self-determination & student engagement dr. mary e. morningstar university of kansas department...

Self-Determination & Student Engagement

Dr. Mary E. MorningstarUniversity of Kansas

Department of Special Educationmmorningstar@ku.edu

www.transitioncoalition.org

Texas Transition ConferenceFebruary 21, 2012

Transition Coalition © 2010 REFERENCE: Morningstar, M.E., Lattin, D.L., Gaumer Erickson, A.S., Cantrell, L., Noonan, P.M. (Feb. 2010). Self-Determination & Student Engagement. Lawrence, KS: University of KS, Transition Coalition.

Think/Pair/Share

What is THE MOST

IMPORTANT thing your

students should KNOW or be

able to DO to be successful in

adult life?

Definition of 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

If a student floated in a lifejacket for 12 years, would he or she be expected to swim if the jacket were taken off?

What does the research say?

• School Engagement

• Post-School Outcomes

• Participation in transition planning

• Quality of Life

• Social Networks

• Specific Skills– social skills– problem-solving– choice-making– self-advocacy

Self-determined students exhibit behaviors/skills that positively impact:

IDEA Requirements Related to Student Involvement

• Invite student to meeting – At age 16, or earlier if appropriate (or required in your

state)

• Transition Assessments– to identify student interests, needs, preferences, &

strengths

• Creating Postsecondary Goals– generated from results of transition assessment– written in first person (I [student] will… OR Tonya will…)

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Value Yourself

Plan

Act

Environment

Self-Determination Model

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Value Yourself

Plan

Act

Environment

Know Yourself &Your Environment

Self-Determination Model

What are some effective strategies? • Completing Learning Styles Inventories• Completing preference/interest surveys• Each student learns about his/her particular

disability• Resume development• Product:

– PowerPoint presentation– Inspiration map

• To share dreams and aspirations– Song/word collage

From: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED Field, Hoffman & Spezia (1998). Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED

Other Strategies…• Begin each morning with a sentence starter• Follow up with “Expanding questions”

– How do you know…

– Why do you think you feel…

– Does anyone agree with…

– Why or why not…

• See also:– NSTTAC Lesson Plan Starters:

http://nsttac.org/content/lesson-plan-starters– Tips for Transition (Domain: Student Involvement)

http://www.transitioncoalition.org/transition/tips/index.php– Zarrow Center

http://www.ou.edu/content/education/centers-and-partnerships/zarrow.html?rd=1

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Plan

Act

Environment

ValueYourself

Self-Determination Model

Strategies• Paper on students’ backs – positive statements• Personal notes identifying something liked about each

person• Animal analogy – how are you like this animal?• Communicate to your students, individually, their value

and worth often• Role play job interview or other situations where

someone needs to present their skills and qualifications – video these and have students evaluate themselves, esp. what they did well.

• Adventure challenge course at recreational center/park • Research/report famous individuals with disabilities

From: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED Field, Hoffman & Spezia (1998). Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED

Katie’s MAP

By Katie

Who is Katie?

• I live with my dad• I want to move into an apartment• I work at the hospital• I like to make friends• I am 17 years old

What is my Dream?

• I want to work and make money• I want to go to college

What is my Nightmare?

• I will not have friends• I won’t get to see my sister• I won’t get to see my dad

What are Katie’s needs?

• I need to learn more work skills• I need to learn to cook• I need to learn to ride the bus• I need to make friends• I need to learn first aid safety

Katie’s Plan of Action

• I will enroll in first aid class• I will try new jobs at work• I will practice filling out a job application• I will learn to use the microwave• I will practice using the public bus

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Value Yourself

Act

Environment

Plan

Self-Determination Model

Plan

• Set goals• Plan small steps to meet goals• Anticipate results• Be creative• Visually rehearse

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Strategies• Plan small goals first • Teach problem-solving skills

– Phase 1: What is my goal?– Phase 2: What is my plan?– Phase 3: What have I learned?

• Incorporate goals and problem solving skills to address individual issues – Course activities/differentiated instruction

• Share your goals and plans to reach them – invite guest speakers/mentors to do the same

• Find common interests• Develop group goals and

– demonstrate the process• Using published problem-solving curriculum with students• Planning for their IEPs

From: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED & Field, Hoffman & Spezia (1998). Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED

I’m Determined VideosStudent Involvement in the IEP

http://www.imdetermined.org/parents/

Curricula for Participating and Directing IEP Transition Meetings

Teaches students to become active

members of their IEP team!

Welcome to My IEP Meeting

Today we are going to talk about my future.

From: I’m Determined websitehttp://www.imdetermined.org/goal_setting_attainment/

Basic Info• I’m 15• I’m in 9th grade• I have a specific learning disability• Class of 2015• Standard diploma• Now, your turn…

I ’m here because…

• We are going to talk about – How I’ve been doing – What I need from all of you to be successful

• Discuss my– Interests– Strengths– Future goals My IEP

History

• Elementary School: Jay Elementary• Middle School: Jayhawk Middle• High School: JWH• My favorite class is art because I get to

make things.• My least favorite class is Spanish

because I am failing.

This means…• I have trouble paying attention and

sometimes get frustrated during class• I do not have very good handwriting• I have trouble turning in my homework on

time• I forget to study for tests

Specific Learning Disability

These people needed help with school too!!

Walt Disney was fired from the Kansas City newspaper for not being creative enough and was

considered “slow” as a child. Now, he is one of the best

known motion picture producers in the world.

Thomas Edison patented over 1000 inventions including the

light bulb. Edison had dyslexia, difficulty with speaking and words, was considered too dumb to be in school, and

hated math.

http://www.learningrx.com/pictures-of-famous-people-with-learning-disabilities-faq.htm

These are my strengths!

Reading Video games Helping people with their computers

These are things I need help with…

• Spanish• Geography• Writing Essays

My plans for the future

• Pass all of my classes– ESPECIALLY SPANISH!!

• Get my driver’s license• Look for a job at a video game store after

I get my driver’s license

My education goals

• Graduate high school• Get a certificate or an associate degree

in computer technology

This is how you can help me…

Preferential seatingAway from distractions

Use word processor or computer (when available) for written assignments (essays, short answer)

Extended time on tests (one extra class period)

This helps me with my handwriting and academics.

I ’m glad you came!

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

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Value Yourself

Plan

Environment

Act

Self-Determination Model

Act

• Take risks• Communicate• Access resources and support• Negotiate• Deal with conflict and criticism• Be focused and persistent

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Strategies

• Communications skills training and practice– Role play for negotiation– Communication and conflict resolution

• Incorporate teachers and/or administrators help• Anticipate situations

– Student’s goal• Identify resources that will help them meet their goals

– People and groups– (Also done during “Plan” stage)

• Watch a movie/video with a persistent/driven main character– Discuss the issues around persistence– Students identify how they can be persistent in a positive way

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Lesson plan from NEXT STEP curriculum

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Value Yourself

Plan

Act

Environment

ExperienceOutcomes & Learn

Self-Determination Model

Experience Outcomes & Learn

• Compare outcome to expected outcome

• Compare performance to expected performance

• Realize success

• Make adjustments & continue the cycle

Adapted from: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Strategies

• Reflection Questions for Self-Determination Evaluation

• Students interview each other about their experiences

• Hold monthly “celebration” events to acknowledge students’ efforts/successes

• Use articles (newspaper/magazine) describing others’ experiences being self-determined – have a reflective discussion about the article

• Review the plan, strategize and adjust

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Reflection Questions From: Field, S., Hoffman, A., Spezia, 1998)

Know Yourself &Your Environment

Value Yourself

Plan

Act

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Environment

What Type of Environments Encourage and Support Self-Determination?

• Availability of self-determined role models– Teachers - positive, proactive, problem-solving

• Opportunities for choice– Choice-making as a learning experience

• Patterns of response to student behaviors – Affect students’ level of encouragement

• Availability of student supports– Tailored to meet student’s specific needs

Field, Hoffman & Spezia (1998). Self-Determination Strategies for Adolescents in Transition. Austin, TX: PRO-ED

Involving Families

• Awareness of culture of the family

• Sharing information in multiple ways – meeting, workshop, letter, student project, phone calls, face to face

• Engaging families in the process

• Help them feel comfortable

Strategies to Support Families

• NEXT S.T.E.P. - Teachers Talking to Teachers– Section devoted entirely to Parents & Other Advocates– Content around linguistic/cultural diversity of students and

families

• STEPS to Self-Determination– Orientation session and workshop to include family

members/friends and student

• I’m Determined Project website– Section devoted to Parents– Materials to give to families: brochure, PowerPoint presentations

(self-determination & student-led conferences)

• Zarrow Center website– It’s Not Easy PowerPoint presentation for teachers and families

SOURCE: Hoffman, A., & Field, S. (2006). Steps to self-determination (2nd ed.). Austin, TX: PRO-ED

Know Yourself &Your Environment

Value Yourself

Plan

Act

Environment

Self-Determination Model

The Whole Enchilada

What if…• You never got to make a mistake.• Your money was always kept in

an envelope where you couldn’t get at it.

• You were never given a chance to do well at something.

• You were always treated like a child.

• Your chance to be with people different from you was with your own family.

• The job you did was not useful.• You never got to make a decision.• The only risky thing you could do

was to act out.• You couldn’t go outside because

the last time you went it rained.• You took the wrong bus once and

now you can’t take another one.

• You got into trouble and were sent away and you couldn’t come back because they always remember you’re “trouble.”

• You worked and got paid only $.46 an hour.

• You had to wear your winter coat when it rained because it was all you had.

• You had no privacy.• You could do part of the grocery

shopping but weren’t allowed to do any because you weren’t able to do all of the shopping.

• You spent three hours every day just waiting.

• You grew old and never knew adulthood.

• You never got a chance.

(From a parent whose son is in a support work program in Richmond, VA; published by The Arc.)

FOOD FIGHT!!!

• Scrap paper

• Don’t write any identifying information (no name)

• Write down 1 thing you will take from this training and implement

• Wad it up