ChoiceMaker Transition Education Materialsassets.soprislearning.com/webinars/Fall_2012/...Zarrow Center for Learning Enrichment ChoiceMaker Materials • OSEP sponsored grants funded

Zarrow Center for Learning Enrichment

ChoiceMaker Transition Education Materials

James Martin, Ph.D. Zarrow Family Professor and Director

Zarrow Center University of Oklahoma

http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html




Agenda • Theoretical Foundation: Self-Determination • ChoiceMaker Curriculum and Materials • ChoiceMaker Self-Determination

Assessment • Choosing Goals Lesson Packages • Self-Directed IEP Lesson Package • Take Action Goal Attainment Lesson

Package • Summary


ChoiceMaker Materials • OSEP sponsored grants funded us to

systematically develop materials to teach essential self-determination skills as a part of transition education

• Increased self-determination skills associated with high school and post-school transition success


Make choices and set goals based upon an understanding of their interests, skills, and limits

Express their goals to help build support

Establish a plan to attain their goal Evaluate their plan Adjust their goal or plan

Self-Determined People Will


Self-Determination Constructs

• Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment


ChoiceMaker Curriculum • Choosing Goals

– Employment – Education – Personal (independent living)

• Expressing Goals – Active engagement and leadership of IEP

meetings • Taking Action

– Learning how to attain annual transition goals


ChoiceMaker Lesson Packages

ChoiceMaker Self-Determination Assessment: identifies skills and opportunities to learn skills taught in the lessons


Lesson Packages • ChoiceMaker Assessment • Instructor’s Manual • Scripted Lessons • Video to model choosing goal process • Reproducible


CM Assessment Sample


Choosing Employment Goals 1. Intensive lessons in teaching Choosing

Goals process (lessons 1 - 5) 2. Community-based assessment and

problem solving (lessons 6 - 15) 3. Classroom-based career exploration

(lessons 16 - 19)


Zeke’s Example


Job Characteristics I Like

• Teach Job Characteristics • Introduces Match Concept between

– What I like – What’s at this job

• Computes % of Matches


Determine Match Between What I Like and What’s At This Site


Each time student chooses a characteristic one more cell on the graph is marked


Choosing Education Goals • Purpose: Provide students the

opportunity to develop their Course of Study based on postschool education goals, current educational performance


Lesson 1

• Lesson 1 – Develop a 1, 5, and 10 year timeline – Subjects I Like self-evaluation



Educational Performance

• Identify High School Grad. Requirements

• Complete a Graduation Checklist • Introduce Educational Performance

Indicators • Complete an Educational Performance

Summary


Study Habits

• Brainstorm Effective Study Habits • Identify Study Habits • Compare Study Habits and Grades • Find Match Between Work Habits and

Academic Skills



Post-Secondary Education

• Review Results of Work Habits Tools • Determine Study Habits • Learn Post-Secondary Terminology • Discuss Post-Secondary Education

Options


Post-secondary Ed. Information

• Program Length • Program Description • Tuition • Admission

Requirements • Degree/Certificate/

License

• Community College • Technical/Trade

School • College/University • Apprenticeship

Programs • On-the-Job Training • Military


Post-Secondary Ed. Options • Discuss Results Educational

Performance Analysis • Review and Gather Information on Post-

Secondary Options • Record and Share Information



Choosing General Goals

• Introduce Choosing Goals Process • Use Example to Teach:

– Interests – Requirements – Skills – Matching Skills to Meet Requirements – Limits – Limits Interfere with Requirements



Graduation Course Planner

• Present a Graduation Course Planner • Students Design Course of Study to

Pave the Way to Attain Postschool Vision


Choosing Personal Goals • Students will learn how they interact with

others • Students will evaluate their group interactions • Students will identify what they do in their free

time to further their relationships, hobbies, talents, recreation, or health and wellness

• Students will decide if they want to make changes in the way they interact with others or in the activities they do or don’t engage in


Students Will • Investigate activities, events, and

services that are available in their community or school

• Consider their interests, skills, and limits in relation to their opportunities and then choose personal goals to try

• Try the chosen activities and evaluate the results


What’s Important to Me & Presentation

• Students determine what personal activities are important to them and present their analysis of current personal activities

• Students determine the reasons someone will do different activities and how they feel about different foods

• Complete What’s Important to me worksheet • After student presentations students will

compare what they are currently doing to what’s important to them



What I Want To Change

• Using completed worksheets students will decide what they want to change - if anything

• Teacher may want to model using example from his or her own life

• Enter changes into the Summary of Changes Worksheet

• Discuss ways to make changes

&


Choose and Take Action: How to Teach Employment Choice Making

Use of a software program and community experiences to teach basic self-determination


34

Target Population

Secondary students and adults with moderate to significant cognitive needs who: Have difficulty getting information from print Can attend to a computer screen Can follow simple 1 or 2 step directions Have limited to no previous work experience


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14 entry-level vocational settings found in most communities 15 job activities repeated across two settings

Care for animals in a vet’s office Care for animals in a retail store

12 characteristics repeated across two or three activities

Working in a factory where it is inside and noisy

CTA Choice Factors


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CTA Features • A navigator to give instructions and

guide user through the program • Restricted mouse movements • Highlight critical features as navigator

says them • Record made of all choices • Input options may include user installed

touch screen


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Settings Activities Characteristics

Car repair shop Bag items/bring carts Big open space Child care center Care for animals Small space Construction site Care for people Clean Factory Care for plants Messy Greenhouse Clean-up Few people Grocery store Clear tables Many people Hospital Filing Inside Hotel Handle materials Outside Janitorial service Heavy cleaning Noisy Landscape Company Laundry Quiet Office Move things Wear own clothes Restaurant Do paperwork Wear a uniform Store Stock shelves Vet Office Wash dishes

Yard work


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Self-Directed IEP

Teaching Students to Become Involved in IEP Meetings


Token Member of IEP Team • Currently students are

the token member of transition IEP teams

• Invitation to be present does not provide opportunity for equal participation or decision making


Direct Observations of IEP Meetings

Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., & Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72, 187-200.


Self-Directed IEP • Teach students to become active participants in own

IEP meeting – Learn terms and process – Students write script of what to say and when – Practice – Provide opportunities for students to speak at IEP

meetings • Involve and educate IEP Team in facilitating student

involvement


Self-Directed IEP Steps • State Purpose of

Meeting • Introduce Team • Review Past Goals • Ask for Feedback • State School and

Transition Goals • Ask Question If

Don’t Understand

• Deal with Differences in Opinion

• State Support Needs

• Summarize Goals • Close Meeting • Work on Goals All

Year


Lesson Structure • Cumulative Review • Lesson Preview • Vocabulary Instruction • Video / Example • Sample Situations • Workbook / Written Notes • Evaluation • Relate to Personal Experience


Introduce Everyone Students: • Discuss who attended Zeke’s staffing

and why they attended. • Learn who is required to attend IEP

meeting. • Decide whom they will invite. • Practice introducing everyone.


Evidenced Based Practice • Numerous studies across disability

categories have demonstrated the impact of the SD-IEP

• NSTTAC has declared the Self-Directed IEP an evidenced-based transition education practice

• Over time students become more involved if provided opportunities


The Difference a Year Makes


The Difference a Year Makes


Take Action – Tool for Teaching Goal Attainment • Teach students to

attain their own Goals - both IEP and personal

• Use the Take Action process to teach goal attainment


Introduction

Introduces the Take Action process Plan Act Evaluate Adjust

Goals: long and short-term Break long-term goals into short-term

goals


Take Action: An Overview • Teaches students to a process to attain their

own goals. • Seven lessons • Seven to 10 days, 50 minutes a day • Student will take info and infuse into his or

her IEP meeting & into academic coursework • Designed for students with high incidence

disabilities or for general ed students


Take Action Major Steps: Plan • Break goals down into doable steps • Establish standards • Determine how to get feedback • Determine motivation to attain goal • Determine strategies • Determine support • Schedule • Express belief that goal can be attained


Take Action Major Steps: Action

• Record or report performance • Perform to standard • Obtain feedback on performance • Motivate self to complete tasks • Use strategies • Obtain support as needed • Follow schedule


Take Action Major Steps: Evaluate

• Determine if goal attained • Compare performance to standard • Evaluate usefulness of feedback • Evaluate if motivation helped prompt my

achievement • Evaluate effectiveness of strategies • Evaluate usefulness of support • Evaluate usefulness of schedule • Evaluate my belief


Take Action Major Steps: Adjust

• Adjust goal if needed • Adjust or repeat standards • Adjust or repeat feedback method • Adjust or repeat motivation • Adjust or repeat strategies • Adjust or repeat support • Adjust or repeat schedule • Adjust belief statement



Write The Steps in the Correct Order from 1 to 4.


Each Plan Part Answers a Question

• Standard: what you will be satisfied with

• Motivation: why you want to meet your standard and accomplish your goal

• Strategy: how I accomplish my standard to meet my goal

• Schedule: when will I do my strategy or work on my goal


Same Goal - Different

Standards What are the standards for the runner, weight lifter, and dog walker?


Several Take Action Studies • Middle school English class • High school students with ID • College students • High school students attaining own

annual transition goals


7.042.1 36.0

224.5

301.0

13.332.8 34.3

274.9 280.7

14.1

158.5

64.7

435.0

670.0

0.0

100.0

200.0

300.0

400.0

500.0

600.0

700.0

800.0

AIR CM1 CM2 LTG set LTG met

Correspondence

General Ed.Gifted Ed.Special Ed.

Growth Percentage by Program


Putting It All Together • ChoiceMaker materials teach crucial self-

determination skills • ChoiceMaker Assessment identifies strengths

and needs • Employment Goal lesson packages identifies

postsecondary goals • Self-Directed IEP teaches active engagement

and leadership of IEP • Take Action teaches students to attain annual

transition goals

Documents

ChoiceMaker Transition Education Materialsassets.soprislearning.com/webinars/Fall_2012/...Zarrow Center for Learning Enrichment ChoiceMaker Materials • OSEP sponsored grants funded