Transcript Evaluating the Effectiveness of

Student Development
Self-Determination
Vocational Programs
18-21 Community-based Programs
Tier 1
Tier 2
Tier 3
Community Schools &
Community Services
Integrated
Community
Services
Adapted From: Morningstar
& Clark, (2003)
Critical Elements of Transition:
Curriculum & Instruction
• Academic instruction tied to
outcomes
Transition to
Adulthood
• Vocational instruction &
experiences
• Independent living skills
• Social, interpersonal &
recreation
Curriculum
&
Instruction
• Self-determination
• Functional curriculum
reflects outcomes
• Natural & age-appropriate
• Transition Programs Post-HS
for ALL students
Why Self-Determination??
If a student floated
in a lifejacket for 12
years, would
he/she be
expected to swim if
the jacket were
jerked off?
Think, Pair, Share…
Defining Self-Determination
“ Self-determination refers to an individual’s awareness of
personal strengths and weaknesses, the ability to set
goals and make choices, to be assertive at appropriate
times, and to interact with others in a socially competent
manner.
A self-determined person is able to make independent
decisions based on his or her ability to use resources,
which includes collaborating and networking with others.
The outcome for a self-determined person is the ability to
realize his or her own potential, to become a productive
member of a community, and to obtain his or her goals
without infringing on the rights, responsibilities, and
goals of others.” (Serna & Lau-Smith, 1995)
Self-Determination Model
Environment
Know Yourself
Value Yourself
Plan
Act
Experience Outcomes
Environment
Adapted from Field & Hoffman, 1994
Skill Development for SelfDetermination
• Skill Development
– Self Awareness
– Problem Solving & Decision Making
– Goal Setting
– Communication Skills
• Providing Opportunities
– IEP meetings
– Accommodations in classes
– With friends, family, employers, etc.
Opportunities for SD: Even the Best Laid Plans…
Percent of Intervals Discussed Transition
Students
10%
Support Staff
20%
Special Ed
50%
Family
8%
Admin
8% General Ed
4%
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.
SelfAwareness
Problem
Solving:
- Define the problem
- Gather information
- Identify pros and
cons
- Make an informed
decision
- Communicate
preferences
Goal Setting
Communication
Skills
- Body image and posture
- Clearly express ideas &
feelings
- Listen to what others say
- Ask questions
- Plan and organize
thoughts
- Accept comments and
criticism
Techniques to Help Students Actively
Participate in IEP Meetings
• Ask students questions such
as:
– What are your learning
strengths?
– What are your areas of
improvement?
– What are your goals for
school?
– What are your career &
employment interests
– How do you learn best?
– What are your hobbies?
• Be positive – focus on
what the student can do
• Listen attentively & take
notes
• Give students plenty of
time to think & respond
• Use information that the
student provides
• Summarize the student’s
goals and plans
• Encourage the student to
ask questions
Next S.T.E.P.: Student transition and
educational planning (2nd ed.)
Description:
Curriculum has been extensively revised. The NEXT S.T.E.P. curriculum helps
students learn how to take charge of their own transition planning process.
Students select and implement a variety of transition goals that relate to
jobs, education and training, personal life, and living on their own. The
ultimate goal of this curriculum is to help students assume responsibility for
important life decisions with support from teachers and parents.
The curriculum works with all kinds of students and has been used successfully
in both special and general education settings. Although designed primarily
for high school students, the curriculum has also been used effectively in
some middle-school and some post-high school settings.
16 lessons with fully developed lesson plans. New features include: (1) a new
scope and sequence for the lessons to increase student involvement, (2)
new enrichment activities to increase student motivation and enjoyment
while they are learning, and (3) reduced “paperwork” for students as they
develop their own individualized transition plans. A new manual has also
been developed, called Teachers Talking to Teachers. This manual
contains many useful suggestions from teachers on how to use the NEXT
S.T.E.P. curriculum successfully.
Lessons:
Unit 1: Getting to Know Myself
Unit 2: Self-Evaluation
Unit 3: Setting and Achieving Goals
Unit 4: Sharing Your Goals and Accomplishments
Self-Directed IEP
Description:
Increase the confidence of students by encouraging them
to take leadership roles and convey their interests. Meet
IDEA student-involvement mandates and improve students'
participation in their IEP meetings.
Lessons:
Step 1: Begin Meeting by Stating the Purpose
Step 2: Introduce Everyone
Step 3: Review Past Goals and Performance
Step 4: Ask for Others’ Feedback
Step 5: State Your School and Transition Goals
Step 6: Ask Questions if You Don’t Understand
Step 7: Deal With Differences in Opinion
Step 8: State the Support You’ll Need
Step 9: Summarize Your Goals
Step 10: Close Meeting by Thanking Everyone
Step 11: Work on IEP Goals All Year
Oklahoma Research:
Teacher-Directed Meetings
Yes (%)
Leadership Steps
3.5
Student introduced self
1.2
Student introduced IEP team members
0.0
Student stated purpose of the meeting
2.4
Student reviewed past goals and progress
0
Student asked for feedback
6.0
Student asked questions if didn’t understand
5.9
Student dealt with differences in opinion
4.7
Student stated needed support
49.4
20
27.1
0
Student expressed interests
Student expressed skills and limits
Student expressed options and goals
Student Closed meeting by thanking everyone
Oklahoma Research:
Student-Directed Meetings
Percent Yes
Leadership Steps
70
Student introduced self
77
Student introduced IEP team members
70
Student stated purpose of the meeting
53
Student reviewed past goals and progress
22
Student asked for feedback
35
Student asked questions if didn’t understand
17
Student dealt with differences in opinion
25
Student stated needed support
72
Student expressed interests
43
Student expressed skills and limits
53
Student expressed options and goals
14
Student closed meeting by thanking everyone
Self-Directed IEP
IEP
Teaches students to become active
participants of their IEP team!
Stating the Purpose
Students:
• Watch the Self-Directed IEP video showing the
11 steps for leading a staffing.
• Discuss the purpose of a staffing.
• Write the three purposes for the IEP staffing and
practice stating purposes.
Introduce Everyone
Students:
• Discuss who attended Zeke’s staffing and why
they attended.
• Learn who is required to attend IEP staffings.
• Decide whom they will invite.
• Practice introducing everyone.
Review Past Goals and
Performance
Students:
• Review Zeke’s goals and actions.
• Discuss actions they can take to accomplish two
sample goals.
• Review their own IEP goals.
• Write actions toward each goal.
• Practice saying goals and actions.
Develop Script
• My goal is….
• The action I take to meet my goal is….
Ask for Others’ Feedback
Students:
• Discuss how Zeke received feedback.
• Discuss feedback they could receive on two
sample goals.
• Decide how they receive feedback on each of
their IEP goals.
• Practice saying goals, actions, and receiving
feedback.
Develop Script
• My goal is….
• The action I take to meet my goal is….
• I receive feedback by….
State School and
Transition Goals
Students:
• Discuss the four transition areas.
• Discuss how Zeke’s interests, skills, and limits
helped him to choose goals.
• Write their education interests, skills, and limits,
and how they impact goals.
Ask Questions if You Don’t
Understand
Students:
• Discuss how Zeke asked a question about
something he didn’t understand.
• Practice ways to ask questions in an IEP
meeting when they don’t understand something.
Deal With Differences in Opinion
Students:
• Discuss how Zeke used the LUCK strategy to
deal with a difference in opinion.
• Learn and practice the LUCK strategy to deal
with opinion differences.
L Listen to and restate the other person’s opinion.
U Use a respectful tone of voice.
C Compromise or change your opinion if
necessary.
K Know and state the reasons for your opinion
State the Support You’ll Need
Students:
• Discuss the support Zeke will use to reach his
new goals.
• Discuss support they could use to accomplish
two sample goals.
• Decide what support they will need.
• Practice stating goals, actions, feedback, and
support.
Develop Script
• My goal is….
• The action I take to meet my goal is….
• I receive feedback by….
• The support I need is….
Summarize Your Goals
Students:
• Discuss the four parts to a summary and Zeke’s
example.
• Summarize their current goals, the actions they
take, how they receive feedback, and the
support they need to accomplish goals.
Summarize Goals
•
•
•
•
Say the goal in your own words.
Tell the action you will take to meet your goal.
Tell how you will receive feedback.
Tell what support you will need to meet your
goal.
Close Meeting by Thanking Everyone
Students:
• Read and discuss Zeke’s example for closing
the meeting by thanking everyone.
• Write a closing for their staffing, thanking
everyone for participating in the IEP meeting.
Work on IEP Goals All Year
Students:
• Complete the “Student Staffing Script” to
prepare for their staffings.
• Practice all the steps by role-playing their own
staffings.
IEP TEAM Training Module
Personal Preferences Indicators
• Preference indicators which identify the person’s “favorites,”
• Emotion indicators which focus on the person’s “feelings,”
• Socialization indicators to highlight the person’s “social
world” and
• relationships,
• Self-Determination indicators which focuses on “choices” the
person
• makes,
• Physical indicators which center on the person’s “body
clock.”
• Health indicators to be considered that focus on the person’s
“health”
• How does the person view his “role” in the family,
community?
The Self-Advocacy Strategy
The Self Advocacy Strategy is a motivation and self-determination strategy
designed to prepare students to participate in education or transition
planning conferences. The strategy consists of 5 steps which are taught
over a series of seven acquisition and generalization stages. The five steps
are presented using the acronym “I PLAN” to help cue students to
remember the steps for the strategy.
I - Inventory completed by students listing their strengths, weaknesses, learning
needs, goals, and choices which will prepare them for their upcoming IEP
conference.
P - Provide your inventory involves identifying appropriate time for individual to
share information during the conference, speaking clearly and completely,
and referring to inventory as needed.
L - Listen & Respond addresses being an active listener and responding to
statements made by others in a positive manner.
A - Ask questions focuses on asking appropriate questions to gather needed
information
N - Name your goals to communicate goals and ideas on actions to be taken.
When students learned the Self-Advocacy Strategy, 86% of the goals they
most valued were found in their IEPs. Students who had not learned the
Self-Advocacy Strategy had only 13% of their desired goals in their IEPs.
Who's Future Is It Anyway? 2nd Edition
A Student-Directed Transition Planning Process
Who's Future Is It Anyway? helps prepare students for their
IEP meetings and gain self-determination skills through
six sections that contain 36 lesson sessions.
This lesson package comes with a Coach's Guide that
outlines the lessons, how to teach them, the roles of the
students and teachers, as well as expected outcomes.
Section 1: Getting to know you
Section 2: Making Decisions
Section 3: How to Get What You Need
Section 4: Goals, Objectives and the Future
Section 5: Communicating
Section 6: Thank You, Honorable Chairperson
Choicemaker Self-Determination Series
Martin, J.E., Marshall, L.H., Maxson, L., et al.(1996-1999). ChoiceMaker
Instructional Series. Longmont, CO: Sopris West Educational Services.
Ordering Information: http://store.cambiumlearning.com
Choosing Goals Series
–
–
–
–
Choosing Education Goals Description
Choosing Personal Goals Description
Choosing Employment Goals Description
Choose and Take Action: Finding the Right Job For You
Expressing Goals (Active Participation in IEP Meetings)
– Self-Directed IEP
Taking Action (Attaining IEP and Personal Goals)
Description:
Help young people make informed decisions about their education,
personal goals, and careers. Designed for grade 6 – Adult. Each
component can be used separately or as a cohesive whole. The
Choicemaker Self-Determination Assessment is include in each kit.
Curricula
•
•
•
•
•
•
•
•
•
•
Abery, B., Arndt, K., Greger, P., et al. (1994). Self-determination for youth with
disabilities: A family education curriculum. Minneapolis, MN: University of Minnesota,
Institute for Community Inclusion
Halpern, A.S., Herr, C.M., Doren, B., & Wolf, N.H. (2000). Next S.T.E.P.: Student
transition and educational planning (second edition). Austin, TX: PRO-ED.
Hoffman, A. & Field, S. (2005). Steps to self-determination: A curriculum to help
adolescents learn to achieve their goals (second edition). Austin, TX: PRO-ED.
Marshall, L.H., Martin, J.E., Jerman, P., Hughes, W., & Maxson, L. (1999). Choosing
personal goals. Part of the ChoiceMaker Instructional Series. Longmont, CO: Sopris
West Educational Services.
Marshall, L.H., Martin, J.E., Maxson, L, et al. (1999). Take action: Making goals
happen. Part of the ChoiceMaker Self-Determination Curriculum. Longmont, CO:
Sopris West Educational Services.
Martin, J.E., Marshall, L.H., Maxson, L., & Jerman, P. (1996). Self-directed IEP
(second edition). Part of the ChoiceMaker Instructional Series. Longmont, CO: Sopris
West Educational Services.
McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide
for student involvement. Arlington, VA: Council for Exceptional Children.
Rabideau, R.D. & Pierson, M.R. (2001). A self-advocacy handbook for students with
special needs. DAC Educational Publications.
Van Reusen, A., Bos, C., Schumaker, J., & Deshler, D. (1994). The self-advocacy
strategy for education and transition planning. Lawrence, KS: Edge Enterprises.
Wehmeyer, M. & Lawrence, M. Whose future is it, anyway? A student directed
transition process.
What are Employers Looking For?
• Identifies, organizes, plans & allocates
resources (time, money, materials,
human)
• Works well with others (teams, mentors,
customer service, leadership, negotiates)
• Acquires and uses information
• Understands complex interrelationships
(systems organizations, monitors
performance, improves systems)
• Selects, applies and uses technology
» SCANS Report 1991
Why School-sponsored Work Experiences
are Important:
For All Students:
• Improve student motivation to
learn
• Improve pace and complexity
of learning
• Increased relevance of
learning to applied settings
• Access to additional role
models and mentors
• Improve career awareness
• Provide critical income to
students
• Offers employers contact with
potential long-term employees
Hagner & Vander Sande (1998)
For Students with Disabilities:
• Focus on functional curriculum
• More successful postschool
outcomes
– 62% have jobs vs. 45%
• Inclusion seems to pay off as
well:
– Students with disabilities that
are fully included and have
developed strong peer
networks are more likely to be
employed
Key Program Elements of Career
Development and Vocational Programs
1. A career development focus so that
students will develop career maturity
skills
a. Career Awareness
• Students discover the world of work, and
postsecondary education and training
• Self-awareness of career-related strengths, behaviors,
attitudes, interests, etc.
• Instruction develops students’ awareness of the role
they will serve as adults
• Instruction focused on general concepts such as
identifying why individuals work and building a
knowledge base of various occupations
Key Program Elements
From: Morningstar & Benitez 2001
b. Career Exploration
• Students begin interacting with work environment and
learning in a vocational context. Activities include:
– Community-based vocational experiences (CBVE = unpaid
training sites)
– Job shadowing: visits to a business to observe specific tasks and
job requirements
– Job-related courses (e.g., career classes, occupational
preparation, and specific coursework related to a field or
occupation of interest
– Site visits: field trips to businesses or agencies; interviews with
professionals to gather information on job requirements and
work duties and expectations
– Classroom guest speakers: working professionals presenting
occupational information to class
• Instruction focuses on understanding the different skills
required for specific occupations and careers including:
– Education: required degrees, type of training, specific
coursework neede
– Training: occupations that require vocational training such as,
computer and industrial occupations
c. Career Preparation: Developing career
and job-related skills through:
• Vocational curriculum: identifying interests, skills
and abilities; job readiness; employability skills;
managing finances; and job retention skills
• Work experiences: (supported and competitive
employment) including job coaching, employer
support and on-the-job training individualized for
each student
• Volunteer experiences
• Apprenticeships and paid internships
Key Program Elements
From: Morningstar & Benitez 2001
d. Career Assimilation
• Assisting students in understanding
requirements of attaining a job, changing jobs,
and career advancement
• Assisting students in generalizing skills from one
job to another
• Focus on job maintenance and job tenure skills
– Negotiating and resolving interpersonal issues
– Connecting with outside agencies & support networks
to maintain employment
– May meet outside of school in community setting
Key Program Elements
From: Morningstar & Benitez 2001
2. Include measures of vocational
assessment into the overall program
• Conducting individualized student assessment
through formal and informal measures including:
–
–
–
–
Student interviews
Behavioral observations
Work samples
Standardized assessments (e.g., vocational interest
inventories)
– Situational assessments (on-the-job functional
analysis of job skills)
• Conducting program-related evaluation to
determine viability of entire vocational program
(e.g., using employer, student and family
satisfaction surveys, tracking student outcomes,
Key Program Elements
From: Morningstar & Benitez 2001
etc.)
3. Providing meaningful vocational and
employment-related experiences
• Worksite support: developing partnerships between the school
and participating businesses (e.g., school-business internship
programs)
• Teach students to translate vocational experiences into career
self-knowledge (e.g. employability skills, attitudes and knowledge
and not just job-specific skills)
• Develop on-the-job co-worker adult role models and mentors and
ongoing supervisor feedback so that students are involved in
meaningful work roles
• Facilitate social inclusion so students may form appropriate
workplace relationships with co-workers and supervisors
• Help students to acquire and document job-related and basic
skills (e.g., SCANS skills)
• Ensure links to in-school academic development and learning
across disciplines
• Access to assistive technology & adaptations to accommodate
individual needs of workers and increase likelihood of success on
the job
Key Program Elements
From: Morningstar & Benitez 2001
4. Administrative support, collaboration among
partners and logistics
• Develop and maintain partnerships between the
student, family members, school personnel, and
employment community
• Clearly defined roles for collaboration to avoid overlap in
services or instruction
• Develop a network of employers to access for paid and
unpaid training sites, develop a business advisory
council, etc.
• Consider the vocational adjustment counselor during job
development and on-the-job support as both to support
the student and support and consultation with the
employer.
• Plan for logistical issues, such as school attendance
policies, insurance and liability, compliance with federal
labor laws, parental consent, and transportation to and
from work sites
Key Program Elements
From: Morningstar & Benitez 2001
18-21 Community-based Transition Programs
“High school is all a bunch of kids. C-Tran is too, but [the teachers] focus
on what you need…what you need help on. At high school they didn’t.”
Community-based transition programs are
public school programs operated entirely in the
community and designed specifically for
students ages 18-21 to help facilitate the
movement from school to adult life through a
comprehensive approach to community
integration.
From: Gaumer 2004
Students Served in 18-21 Programs
Other
2.0%
Signif icant Only
7.9%
Mild Only
3.0%
Mild/Moderate
24.8%
Moderate/Signif icant
27.7%
Moderate Only
7.9%
All Disabilities
26.7%
Community-based Setting
• Programs are housed off-campus
– Postsecondary campus – dual enrollment
– Office, storefront or employment location
– House or apartment
• Instruction is varied and diverse and takes
place in “real life” and community settings.
• Inclusion in community is focus & interactions
with peers without disabilities is targeted
• Social skills training and student problemsolving in community settings.
Preparation for Living and Working in the
Community
On-Campus Outreach
• Instruction in the following areas:
(OCO) Fact Sheet on
– Independent living
Curriculum
– Career development & employment http://www.education.umd.edu/
oco/training/pubs/factsheets/ind
ex.html
– Community participation
– Social & communication development
– Self-determination
– Recreation
• Community agencies provide or pay for supports.
• Instructional strategies include community-based
instruction & skill acquisition in structured settings.
• Facilitating and sustaining community connections and
ongoing friendships with community members.
Individualized Planning, Programming &
Services
Agencies are invited to participate in
the planning process
Transition assessments (formal &
informal) are available as needed and
customized for each student
Planning is strengths-based & personcentered, listening to student and
family preferences
Services are based on a personcentered planning process
“[C-Tran] is more
hands-on and real
life. You can
actually do what
you’re learning…I
like it better.
There’s not very
many people, and
you can work with
the teacher one-onone.” (Gaumer,
2004)
Resources and Further Information
• Transition Coalition http://www.transitioncoalition.org (18-21
programs database) & C-TRAN manual (Models of
Success section of website)
• On Campus Outreach http://www.education.umd.edu/oco/
(FACT sheets; Planning documents)
• Transition to College http://transitiontocollege.net (Program
Development, Implementation & Enhancement FAQ’s;
Resources).
• Think College www.thinkcollege.net (database of
Postsecondary Ed programs)
• The Transition Center http://www.thetransitioncenter.org
(info. about SD curricula)
• Self-Determination Synthesis Project
http://www.uncc.edu/sdsp/sd_curricula.asp (info. about SD
Curricula)