Sometimes The I.E.P. Team Forgets About What is Important in a
Childs Life Whats Important and Whats 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
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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
Drivers 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.
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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
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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
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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 processit
starts early
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The Passport One Familys Perspective
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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.
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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.
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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.
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The Passport Promotes communication between the family and the
school regarding the childs functioning, particularly in the areas
of daily living skills and socialization, allowing better
cooperation and collaboration in these areas.
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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
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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 students 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
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Sometimes in I.E.P. Meetings Important Things Become to
Routine
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How Does the Passport Work? Identify Grade Level of the Student
with ASD Determine what experiences typical students have at this
grade level 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.
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3 rd Grade Passport Identify Grade Level and Typical
Experiences 2 Examples of Home & School Expectations Options to
Select Alternative Expectations
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Additional Expectations for Passport
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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
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9 th Grade Passport
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Ryders 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 students input Practice/rehearsal in the
situation Start small and add to time or difficulty to build
confidence and skill
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Ryders Passport to Independence Goal: promote self-advocacy and
independence Understands his disability Shares his strengths and
challenges Participation in IEP (Im 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
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Ryders 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
environmentthe 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)
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Ryders Passport to Independence Whats next5 th 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)
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Ryders Passport to Independence What that might look like for
Ryder Students Age 5 th Grade Some Typical 5 th 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
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Ryders Passport to Independence Other Potential Ideas in the
Home. (adjust to level of student) Other: 5 th 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
houseWay 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
dogsLocking/unlocking doors; replacing batteries in remote controls
Participates in family games indoors and outdoorsPicks 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
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Passport to Independence Other Potential Ideas in the
Community. (adjust to level of student) Other: 5 th 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
Slide 29
Passport to Independence Other Potential Ideas in School.
(adjust to level of student) Other: 5 th 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
lockerUsing 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
e-mail system sending and receiving e-mail; 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:
Slide 30
Ryders Passport to Independence Other Potential Ideas for
Social Skills. (adjust to level of student) Other: 5 th Grade
Examples in Social SkillsOther: 5 th 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