1. The Passport

2. Sometimes The I.E.P. Team Forgets About What is Important in a Child’s Life
What’s Important and What’s Not in the Big Picture of Life
-Perfecting the “Th” Sound
-Using a pincer grasp to remove coins from a table
-Learning to play Tag
-Getting to class on time
-Self Advocacy

3. The Work of Building Your Future…
Must address the things in life that are not so measurable:
Getting from Point A to Point B without Adult Supervision
Learners Permit – Macomb BYF – 5 Students Driver’s License
Authentic conversations about how the team helps support the student
Creating energy, synergy in partnership with parents that forces them to take risks, do the hard work alongside the school, with peers, while peers are naturally present.

4. What is the Passport?
A self-advocacy program that starts as early as kindergarten to:
Involve the student in every aspect of their development to the extent possible in a self-discovery approach; will change as the student ages
Promote better understanding of the individual in both environments
Connect and align life goals
Raise expectations
Increase family and school connection

5. What is the Passport? A Guide to Assist Families and School Teams
Grade Appropriate Opportunities for Students with ASD
Peers as a Compass
Identify What Experiences are Typical at that Grade Level
Passport Identifies those Expectations
Students with ASD have Same Opportunities as Their Peers
Dignity of Risk

6. Purpose of the PASSPORT
Promotes self-advocacy and independence in school and home
Increases family involvement
Promotes realistic and meaningful life goals for the individual
Connects home and school goals
Provides innovative, visual approach for capturing and documenting achievement
Early involvement and integration of life goals can promote better preparedness for transition process—it starts early

7. One Family’s Perspective
The Passport
One Family’s Perspective

8. The Passport
Prompts consideration of the independence and socialization skills and social opportunities that the child may be missing in a systematic way, giving these areas of personal development significance alongside the academic matters being addressed by schools and families.

9. The Passport
Provides a barometer for families to gauge where their child is in terms of life skills and experiences relative to his/her peers.

10. The Passport
Permits families and schools to work together in a guided way to consider and grow the whole child, not just the academic student, when setting goals for growth and development.

11. The Passport
Promotes communication between the family and the school regarding the child’s functioning, particularly in the areas of daily living skills and socialization, allowing better cooperation and collaboration in these areas.

12. Why the Passport?
Ensures students with ASD have grade and age-appropriate opportunities
Difficult to recapture lost opportunities
Serves as a guide to family and educators in understanding the individual, setting viable expectations, and encouraging better overall understanding of the student
Provides flexibility centered on the strengths and needs of the individual
Promotes involvement and self-advocacy for the individual through self- discovery and taking ones in the process
Involves peers promoting increased understanding of the individual and natural supports
Aids in guiding purposeful IEP goals affecting the individual
More prepared to engage in the transition process

13. How is the Passport Different than the I.E.P.?
The passport can and should be reviewed at the I.E.P.
Passport items typically address grade-level opportunities beyond those required for FAPE which have been identified in the student’s IEP goals and objectives.
Connects home and school
Integrates individual and family into the planning process
Aligns goals to promote generalization of skills
Provides better understanding of the whole individual
Promotes independence and self-advocacy

14. Sometimes in I.E.P.
meetings
important things
become too
routine

15. How Does the Passport Work?
Identify Grade Level of the Student with ASD
Two Examples of Home and School Expectations
An Other Space is Provided to Select and Alternative Expectation
Team Select at least 1 Home and 1 School Expectation
Target within that school year to ensure that typical grade-level experiences occur for students with ASD.
Additional Ideas are Available in the Attachment
Separated by Elementary, Secondary and Post High School.

16. 3rd Grade Passport

17. Additional Expectations for Passport

18. How to use the Passport?
Start when the Student with ASD is in Kindergarten (Later if Older)
Share at I.E.P. Meeting
Identify at least 1 School and 1 Home Expectation to focus on for the year
Review previous expectations; may be iterative skill-building
Support family in developing plan to meet expectations
Involve student in process; student leads to the extent possible
As expectations are met, team can stamp the passport to indicate expectations have been achieved

19. 9th Grade Passport

20. 9th Grade Passport

21. Ryder’s Passport to Independence
How…
It really does take a village…
Keeping expectations high (but within reach)
Use of natural environment=opportunities are everywhere
Anticipate concerns and needed supports
Collaboration of home and school team
Accountability for behavior
Ownership of actions and in decision making promotes buy-in, ask: how can he/she take a lead role or be involved in this?
Decide how to address challenges in the best way for the individual
Get student’s input
Practice/rehearsal in the situation
Start small and add to time or difficulty to build confidence and skill
It is important for us to keep expectations high for Ryder. This does not mean having ASD is an excuse for not following rules, behaviors, etc. We have to consider whether he understands what we are asking, we need to reframe it, give him a visual, or he just does not want to do something. Like neuro-typical kids, he will test boundaries. I have to stop and ask myself: “what would a typical 10 year old be saying or doing right now?” We provide a lot of choices so he shares control and it promotes buy-in. Learning also takes a lot of practice in real world settings. There is no better natural environment than school! We are also fortunate to have a frame of reference with Ryder’s older brother, Mason. We realize he will not automatically become independent when he turns 18. This is a learning process and many things are explicitly taught. If he understand expectations, we provide him with a platform for success.

22. Ryder’s Passport to Independence
Goal: promote self-advocacy and independence
Understands his disability
Shares his strengths and challenges
Participation in IEP (I’m like the king of the meeting….?)
Goal: promote quality of social relationships through support of peers
Educate peers about Ryder: presented to his class about his autism
Follow up meeting with peers that included Ryder: identified strengths and areas of growth for him
Volume control
Lecturing versus conversation
Changing topics
Utilize skill of creating PowerPoint for taking notes
When we established Goal 1, we did not realize the impact on Goal 2! Through Ryder taking ownership of conveying his autism message to his peers, it has empowered him in better understanding his disability, and knowing when to ask for help. His presenting on his own autism has strengthened school/peer relationships, as expressed by Ryder himself. We revisit….”what is hard for you”….”how can we help with that”. He has not always been able to articulate this….it is an evolving skill, and we need to nurture it.

23. Ryder’s Passport to Independence
What would his peers be doing….how far can we stretch?
Examples:
Increase amount of time at home alone
Waiting in the car while we go into store (consideration: size of store, location, length of time)
Using concession stand at school events (consideration: safe environment…the worst thing that will happen is…)
Driving snowmobile, tractor, other….
Creates and follows own morning checklist and sets own timer
Orders for self at restaurants and calculates tip
Can ask for setting modifications (too cold or warm, sounds that are too loud, changing seats, lights that are too bright, smells that are offensive, needing a “wiggle” break)
The benchmark is always what typical peers are doing at a given age/grade, and not setting the bar above that either. Sometimes it is easy to expect MORE than what typical peers may be doing! Just like our typical kid, we want him to stretch his skills; be a good citizen honoring truth and faith;
Unknowingly, keeping the bar “too high” can separate him from his peers too. Ryder’s capabilities are vast, and we look at skills that he can carry forward and build on. It just takes a lot of practice! Ryder is now staying at home for up to 2 hours alone! We didn’t start by leaving him for that period of time. We started by leaving him in the house when we were in the next room, the garage, the barn, the yard, going to the mailbox, driving around the country mile, running a 10 minute errand, running a 20 minute errand, running a 30 minute errand….etc. We grew the skill and confidence. We also anticipated what “might’ happen if he were home alone, and practiced: a fire, someone at the door, phone calls, and dialing mom’s and dad’s cell phone numbers. Also, if the emergency were a “10” on a rating scale), call We set rules: NO using the oven or stove when no one else is home—but you can use the microwave! No showers or bathing while we are not home…but you can use the faucet to wash your hands….! We have to be explicit about what is and is not ok. We leave notes for him. He can call us, and we test calling him. We are so proud of his progress here…and this is just one of the skills we are working on!

24. Ryder’s Passport to Independence
What’s next…5th Grade
Movie night (at school) with peers
School dance
Maintains own morning checklist (create, modify as needed)
Uses alarm clock (parents do not wake up)
Safety signs and information in the community (no food, require shirts/shoes, slippery floor, poison, no smoking, street crossing, road signs)
Volume control; staying on topic and conversational skills (reduce lecturing)
We are heading into Ryder’s last year as an elementary student. We have middle school and puberty to look forward. This summer we are having discussions about inappropriate words, and we review a table of what those slang words are, and what they “really” mean. Not easy, but necessary. Again, explicitly teaching. It is more important than ever to teach him about having his own opinions, when people might be trying to take advantage of him…when he wants to be accepted and have friends, this is very difficult. He doesn’t have that “gut” feeling like his peers…so we are teaching him to “think” about what people are asking, “why” are they asking him to do things, or say things. He can be easily bullied, and he has a sense now when people are including him, or not including him. His volume control is improving greatly, and he’s whispering more in situations that are appropriate for keeping volume down. These are all part of the goal of increased independence and self advocacy—and establishing peer relationships.

25. Ryder’s Passport to Independence
What that might look like for Ryder…
Student’s Age
5th Grade
Some Typical 5th Grade Experiences
School Expectation
Volume control and promoting volume level appropriate to setting (visual prompt for self-management)
Taking notes in class with PowerPoint or in electronic form; visuals are more supportive than repeating auditory through auditory recording
Conversation and changing topics; staying on topic with communicative partner/peer and not monopolize conversation
Report bullying to designated peer(s) and adult.
Self-management system in the form of a checklist
Safety awareness (floor is slippery, yield, pedestrians crossing, etc.)
Family Expectation
Volume control and promoting volume level appropriate to setting (gestural prompt/visual for self management
Reading body language/expressions
Ordering at restaurant for self
Conversation and changing topic with communicative partner
Recognize when he is being teased or bullied and working with that situation
Self management system in the form of a morning checklist and bathroom timer; using alarm clock to get up on his own
Peers will be critical in helping enforce these goals. We will provide visuals as needed for self-managing volume. We will rely on Ryder’s input to let us know about note taking, and if he needs support. He has reported this summer that he felt “uncomfortable” in a situation going into a stranger’s house (a stranger to him, not the friend), and returned to report it. This was great progress. He also self advocates, especially with family and close friends. He was heard telling a friend this summer “….you are not being fair to me, I feel like you are taking advantage of me…”. Although everyone laughed, he stood up for himself, and the friend changed course with his communication. More to come after school starts…but we are preparing now….

26. Ryder’s Passport to Independence
Other Potential Ideas in the Home…. (adjust to level of student)
Other: 5th Grade Examples in the Home
Keeps food off self and area when eating; uses napkin; uses utensils; Use napkins; uses utensils including cutting meat and other items with knife/butter knife)
Gets the mail from the mailbox independently; addresses envelope and stamps; mails
Add desired items to grocery list; helps grocery shop for items they want; helps unload groceries from car; puts away groceries
Feeding/watering dog; pick up dog bowl; recognize when they need water
Bags garbage; takes to dumpster; brings garbage container to house
Way to earn money to buy desired items
Sets/clears table; puts food in storage containers (help clean up); uses utensils appropriately (cutting with knife/butter knife)
Dusting, sweeping and using dustpan, mopping, picking up bathroom of personal belongings; flushes toilet, puts seat down (cleans seat)
Makes bed, picks up bedroom, decorates bedroom with own theme; putting on pillow cases
Puts laundry in laundry hamper or basket; picks up dirty laundry; sorting laundry; using hanger
Using phone, dialing phone, familiar with important numbers of parents, caregivers, emergency; responds to voice mail and leaves message; hangs up; converses; misdialed
Prepares simple meals; uses microwave, puts cold items back in refrigerator; helps prepare dishes they enjoy
Sweeps, picks up garage; water plants; clean up after dogs
Locking/unlocking doors; replacing batteries in remote controls
Participates in family games indoors and outdoors
Picks out clothes, dresses self, puts clean clothes away
Reads an analog clock; reads digital clock; understands passing of time (seconds, minutes, hours, days, weeks, months, years); morning, afternoon, evening; daylight savings time; using timer; using calendar
Technology: using internet appropriately; using and storing passwords; social media account
Ryder has responsibilities at home: 1) he is bringing up the garbage from the road after it has been emptied. We are working on eating while scooted up to the table and keeping food off from his shirt (this is usually due to being in a hurry to get back to the “the ball game”). He loves family games with his brother and parents, and has learned that you don’t always win (not an easy lesson, and that has taken practice too!)

27. Passport to Independence
Other Potential Ideas in the Community…. (adjust to level of student)
Other: 5th Grade Examples in the Community
Uses bathroom appropriately; does not have conversations while using the urinal or toilet with strangers; does not pull pants down to ankles when using urinal; come out of stall with pants buttoned; washes hands
Knows basic safety rules and law; follows signs; stranger awareness; community helpers awareness; buckles and wears seat belts; stays with parent/caregiver (does not wander or elope); no touching in community settings; using phone
Traffic and parking lot safety; watches cars backing up and moving; traffic signals and uses buttons to change light; walks on own initially with minimal traffic to a location (increase as skill advances)
Stays on sidewalk, watches where walking, appropriately walks (hands to self, quiet self talk, stays on feet, stays with peer/parent/other, does not approach dogs or strangers, etc.
Uses escalator; uses and operates elevators; stands quietly in elevator; waits in line for food or at grocery store
Attends faith based sessions; sits during sessions; participates in singing or activities
Takes public transportation (bus, train, etc.), uses tickets appropriately; maintains behavior;
Knows full name, parents names, siblings names, important and emergency phone numbers, address, neighbors; can communicate this information through a written card, verbally, pictures, signing
Able to go to dentist, doctor, barber/salon maintaining appropriate behavior; communicates how he/she wants hair cut; asks questions; expresses concerns; is able to find way home from town or other locations
Knows how to use money or ATM in community settings such as stores; knows coins and monetary measurement; learn how to use wallet, using vending machines; use shopping carts; make shopping list and purchase from list; pay at checkout; purchasing clothing and understands sizes; uses dressing room; keeps products visible when shopping; interacts with clerk
Goes to restaurant; orders from menu; waits in line; interacts with wait staff; eats with food on plate and not self; tipping and paying; throws trash away; waits for others; uses condiments; waits to be seated; finds clean table; how to eat at a buffet,
Returns greetings, courtesy phrases; politely interrupting conversations; understands personal space; volume
These are areas to practice this summer, and we have a checklist where we are practicing these skills. Some are easier for Ryder than others….practice-practice-practice. He started having his teeth cleaned this spring without having me in the room! We are letting him be the ‘home navigator” and tell us the best way to get home. We practice what is north, south, east, and west of us…and there are different ways to get to the same places. Ryder orders for himself at restaurants, and is learning to tip, and why we tip (and now he “…may want to be a waiter when he’s going to college…”)! We will continue working through this list throughout the year. Again, these are important life skills he will learn and carry forward…

28. Passport to Independence
Other Potential Ideas in School…. (adjust to level of student)
Other: 5th Grade Examples in School
Identify adult who can help at school; know how to get help; have go-to peers for assisting in transitions, breaks, recess, lunch
Request materials that are needed at school (pen, pencil, marker, glue, tape, paper,
Initiate conversations with adults and peers; sustain conversation (not lecturing); flexible in topic changes
Managing note taking, curriculum requirements, seek accommodations; calendar and organizational skills; homework completion, staying on task and classroom routines.
Using lockers independently; sharing locker
Using school bathrooms appropriately; goes alone or accompanied with peer
Participation in IEP; helps set goals;
Technology: uses school computers/IPADS and maintains password; creates Word documents, spreadsheets, presentations; uses system sending and receiving ; retrieves images online
Bus: sits with peers; lets driver know if there are concerns; activities to do on the bus; time for homework=more leisure/choice time
Academics:

29. Ryder’s Passport to Independence
Other Potential Ideas for Social Skills…. (adjust to level of student)
Other: 5th Grade Examples in Social Skills
Other: 5th Grade Examples of Social Skills
Conversation: stay on topic, polite interruptions, introduces self and family, does not discuss personal information; reciprocates conversation; asks questions about the other person or situation; does not brag
Displays sportsmanship; show concern for others feelings; does not criticize others; respectful; remains calms when losing or someone does not agree
Interprets gestures, sarcasm, boredom; body language; literal versus figurative language; deciphers inappropriate instructions from peers (peer pressure) and bullying
Identifies when feeling anxious, annoyed, frustrated; may give input on reducing anxiety and mediating emotion
Discuss puberty, what to expect, how to manage feelings, what is and is not appropriate in public and private; appropriate interaction with opposite gender
Takes negative feedback and stays emotionally in tact; helps with input on how to effectively accept negative feedback

30. Ryder’s Autism: Presentation

31. Ryder’s Autism: Presentation

32. Ryder’s Autism: Presentation

33. Ryder’s Autism: Presentation

34. Ryder’s Autism: Presentation

35. Ryder’s Autism: Presentation

36. Ryder’s Autism: Presentation

37. Ryder’s Autism: Presentation

38. Ryder’s Autism: Presentation