Person centered plan:

Introduction:
Luca struggles with focus and attention on a daily basis. He needs to be seated in close proximity
to an adult so that the adult can prompt and refocus Luca. He needs refocusing prompts
approximately every 3-4 minutes. Luca responds best to subtle refocusing prompts and calm
voices. Due to Luca's tendency to lose focus, he responds best to checks for understanding every
8-10 minutes during instruction. He will often respond correctly to questions but benefits from
the refocusing. For assignments and assessments Luca also responds well to the directions being
read aloud to him and in a simplified language. He needs the extra prompt to focus and begin
work. Luca requires instruction to be presented in a setting with minimal distractions, again due
to his high level of distractibility. He requires a classroom that does not have more than a total of
8 students otherwise he will be consistently distracted and engage in off-task behaviors (staring
out the window, playing with his pencils, closing his eyes). The setting should be a calm
environment where Luca feels safe and comfortable. Luca does not respond well to drastic
changes in routine and performs best when the setting is consistent. Luca will sometimes become
disorganized. He responds well to subtle prompts for organization and does not need extensive
support in this area. As the 2014-2015 school year has progressed, he has gotten more
independent and self-reliant.
Luca struggles with attention and focus and because of that often requires extended time to
complete assignments across all academic subjects. If given too much time, Luca will disengage
with the activity so for that reason time and a half is recommended at this time. He requires
breaks when completing assignments, tests and quizzes when working for more than 40 minutes
at a time. Breaks do not need to be lengthy or extensive but rather a quick 2-3 minute break so

that Luca can release extra tension - walking in the hallway, getting a drink of water, going to the
bathroom. Without breaks, Luca's off-task behaviors will increase (staring out the window,
playing with his pencils, closing his eyes). He is unable to focus for long and consistent amounts
of time at the breaks help refocus him when he returns. Luca benefits from being allowed to
stand at his desk, he likes to bounce and release sensory tension by standing. Luca benefits from
using graphic organizers to organize writing assignments and break down multi-step tasks.
Luca struggles when transferring information onto his paper. He will rush and make avoidable
mistakes. For this reason, Luca requires paper copies to be provided for all computer based
assessments. In order to maximize his performance, he needs to be able to write on the paper,
circle and underline important words/phrases, and show his work. Luca requires pen/paper to
think through his assignments and thought processes.
Luca is well-liked and encouraged by his peers. He is continuing to improve his social skills and
will independently socialize with peers in lunch. While Luca has demonstrated gains in the areas
of social and emotional development, it remains difficult for him to consistently follow social
cues and regain his composure if he becomes upset. At these times Luca benefits from taking a
break, going on a short walk or talking through the situation with a teacher. After this he usually
returns to classroom activities. Luca responds best to logic in the face of anxiety or emotional
upheaval. He likes to logically think through problems, even emotional and social ones.

Luca has a strong preference for the computer which can lead to meltdowns if the computers
malfunction or perform too slowly. Luca will get upset when interrupted from computer time for
pull out services such as Speech or OT. It takes Luca 4-5 minutes to calm down after an upsetting

event or disruption. He will then return to his seat and take another 3-4 minutes sitting quietly
before he feels ready to begin work again. Luca is a friendly and positive addition to our
classroom.

Age: 14
description of exceptionality (classification if applicable): Autism
current grade and classroom setting: 8th grade 8:1:1 classroom setting
description of any educational supports provided:
Related Service
Ratio
Freq.
Period
Occupational
Individual
1
6 day cycle
Therapy
Speech/Language
Small Group
2
6 day cycle
Therapy
Testing Accommodation

Conditions

Tests Administered in a
Location with Minimal
Distractions
Extended Time
Language in Directions
Simplified
On-task Focusing Prompts
Directions Read to Student
Use of Break Periods

all tests

Answers Recorded in Test

Booklet

All tests

Revised Test Format

All computer based

assessments

All tests
all tests
all tests
all tests
all tests over twenty minutes

Duration
30 mins
40 mins

Implementation
Recommendations
Minimal extraneous noises,
visual or movement
distractors
Provide time and a half
repeat up to 2 additional times
all tests
all tests
Provide a 2-3 minute adult
supervised break for each 15
minute interval of assessment
Allow Luca the option to
record his answers in his test
booklet for all assessments,
including computer based
assessments. For computer
based assessments, provide
Luca with a paper copy.
Provide Luca with a paper
copy of all computer based
assessments. Allow him to
record his answers on the

paper copy.
Tests Administered in a
all tests
Minimal extraneous noises,
Location with Minimal
visual or movement
Distractions
distractors
description of family unit (parents, siblings, extended family):
Mom and Dad
Siblings: (brothers)
Isaac
Iver
community activities (scouts, athletics, religious, recreation, etc): None (enjoys working online
creating novels to post publicly)
Rationale:
Luca is currently in 8th grade and is moving up to high school this upcoming school year. Luca
will often engage with his peers about topics of mutual interest. He struggles when conversing
with others about topics not of interest to him. Luca will carry on very polite and appropriate
conversations with his classmates about computers, Mindcraft and Youtube videos. Luca also
struggles reading social cues indicating that others are frustrated with his behavior or
conversations (which he is aware of). In the creation of this plan, we will help Luca transition
into high school and focus on teaching him to be aware of his surroundings (new high school
environment). We will also continue to work on appropriate conversations for the classroom to
eliminate his occasional interruptions which tends to frustrate the other students. With teacher
guidance and prompting he has begun to practice reading the body language and social cues of
his classmates. Luca displays a huge potential for growth with his social development.
Throughout the upcoming school year, this plan will provide Luca the opportunity to develop
relationships with peers and maintain friendships with them.

Luca
June 9, 2015

Person Centered Plan

Invitation

Dear parents, teachers, and friends,

On June 23, 2015, we will be creating a Person Centered Plan for Lucas transition into high
school this upcoming fall. My purpose in creating this plan is to ensure that Luca has a smooth
transition and a guide for those who do not know his strengths and abilities. Luca and I have
discussed and decided that he would like his family, 2 core teachers, and closest friends to take
part in this upcoming meeting on June 23, 2015. To learn more about this plan, I encourage you
to read about it on http://www.pacer.org/transition/learning-center/independent-communityliving/person-centered.asp
Please indicate whether you will attend the upcoming event for Luca (Lucas friends families
have been notified about their child attending the meeting). As always, please contact me with
any questions or concerns.
Yours in the pursuit of excellent education,

Jamie Szymanski
jszymanski@buffaloschools.org

Please Circle the following people who will be in attendance or would like:
Mom
Mrs. Daigler

Dad

Isaac

Iver

Mrs. Wellington

Teacher name _______________________Signature_____________________Date ______

Parent name ____________________________ Signature_________________ Date ______

Meeting:
Introduction:
Phoned Mom for a conference call so that she would be involved with the planning. We then
went around in a circle, everyone in attendance introduced themselves, and stated his/her
relationship to Luca. Lucas brother Iaasc, who also attends City Honors, was pulled out to attend
the meeting. People in attendance include: Mrs. Daigler, Mrs. Wellington, Jamie Szymansi,
Racquel Bursee, Mrs. Coats, Luca, Iaasc, Nava Fader (Lucas mother), Zaire, and Nick (Zaire
and Nick are both friends from schoolparents gave the okay for them to attend the meeting).
Began meeting discussing the following rationale: Luca is currently in 8th grade and is moving up
to high school this upcoming school year. Luca will often engage with his peers about topics of
mutual interest. He struggles when conversing with others about topics not of interest to him.
Luca will carry on very polite and appropriate conversations with his classmates about
computers, Mindcraft and Youtube videos. Luca also struggles reading social cues indicating that
others are frustrated with his behavior or conversations (which he is aware of). In the creation of
this plan, we will help Luca transition into high school and focus on teaching him to be aware of
his surroundings (new high school environment). We will also continue to work on appropriate
conversations for the classroom to eliminate his occasional interruptions which tends to frustrate
the other students. With teacher guidance and prompting he has begun to practice reading the
body language and social cues of his classmates. Luca displays a huge potential for growth with
his social development. Throughout the upcoming school year, this plan will provide Luca the
opportunity to develop relationships with peers and maintain friendships with them.
Main Discussion:

Luca and his team helped answer the following questions:

What are some great things about you?

What things do you like to do for fun at home/school/community?
What new things would you like to do at home/school/community?
What makes you happy?
What makes you mad/sad/frustrated?
What new things did you learn in the last year?
What new things would you like to learn in high school?
What jobs do you have at home?
What job would you like to learn about?
What are your dreams and hopes for the future?
What scares you the most about your future?
What do you see yourself doing in 3-5 years?
Who supports you the most?

Closing:
I restate the importance of the person centered plan. We, as a group, also discuss Lucas goals
and ambitions for the upcoming school year. Teachers reiterate how Luca is a
hardworking/knowledgeable student and they encourage him to build upon his social awareness
so that he will be successful in furthering his education. Students in attendance support Lucas
responses to questions above and encourage Luca to reach for his dreams. Friends commented on
Lucas talents creating his creepy pastas and mentioned that he try not to get off topic in class
as much. Since I was in charge of this meeting, Mrs. Coats offered to be in charge of monitoring
Lucas progress in the high school. With this being said, I will contact her at different times
throughout the upcoming school year to make sure that in science she is following Lucas
personal plan.

The PLAN: