Teaching Transition Skills in an Inclusive, Co-Taught Classroom

unevenechoΛογισμικό & κατασκευή λογ/κού

30 Οκτ 2013 (πριν από 3 χρόνια και 9 μήνες)

55 εμφανίσεις

Debbie Sears and Alicia Farley


Durant High School

Teaching Transition Skills in an
Inclusive, Co
-
Taught Classroom

Agenda



Goal Attainment: Its role in SD and
Transition


Goal Attainment Concepts


Take Action Lessons


Take Action Research


Middle School Study


Implications

Eight Major Transition Steps

1.
Student participates in IEP Planning Process

2.
Student completes a three
-
part transition assessment
process.

3.
Student writes & presents present level of educational
performance

4.
Student writes and presents postsecondary and
annual transition goals

5.
Student develops course of study

6.
Student attains own IEP and personal goals

7.
Student participates in developing postschool linkages

8.
Students writes and presents summary of performance





Goal Attainment Is The Most
Important Self
-
Determination
Component


(Wehmeyer, 1994)

Self
-
Determined People Will


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


Work on attaining goal


Evaluate their plan


Adjust their goal or plan

Self
-
Determination

Martin & Huber Marshall, 1993

ChoiceMaker SD Lesson Packages

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. One
study modified Take Action for use by
students with moderate mental retardation.

Introduction


Introduces the Take Action process


Plan



Act


Evaluate


Adjust


Goals: long and short
-
term


Break long
-
term goals into short
-
term
goals


Introducing Plan Parts

Watch a 10
-
minute video that introduces the
Take Action Process and overviews the six
important steps to make a plan

Lesson 2 Teaches


-

Standard



-

Strategy


-

Motivation


-

Schedule

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

More Plan Parts



Review first four plan parts


Teach Support


Teach Feedback


Case Study


Review Quiz

Support


Support is help provided
by other people or
things


The support question is
“What Help Do I Need?”


What support did the
car driver need in the
video?


What support does the
runner or weight lifter
need?

Feedback


Feedback:
information you get
on your performance


What feedback did
the driver get in the
video?


Trace exercise


Sources of feedback

Critiquing Plans

• Review long & short term goals

• Puzzle Quiz

• Take Action Critique Tool

• Sample Plans

Writing a Plan


Students develop a plan to accomplish a goal


Complete cumulative quiz


Critique Michelle’s Plan


Breakdown “get good grades in class” goal


Complete plan for “get good grades in class”
goal


Complete plan aloud in class

Critique Michelle Pass’ Plan

Evaluating & Adjusting
Plans


Review and complete 3 example case
studies from plan through evaluate and
adjust


Apply evaluation and adjustment concepts
to own plan

Use Take Action Process


Apply Take Action Process to


IEP Goals


Personal Goals


Employment Goals


School Goals


Student Take Action Sample

Student Take Action Sample

Brief Overview of
Research

German, et al., 2000 Study

Students with 6 high
school students with
moderate mental
retardation used the
modified version of
Take Action to learn
to attain their daily
IEP goals.

Walden (2002)


College Students with LD acquired and
generalized goal attainment skills using
Take Action, but without continued use
their skills decreased over time.


The Take Action process must be used to
be remembered!

Four Middle School English
Classes

-

The number of long
-
term goals set and the
number of long
-
term goals attained
significantly increased because of Take
Action.

-

Significant increases in self
-
determination
assessments.

Special Education Students

The repeated measure ANOVAs indicated
significant effect for number of long
-
term
goals met during the first to fourth
quarters, Wilks’


= .07, F(1, 2) = 27.00, p
= .04, multivariate

2

= .93.


Growth Percentage by Program

Durant High School

Take Action + English Classroom =
Self
-
Determined Students


Regional Transition Team


National Secondary Transition Technical
Assistance Center (NSTTAC)
http://www.nsttac.org/



Zarrow Center for Learning Enrichment
http://education.ou.edu/zarrow/


Durant High School Co
-
Taught English
http://new.schoolnotes.com/Farley/




Questions

How will we find the time

to teach something

else?

When will transition

assessments be given?

When is the right time to

begin Take


Action

instruction?

How do we make the

Take


Action and

Language Arts

connection work

for our students?

Timing is Important


The beginning of the school


year may be too soon for some freshmen


Develop a trusting relationship with your
students


Students will let you know when the time is
right




Freshman Students Speak Out


Lizzy

“This is a stupid class for dumb stupid
people”



Zach

“I went to my IEP once and they just talked
about how dumb I was.”

Reaching Students Through Music

Man in the Mirror by
Michael Jackson


Music Video

I Can by Nas


Music Video

Humor through Cartoons

Cartoonstock.com search careers

Everyone has a Folder

Hobbies

Special
Qualities

Favorites

Goals

Folder Example

Front


Back

What’s Important to Me Circle

Choice Maker


Self
-
Determination Assessment


Pre/Post


Choosing Goals


Expressing Goals


Taking Action


Breaking up the lessons


Bell Work


10 minute lessons


4 weeks of instruction for English I
students


Evaluation and Adjustments for English II,
III, and IV


Greater focus on Self
-
Directed IEP’s for
English II, III and IV


Turn Curriculum Questons into
Journaling Questions

What’s the difference between a

wish and a goal?

What goals have you accomplished?

Have you ever set a goal you couldn’t make happen?

Post Secondary Goals


My transition vision for education


My transition vision for employment


My transition vision for adult living

Example:


Lizzy will graduate from high school and enter beauty college where
she will be trained to become a hair stylist. She will become
employed as a hair stylist and earn enough money to live on her
own.


Success Stories


Calvin will enter the Air Force branch of military
where he will learn to fly and serve his country.
He will use his GI bill to attend SOSU or OBU
and earn a degree and then seek employment in
the field of aviation which will give him the
financial ability to live independently.



National Disability Employment Awareness Month 2009
http://www2.ed.gov/about/offices/list/osers/deam
-
2009/deam
-
2009
-
nsttac.html


Durant High Take


Action

http://new.schoolnotes.com/xpages/view/158417/0/1



Brent’s Successful Tale

His senior year he walked into Wal Mart, sat at their computer, filled out an
application and was hired within 2 days as a cashier. He now attends Murray
State Junior College where he is working on a degree in Business
Management. He worked for Choctaw Casino as a cashier and then decided
work for his own tribe, the Chickasaw in Thackerville at WinStar World Casino.
He is a casino floor attendant. In his words, “I love, love, love my job”. He has
already been approached by management to consider a supervisor’s position.
He recently received a WOW award for going above and beyond the call of
duty. He plans on completing his business degree and hopefully have a
management position with Chickasaw Enterprises.

Brent’s post
-
secondary goal
has been to own or work in
upper management of a
successful business.



Curriculum Integration


Shakespearean Sonnet with a career
theme


Forensic Science by Dakota


Durant High School Take
-
Action Page

http://new.schoolnotes.com/xpages/view/15
8417/0/1







Curriculum Integration Continued


Senior Research Project
http://new.schoolnotes.com/xpages/view/14
3115/0/1


Durant High School Gallery of Writing
http://galleryofwriting.org/


Oklahoma Youth Leadership Forum


application essay
http://www.okddc.ok.gov/youth_leadership_
forum.html



How to become more Involved
in
Your

IEP Conference


Invite IEP team participants to your meeting


Introduce self and IEP team members


State purpose of the meeting


Review past goals and your progress toward reaching
these goals


Ask for team member feedback


State the support you will need


Express your career and post
-
secondary interests


Express you skills and your limits


Express options and goals


Close the meeting by thanking everyone


Kay’s Invitation

Kay

s IEP meeting


Thursday Feb. 4
th

at 11:00 AM

Durant High School Conference Room

Purpose: To discuss my yearly
progress, strengths, areas of need,
and post
-
secondary goals

Please Come!!

Sable Leads Her Entire IEP Meeting

Power

Meaningful

Self
-
Determination

Goal Driven

Tools for Life

Post
-
Secondary Goals

Education Goals

Taking Action

Control

Results and Future Plans


Sable will be working as a mentor to our English
I students learning about Take


Action goal
attainment and Self
-
Directed IEP meetings


Students have their own copy of classroom
accommodations


Grades are improving


More Self
-
Directed IEP meetings


Begin Take
-
Actions lessons in the Middle School



Questions