Student Development

1. Student Development Self-Determination Vocational Programs 18-21 Community-based Programs

2. Tier 1 Curriculum focused on Postsecondary Outcomes Tier 2 Tier 3 Student-focused Planning & Assessment Models and Pathways Integrating Academic & Career and Technology Education Academic and Career Planning for all students Intensive tech prep and workforce development Intensive Individualized Planning for Post-school Outcomes Transition-specific Curricula Person-centered Planning for Transition Interagency Collab. Integrated Community Services Community Schools & Community Services Community-based Instruction IEP & Transition planning Collaboration Accommodation, AT, & Self-Determination in academic instruction Universal Design for Learning Instruction that Increases Independence Supporting Parents as Partners in Education Parent Involvement in Secondary Schools Family Involvement Adapted From: Morningstar & Clark, (2003)

3. Critical Elements of Transition:Curriculum & Instruction • Academic instruction tied to outcomes • Vocational instruction & experiences • Independent living skills • Social, interpersonal & recreation • Self-determination • Functional curriculum reflects outcomes • Natural & age-appropriate • Transition Programs Post-HS for ALL students Curriculum & Instruction Transition to Adulthood

4. If a student floated in a lifejacket for 12 years, would he/she be expected to swim if the jacket were jerked off? Why Self-Determination??

5. 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 networkingwith 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)

6. Self-Determination Model Environment Know Yourself Value Yourself Plan Act Experience Outcomes Environment Adapted from Field & Hoffman, 1994

7. Skill Development for Self-Determination • Skill Development • Self Awareness • Problem Solving & Decision Making • Goal Setting • Communication Skills • Providing Opportunities • IEP meetings • Accommodations in classes • With friends, family, employers, etc.

8. Opportunities for SD: Even the Best Laid Plans… • 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.

9. Self-Awareness

10. Problem Solving: - Define the problem- Gather information- Identify pros and cons- Make an informed decision- Communicate preferences

11. Goal Setting

12. 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

13. 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 Techniques to Help Students Actively Participate in IEP Meetings

14. 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

15. 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

16. Oklahoma Research: Teacher-Directed Meetings

17. Oklahoma Research:Student-Directed Meetings

18. Self-Directed IEP IEP Teaches students to become active participants of their IEP team!

19. Stating the Purpose STEP 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.

20. Introduce Everyone STEP 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.

21. Review Past Goals and Performance STEP 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.

22. Develop Script • My goal is…. • The action I take to meet my goal is….

23. Ask for Others’ Feedback STEP 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.

24. Develop Script • My goal is…. • The action I take to meet my goal is…. • I receive feedback by….

25. State School and Transition Goals STEP 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.

26. Ask Questions if You Don’t Understand STEP 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.

27. Deal With Differences in Opinion STEP 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

28. State the Support You’ll Need STEP 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.

29. Develop Script • My goal is…. • The action I take to meet my goal is…. • I receive feedback by…. • The support I need is….

30. Summarize Your Goals STEP 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.

31. 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.

32. Close Meeting by Thanking Everyone STEP 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.

33. Work on IEP Goals All Year STEP 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

34. 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?

36. 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.

37. 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

38. 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.

39. 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.

41. 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

42. 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 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 Why School-sponsored Work Experiences are Important: For All Students: For Students with Disabilities: Hagner & Vander Sande (1998)

43. Key Program Elements of Career Development and Vocational Programs • 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

44. 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

45. c. Career Preparation: Developingcareer 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

46. 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

47. 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, etc.) Key Program Elements From: Morningstar & Benitez 2001

48. 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

49. 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

50. 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