Meet Jackson 12 year old, African American boy with Autism
Diagnosed at 2 years old Significant Language delay Difficulties
with social interaction and play Frequent repetitive behaviors,
(e.g., banging, clapping, rocking) Has been receiving special
education services since the age of 3, and is currently served in a
W-JCC middle school autism self-contained class. He currently
attends Physical Education and music classes in the general
education setting. He is working on an adapted curriculum and takes
the alternative assessments (VAAP).
Slide 6
Meet Jackson Jackson uses language to regularly communicate
with his teachers and parents. He avoids initiating communication
with peers and unknown adults. Jackson sometimes engages in
stereotypical repetitive behaviors at times (e.g., rocking,
banging, clapping). However, his behaviors are well controlled
during his typical schedule. He is regularly able to wait until
break. He is also able to say I need a break! He has special
interests in sports, especially baseball. He brings the sports
statistics page from the newspaper into school each day and recites
current statistics. He currently manages the football and baseball
team, and plays Buddy Ball each weekend. He also loves reading to
the therapy dogs and enjoys visiting Dream Catchers.
Slide 7
Virginia Wizard Interest Assessment Jacksons primary interest
code on this assessment was Artistic. His second was Investigative.
When we discussed the results, he was not happy. We talked about
how there were no sports related questions on the test. I told him
it was just to give him another idea. This assessment was
challenging for him, because he really had to understand the
question. Some of the questions were too abstract.
Slide 8
Informal Interest Activity This activity was based on self-
determination strategies found at www.imdetermined.org
www.imdetermined.org We also took some time to explore career
fields using Career-Town http://www.vaview.org/k5/play-it/career-
town/main.cfm These activities helped Jackson create some
post-secondary goals with the help of his mom. She came to class
and we talked about it!
Slide 9
Post-Secondary Goals Within one year of exiting high school,
Jackson will be employed in a sports or recreation related career.
At the conclusion of high school, Jackson will enroll in
recreation, first aid or other youth related training classes.
Within two years after exiting high school, Jackson will live in an
apartment or house with a roommate (like his sister is soon),
possibly using the bus for transportation.
Slide 10
By June 2012, Jackson will demonstrate comprehension of 6 th
grade reading selections, as exhibited by the listed objectives.
Reading comprehension difficulties By June 2012, Jackson will
identify the main idea of a non-fiction passage and at least 3
supporting facts with 80 percent accuracy, in 4 out of 5 trials as
determined by teacher checklist. By January 2012, Jackson will
retell a 6 th grade short- story and answer 3 comprehension
questions (why, how, where, when or what questions) with 80 percent
accuracy, in 4 out of 5 trials as determined by teacher
checklist.
Slide 11
By June 2012, Jackson will increase his math skills as
evidenced by achieving the listed objectives. Weakness in problem
solving & switching between math skills When given 20
mixed-skill, 1 to 2 digit addition, subtraction, multiplication and
division problems, Jackson will complete the problems with 90
percent accuracy, in 4 out of 5 trials as determined by student
class work by January 2012. By April 2012, Jackson will solve 5
one-step word problems with a mix of skills with 85 percent
accuracy, in 4 out of 5 trials as determined by student class work.
By June 2012, Jackson will solve 5 two-step word problems with a
mix of skills with 85 percent accuracy, in 4 out of 5 trials as
determined by student class work. When given 20 mixed-skill, 1 to 3
digit addition or subtraction problems, Jackson will complete the
problems with 90 percent accuracy, in 4 out of 5 trials as
determined by student class work by October 2011.
Slide 12
By June 2012, Jackson will appropriately initiate at least 10
conversations with his peers per week during free time or lunch
without direct adult guidance as evidenced by teacher checklist.
Rarely initiates conversations with peers By January 2012, Jackson
will appropriately initiate at least 6 conversations with his peers
per week during free time or lunch without direct adult guidance as
evidenced by teacher checklist. By April 2012, Jackson will
appropriately initiate at least 8 conversations with his peers per
week during free time or lunch without direct adult guidance as
evidenced by teacher checklist. By June 2012, Jackson will
appropriately initiate at least 10 conversations with his peers per
week during free time or lunch without direct adult guidance as
evidenced by teacher checklist. By October 2011, Jackson will
appropriately initiate at least 4 conversations with his peers per
week during free time or lunch without direct adult guidance as
evidenced by teacher checklist.
Slide 13
By June 2012, Jackson will discuss concerns or worries with his
teacher or mother, and brainstorm at least 3 ways to solve the
problem without continued stress as exhibited by entries in the
student journal and home/school communication log. Difficulties
letting go of Anxiety and worries By January 2012, Jackson will
discuss concerns or worries with his teacher and brainstorm at
least 1 way to solve the problem without continued stress as
exhibited by entries in the student journal. By April 2012, Jackson
will discuss concerns or worries with his teacher and brainstorm at
least 3 ways to solve the problem without continued stress as
exhibited by entries in the student journal. By June 2012, Jackson
will discuss concerns or worries with his teacher or mother, and
brainstorm at least 3 ways to solve the problem without continued
stress as exhibited by entries in the student journal and
home/school communication log. By October 2011, Jackson will
discuss any concerns or worries with his teacher in a conference at
the end of each week, as evidenced by an entry in the students
journal about the discussion.
Slide 14
By June 2012, Jackson will complete a fine-motor task that
requires twisting or turning with one hand as evidenced by the
listed objectives. Fine motor weaknesses (one hand twist/turn) By
January 2012, Jackson will twist and open a bottle of water with a
coordinated twist of the hand in 4 out of 5 trials, as evidenced by
video recording. By April 2012, Jackson will use a screw driver
attach a screw to a pre- drilled hole with a coordinated twist of
the hand in 4 out of 5 trials, as evidence by video recording. By
June 2012, Jackson will attach a bolt to a screw with a coordinated
turn of the hand in 4 out of 5 trials, as evidenced by video
recording. By October 2011, Jackson will turn and open a door knob
with a smooth, coordinated turn of one hand in 4 out of 5 trials,
as evidenced by video recording.
Slide 15
Transition Activities, Services and Agencies Continuing to
manage the football and baseball teams as an 8 th grader. Shadow an
Athletic Trainer for one game to understand the importance of first
aid training in recreation jobs. Continue to play Buddy Ball, and
ask his coach to help set-up and clean-up before or after practice
Exploring sports and recreation careers in the classroom (books,
videos & internet) Possibly participate in summer camp through
the recreation center.
Slide 16
Transition Activities, Services and Agencies, cont. Paws to
Read program at the library. Increased language, reading and math
comprehension activities in the classroom. Speech Interventions to
encourage Jacksons initiating conversations with peers.
Occupational Therapy sessions, focusing on fine-motor skills
coordination. High School transition activities to include a school
visit, to reduce anxiety and concerns. Independent living skills
practice in the classroom The parents would like to take Jackson on
the bus at times throughout the year so that he begins to
understand public transportation system.
Slide 17
The Big Idea for Smooth Transitions Ambitious, Positive and
Possible Goal Setting Data- based decision making A Shared
Vision
Slide 18
If you want to build a ship, don't drum up people to collect
wood and don't assign them tasks and work, but rather teach them to
long for the endless immensity of the sea. ~Antoine de
Saint-Exupery