Case Study - Supervision Plan - Elementary School - Jasmin

Focused Topics Sexual Development & Behavior in K-12 Students Lesson 7 Explore Case Study - Supervision Plan - Elementary School - Jasmin Reflection	WWW.VIRTUALLABSCHOOL.ORG ACTIVITY ID: 23186 Name Certifier Date
First, revisit the case study below. Then review the specialist or administratively prepared supervision plan. Reflect on how your program would implement this plan and if there are additional support or personnel needs. Discuss your thoughts with a colleague. Jasmin is a kindergarten student and new to the school and classroom. She can speak but does not communicate with others and struggles to follow simple instructions. Jasmin pays little attention to peers and adults and prefers to be alone. Teachers have been trying to learn more about what Jasmin enjoys doing at home, so they can engage her in more activities while at school. Jasmin’s favorite activity is throwing things- toys, cups, and various other objects. The family’s pediatrician told Lauren and Tyler, Jasmin’s parents, that Jasmin “probably has autism” and recommended they have further evaluation by the school psychologist. Lauren and Tyler were angry when this happened, and have said they are going to, “find a new doctor.” The school continues to work with the family, but teachers are finding it increasingly challenging to engage and support Jasmin’s learning. Over the past few months, Jasmin frequently displays concerning sexual behaviors. She will put her hands down her pants and touch her genitals in a self-stimulatory way. The teachers report that this occurs during free choice time, when Jasmin likes to hang out in the bean bag area. The other students notice and some will say things like, “I don’t want to be near nasty Jasmin.” In the bathroom, Jasmin tries to quickly strip off all of her clothes. When the teachers try to help Jasmin get dressed or try to redirect her from touching her genitals, Jasmin becomes agitated and will smack people in the face. Her teachers report that they have tried to redirect the behaviors and are using social stories, but things have not gotten better. Supervision Plan Student’s Name: Jasmin Staff Responsible for Supervision Plan: Classroom teacher, related arts teachers, and classroom aide with administrator, social worker, and counselor support Classroom Supervision Standard line-of-sight supervision Supportive shadowing by designated staff during specific classes or activities Supportive shadowing by designated staff at all times Transition Supervision Line-of-sight supervision by designated staff between rooms and activities Supportive shadowing by designated staff during specific transitions Supportive shadowing by designated staff during all transitions Common Area Supervision (cafeteria, playground, auditorium, etc.) Line-of-sight supervision by designated staff Supportive shadowing by designated staff during specific common areas Supportive shadowing by designated staff during all common areas Bathroom Supervision Standard bathroom privileges Regular bathroom use, but must be accompanied by a staff member to and from Regular bathroom use, but staff to make sure the bathroom is clear before student enters Staff to remain in the bathroom with student Physical assistance from a staff member during bathroom routine Bus Supervision Standard bus supervision Student to have assigned seating Student to sit alone while on bus Adult assistant recommended on the bus Staff Support for Student Learning Student to receive additional support on: Personal space Safe versus unsafe touch Public versus private activities and conversation Correct terminology Sexual harassment Social problem-solving Safe and respectful media use Other: staff to facilitate Jasmin’s participation in other enjoyable activities during free choice Communication Expectations Staff communicate behavior incidents and needs to: administrator and counselor School administrator to communicate program updates and needs to specialists, families, and staff (child protective services and law enforcement, as needed) Family questions or concerns directed to: administrator and counselor Additional Notes & Recommendations: Classroom staff will provide standard line-of-sight supervision while Jasmin is in common areas and on the bus (no concerns reported during these times). Line-of-sight supervision is appropriate for most classroom activities, but staff should increase support by shadowing during free choice and less structured times. While shadowing, staff will facilitate Jasmin engaging in other activities that support exploring her interests and focusing on building engaging relationships with staff. Consider removing bean bags, for now. Reinforce safe versus unsafe touch and public versus private using very simple language. Jasmin may benefit from having a choice board for free choice times and a social story for her bathroom routine. Parent Signature / Date: Administrator Signature / Date: Staff Signature / Date: Staff Signature / Date:

Reflection

WWW.VIRTUALLABSCHOOL.ORG

ACTIVITY ID: 23186

Name

Certifier

Date

First, revisit the case study below. Then review the specialist or administratively prepared supervision plan. Reflect on how your program would implement this plan and if there are additional support or personnel needs. Discuss your thoughts with a colleague.

Jasmin is a kindergarten student and new to the school and classroom. She can speak but does not communicate with others and struggles to follow simple instructions. Jasmin pays little attention to peers and adults and prefers to be alone. Teachers have been trying to learn more about what Jasmin enjoys doing at home, so they can engage her in more activities while at school. Jasmin’s favorite activity is throwing things- toys, cups, and various other objects. The family’s pediatrician told Lauren and Tyler, Jasmin’s parents, that Jasmin “probably has autism” and recommended they have further evaluation by the school psychologist. Lauren and Tyler were angry when this happened, and have said they are going to, “find a new doctor.” The school continues to work with the family, but teachers are finding it increasingly challenging to engage and support Jasmin’s learning.

Over the past few months, Jasmin frequently displays concerning sexual behaviors. She will put her hands down her pants and touch her genitals in a self-stimulatory way. The teachers report that this occurs during free choice time, when Jasmin likes to hang out in the bean bag area. The other students notice and some will say things like, “I don’t want to be near nasty Jasmin.” In the bathroom, Jasmin tries to quickly strip off all of her clothes. When the teachers try to help Jasmin get dressed or try to redirect her from touching her genitals, Jasmin becomes agitated and will smack people in the face. Her teachers report that they have tried to redirect the behaviors and are using social stories, but things have not gotten better.

Supervision Plan

Student’s Name: Jasmin

Staff Responsible for Supervision Plan:

Classroom teacher, related arts teachers, and classroom aide with administrator, social worker, and counselor support

Classroom Supervision

Standard line-of-sight supervision
Supportive shadowing by designated staff during specific classes or activities
Supportive shadowing by designated staff at all times

Transition Supervision

Line-of-sight supervision by designated staff between rooms and activities
Supportive shadowing by designated staff during specific transitions
Supportive shadowing by designated staff during all transitions

Common Area Supervision (cafeteria, playground, auditorium, etc.)

Line-of-sight supervision by designated staff
Supportive shadowing by designated staff during specific common areas
Supportive shadowing by designated staff during all common areas

Bathroom Supervision

Standard bathroom privileges
Regular bathroom use, but must be accompanied by a staff member to and from
Regular bathroom use, but staff to make sure the bathroom is clear before student enters
Staff to remain in the bathroom with student
Physical assistance from a staff member during bathroom routine

Bus Supervision

Standard bus supervision
Student to have assigned seating
Student to sit alone while on bus
Adult assistant recommended on the bus

Staff Support for Student Learning

Student to receive additional support on:

Personal space
Safe versus unsafe touch
Public versus private activities and conversation
Correct terminology
Sexual harassment
Social problem-solving
Safe and respectful media use
Other: staff to facilitate Jasmin’s participation in other enjoyable activities during free choice

Communication Expectations

Staff communicate behavior incidents and needs to: administrator and counselor
School administrator to communicate program updates and needs to specialists, families, and staff (child protective services and law enforcement, as needed)
Family questions or concerns directed to: administrator and counselor

Additional Notes & Recommendations: Classroom staff will provide standard line-of-sight supervision while Jasmin is in common areas and on the bus (no concerns reported during these times). Line-of-sight supervision is appropriate for most classroom activities, but staff should increase support by shadowing during free choice and less structured times. While shadowing, staff will facilitate Jasmin engaging in other activities that support exploring her interests and focusing on building engaging relationships with staff. Consider removing bean bags, for now. Reinforce safe versus unsafe touch and public versus private using very simple language. Jasmin may benefit from having a choice board for free choice times and a social story for her bathroom routine.

Parent Signature / Date:

Administrator Signature / Date:

Staff Signature / Date: