are enforced by teaching and heavily reinforcing appropriate behaviors and ignoring inappropriate behaviors. These guidelines are all age-appropriate in that typically developing peers follow the same guidelines in school and they are also consistent with

Long Range Plan school regulations. All are stated in positive terms; the student is informed of how to behave instead of how to not behave. Also, all of these guidelines are observable.

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