Longitudinal Curriculum Development Program Plan Danielle Chemello Page 1 of 11

Longitudinal Curriculum Development Program Plan Danielle Chemello SPED 448: Spring 2012

1.

Student Description

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 2 of 11

TJ is a nineteen year old girl who comes from a family consisting of her adoptive mother, step dad, and her sixteen year old brother. She loves to eat out at new restaurants and try new foods. She especially enjoys independently ordering and eating seafood, Buffalo Wild Wings hot dogs, and egg salad sandwiches. She also likes going to coffee shops, the mall, and the library. Her favorite coffee shop is Cafe Kopi, and she loves to shop at American Eagle and Forever 21. Her mom takes pride in the fact that TJ is so fashionable. Even her peers compliment her great fashion sense. She is funny, witty, and enjoys the company of her family and friends. She is currently employed at County Market, which she especially enjoys because it is on the University of Illinois campus. Through Best Buddies, TJ has become fast friends with a college student who has been able to hang out with TJ at the University of Illinois dorms. This has quickly become one of TJs favorite places to visit. TJ also loves animals and watching House. TJ is currently enrolled in Central High Schools functional life skills class. There, she is taught money skills, patience, and improving learning through using rote memorization by a University of Illinois student teacher. Her teacher says that she is a good reader and is good at math. Also, TJ has good range of motion and fine motor skills. TJ was adopted from Russia, but has spoken English throughout her entire life. She is diagnosed with fetal alcohol syndrome and microcephaly which causes her to have processing issues. She is often frustrated if she sees no end to the task she is currently working. For example when shoveling snow, TJs mom will make sure to give TJ a section to shovel so that she can easily see how much snow is left to shovel. This allows her to feel better about working towards a goal that is reasonably able to be accomplished. TJ has mentioned to her mother numerous times that she wants to move to Colorado or to St. Louis because some of her family members live there and because she thinks they have better

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 3 of 11

malls in those locations. TJ is able to envision her future and knows exactly what she wants for herself. Overall, she is a happy nineteen year old who loves to be independent and socialize within the community, her family, and her circle of friends. 2. Description of Students Current Residence TJ currently resides with her brother, mother, and stepfather in a home in Champaign. The home is located on the bus line and has two stories, a two car garage, and a basement level. They have a spacious front and backyard, even with a pool in the backyard. The house has four bedrooms upstairs and three and a half bathrooms. There is a family room, living room, dining room, and a pool room that is enclosed by many windows. The pool room leads directly out to the backyard pool. TJs mother reports that the family will often hang out in this pool room. TJs bedroom looks like any teenagers bedroom with a twin sized bed, a full mirrored closet, a bookshelf, a desk, and posters on the wall. She also loves to read magazines so stacks of them are located in various places in her room. Next to her room is a bathroom that she shares with her sixteen year old brother. This bathroom has a bathtub shower with shower curtains. There are also two sinks on the countertop with a mirror starting at the countertop and reaching the ceiling. TJ likes to make food in the family kitchen located on the first floor. This kitchen has a double oven, a stove top, and a microwave oven. There is also a coffee maker and a toaster on the granite counter tops as well as other cooking utensils. The dining room is located next to the kitchen. In this room, there is a table surrounded by six chairs. The family eats their meals together here. They also have a formal dining room where the family will entertain guests. This has a table as well as ten chairs, a china cabinet, and a chandelier.

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 4 of 11

The family can also often be found in the family room watching movies. This room has a large, leather couch facing the TV. There is a coffee table as well as end tables next to the couch. Lastly, there is a living room with a piano, glass coffee table, and two couches. Due to its formality, the family does not stay in here too often. TJs school schedule includes some school and some community instruction. The in school instruction takes place in a functional life skills classroom while the community instruction takes place at County Market and other places. TJs job during school is at County Market where she helps stock shelves. There, she learns how to be an independent worker in society. She also takes the bus to her job and has ample opportunities to practice various skills at numerous places in the community. 3. Description of the Students Future Residence TJs mother works at the Developmental Services Center, so she was able to inform us on the living environments available for TJs future. Both TJ and her mom have expressed interest in TJ living in the DSCs CU Independence apartments in Urbana. This apartment building has twenty-four individual apartment units. The entire building is owned by the DSC and they also have a support staff and services available for any reasons. These staff are on call from 3 PM until the next morning in case any issues should arise. The building is located on the bus line so TJ can enjoy the freedom of this transportation in order to get to work and her various social activities. The CU Independence allows for each resident to live in the apartments based on their needs. The level of staff involvement is decided upon in order to allow the resident to control their extent of independence. Some members have been able to live entirely independently except for emergency situations, while others have had a few more supports. TJ will have the ability to come and go as she pleases. Since TJ is able to dress, bathe, and toilet by herself, she meets the require-

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 5 of 11

ments to live in the CU Independence apartments. She has the majority of the skills needed to independently live in the apartments except for a few cooking skills and money skills. Since she is quite independent in many areas, CU independence will be a great fit for her. TJs mother reports that the CU Independence is a great living environment for TJ because of the independence she is allowed. TJ will be able to function as she pleases in the apartments. Since the building residents have gone through the DSC to acquire residency and there is staff to help with any issues, TJs mother feels much better about letting her daughter live in these apartments. She also feels that there is the right amount of independence as well as safety and security for her daughter. Other benefits of this future residence is its location in Urbana. This will allow TJ to be close to her parents and brother. She also will not have to find new social outlets, get used to a new bus system, or find new places to enjoy in the community. TJs mother believes that her daughter will live in the apartments for at least a few years before the family potentially moves to either Colorado or St. Louis. 4. Completed Yellow Book With Domestic, Recreation/Leisure, and Community Domains 5. IEP Objectives Based Off Yellow Book For Next School Year Domestic IEP Objectives 1. Each morning before starting her day, TJ will wash and dry her entire face without prompting using her Clarisonic cleansing brush and a towel for 100% of the steps of the face washing task analysis for 5 out of the 7 days of the week.

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 6 of 11

2.

Each morning before starting her day and without prompting, TJ will part her hair straight down the middle and brush her hair from roots to tip scoring a 12 out of 12 on the hair parting and brushing rubric for 6 of the 7 days of the week.

3.

During the summer season, TJ will shave her legs from ankle to just above her knee, removing all hair, at least 2 times per week.

4.

Each morning before starting her day and without prompting, TJ will apply deodorant to both of her underarms covering the entire underarm 7 out of 7 days of the week.

5.

When preparing a dinner that requires use of an oven, TJ will use the dial knob on the top oven to preheat the oven according to the recipes directions and use the timer for the time indicated on the recipe on 6 out of 6 naturally occurring opportunities.

6.

In any situation when TJ does not feel well or feels pain, she will be able to point to or say the location and tell the extent of the pain to the appropriate adult (her parents, teacher, staff, healthcare provider) given 6 out of 7 naturally occurring opportunities.

7.

When confronted with a social interactions in which TJ is not comfortable, she will be able to verbally communicate this feeling and remove herself from the situation during 4 out of 5 naturally occurring opportunities.

Recreation/Leisure IEP Objectives 1. When cooking using an oven, TJ will use the top oven to set the appropriate temperature and time according to the given recipe, as well as take the dish or tray out of the top oven independently during 6 out of 7 naturally occurring opportunities. 2. When shopping at any store, TJ will have her purse on her shoulder or wrist, knowing its location, for the entire shopping outing for 5 out of 5 opportunities.

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 7 of 11

Community IEP Objectives 1. When at Strawberry Fields, Cafe Kopi, and Buffalo Wild Wings, TJ will always have her belongings in her possession, count out the correct amount of money for both the cost and a tip during 10 out of 10 naturally occurring opportunities. 2. When at Cafe Kopi, TJ will bring each of her dishes or glasses to the dirty dish bin in the back of the cafe during 10 out of 10 naturally occurring opportunities. 3. When shopping at American Eagle, Walmart, and Forever 21, TJ will count out the correct amount of singles for the cost, have her belongings in her possession at all times, and ask for assistance locating items, when necessary, across 5 out of 5 naturally occurring opportunities. 4. When at the library, TJ will have her purse containing her library card with her at all times and ask for assistance locating books, when necessary, across 5 out of 5 naturally occurring opportunities. 5. When going to any healthcare provider, TJ will be able to say what kind of doctor she will be seeing and what he or she will be checking on her body, list her current medications to the doctor or nurse when asked, and communicate the location and extent of her pain to the doctor or nurse, when asked, on 5 out of 5 naturally occurring opportunities. 6. When arranging and taking public transportation, TJ will text MTD for the specified bus schedule and be able to say her location on the bus route for 90% of the time spent on the bus during 8 out of 10 opportunities. 7. When riding any MTD bus, TJ will have her belongings in her possession at all times and be able to ask the driver for assistance, when necessary, across 8 out of 10 naturally occurring opportunities. 6. IEP Objectives Rationale

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 8 of 11

Domestic Skills Rationale After interviewing with TJs mom and completing the domestic portion of the spreadsheets, the important skills were identified. This included all of the skills mentioned on the spreadsheet except for one. The skills selected for objectives were ones that TJ will need in order to live independently which will occur within the next few years. These skills cover areas in grooming, safety, and cooking. The grooming skills include washing and drying her face, parting and brushing her hair, shaving her legs, and applying deodorant. Each of these skills were identified as important and then weighted as a high priority by the yellow book. This is why the skills are selected to be written into the IEP as objectives for the next year. Each of these skills can be addressed and learned within the next year. They can be easily taught and monitored at home as well as at school. TJ can work on the parting and brushing her hair as well as applying deodorant after physical education at school. The safety skills are necessary ones that are needed in order to live independently and were considered both important by her mother and a high priority according to the yellow book spreadsheets weighting system. The skills that were written as IEP objectives were the ones that could be taught within the next year. This caused one skill to be eliminated. The two chosen ones were that TJ could dictate her pain or illness to the appropriate person and be able to react appropriately to social situations in which she is not comfortable. The eliminated skill that was not appropriate for TJ to learn in a year was knowing when or when not to answer the door at home. This was eliminated because it would have to be practiced in her home and with many people to test her ability to differentiate for whom she can open the door. Also, she is moving out of her home with-

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 9 of 11

in the next few years so she may have a hard time generalizing for whom she can and cannot open the door. These people may also change considering she will live in an apartment with roommates. Like the other objectives, the cooking skill was considered important by her mother and considered a high priority by the yellow book spreadsheets weighting system. The ability to prepare dinner and the ability to use an oven were skills that were combined into one IEP objective so that both skills would have significance. The ability to prepare dinner and use the oven properly can also be learned in school as well as at home. By practicing using different kinds of ovens in different locations within the next year, TJ will be able to generalize these skills across situations. This will be especially helpful for when she moves out. The new place may have a different kind of oven than what she learned at home or school. The practice on different ovens will aid her in being able to work the one that will be in her potential new home. Recreation/Leisure Skills Rationale Skills in the leisure domain were few to come by because of TJs strong abilities to recreate. She has many options because of her strong skills. However, the ones that were identified as IEP objectives were done so by her mother because she feels that TJ would strongly benefit from mastering the skills. The weighting from the yellow book also confirmed the importance by ranking them number one and number two for the recreation domain. For example, TJ loves to cook and eat, so learning how to cook recipes using the oven appropriately would allow her to practice a lifelong, necessary and recreational skill. Her mother also likes to cook with TJ, so they would have a time when they can be together and enjoy a common activity. This skill can be practiced both in and out of school ensuring that TJ has ample opportunities to learn the skill within the next year.

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 10 of 11

Since TJ is so active in the community, her mother felt it was best to ensure TJs safety when she travels and shops independently. The need to be safe while in the community was determined important by TJs mother and a high priority by the yellow book weighting system. Because of this, writing an objective was a necessity for TJ. Being safe was defined by knowing where her purse was during the entire outing. It is necessary to have it because it holds TJs money and identification, which all people need to have with them when in the community. This skill will be practiced often because TJ takes the bus to work everyday, providing numerous opportunities to master the skill in one year. Community Skills Rationale Being independent in the community is a strong skill for anyone to have and TJs mother agreed that refining her daughters skills in some areas would benefit her greatly. The yellow book spreadsheets weighting system also determined these skills as high priorities. Each of the skills are to be taught within the next year because TJ takes the bus each day for work and she has the chance to have community based instruction during school. She also has the opportunities to practice these skills with her family at home during outings. Since Strawberry Fields, Cafe Kopi, and Buffalo Wild Wings require TJ to master similar skills, they were clustered together based on the skills. An additional objective was given for Cafe Kopi because in the cafe, the customers are to put their dishes away. By ensuring her skill to do this through the objective, she will become independent in being a member of Cafe Kopi. Reoccurring skills were also found in the shopping area when TJ goes to American Eagle, Walmart, and Forever 21. She has to know how to pay for items if she only has singles and she also needs to keep it with her in order to pay for anything. By learning this, TJ will become much more independent. The skill of keeping her purse with her at all times was important for many dif-

Longitudinal Curriculum Development Program Plan Danielle Chemello Page 11 of 11

ferent areas. Keeping her purse with her at the library and on the MTD busses is so crucial to independence and safety because it carries her money and personal identification. These items are needed by all in order to be safe and independent. More concerns of safety were arisen when TJ goes to the doctor and when she is arranging public transportation. At the doctors office, she needs to know what she is being seen for as well as convey her pain and current medications. By giving this information, doctors can prescribe medications the most effectively and the most safely. When riding the MTD bus, TJ needs to be able to understand where she is at all times so that she knows when to get off the bus. This ensures her safety so that she does not get off at the wrong stop in an unsafe or unfamiliar area. By arranging the bus schedule, she is practicing independent life skills. These skills were identified as important by TJs mother as well as the yellow book weighting system. Both the safety skills are necessary in order to independently live a life with good quality.