세계음식문화 표지 10권 수정 - The ChoiceMaker · 글김영 대학에서심리학을공부하고, 어린이독서프로그램을개발하면서동화를쓰기시작했습니다.
ChoiceMaker Transition Education Materialsassets.soprislearning.com/webinars/Fall_2012/...Zarrow...
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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
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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
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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
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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
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Self-Determination Constructs
• Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment
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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
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ChoiceMaker Lesson Packages
ChoiceMaker Self-Determination Assessment: identifies skills and opportunities to learn skills taught in the lessons
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Lesson Packages • ChoiceMaker Assessment • Instructor’s Manual • Scripted Lessons • Video to model choosing goal process • Reproducible
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CM Assessment Sample
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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)
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Zeke’s Example
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Job Characteristics I Like
• Teach Job Characteristics • Introduces Match Concept between
– What I like – What’s at this job
• Computes % of Matches
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Determine Match Between What I Like and What’s At This Site
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Each time student chooses a characteristic one more cell on the graph is marked
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Choosing Education Goals • Purpose: Provide students the
opportunity to develop their Course of Study based on postschool education goals, current educational performance
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Lesson 1
• Lesson 1 – Develop a 1, 5, and 10 year timeline – Subjects I Like self-evaluation
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Educational Performance
• Identify High School Grad. Requirements
• Complete a Graduation Checklist • Introduce Educational Performance
Indicators • Complete an Educational Performance
Summary
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Study Habits
• Brainstorm Effective Study Habits • Identify Study Habits • Compare Study Habits and Grades • Find Match Between Work Habits and
Academic Skills
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Post-Secondary Education
• Review Results of Work Habits Tools • Determine Study Habits • Learn Post-Secondary Terminology • Discuss Post-Secondary Education
Options
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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
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Post-Secondary Ed. Options • Discuss Results Educational
Performance Analysis • Review and Gather Information on Post-
Secondary Options • Record and Share Information
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Choosing General Goals
• Introduce Choosing Goals Process • Use Example to Teach:
– Interests – Requirements – Skills – Matching Skills to Meet Requirements – Limits – Limits Interfere with Requirements
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Graduation Course Planner
• Present a Graduation Course Planner • Students Design Course of Study to
Pave the Way to Attain Postschool Vision
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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
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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
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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
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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
&
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Choose and Take Action: How to Teach Employment Choice Making
Use of a software program and community experiences to teach basic self-determination
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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
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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
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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.
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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
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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
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Lesson Structure • Cumulative Review • Lesson Preview • Vocabulary Instruction • Video / Example • Sample Situations • Workbook / Written Notes • Evaluation • Relate to Personal Experience
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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.
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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
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The Difference a Year Makes
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The Difference a Year Makes
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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
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Introduction
Introduces the Take Action process Plan Act Evaluate Adjust
Goals: long and short-term Break long-term goals into short-term
goals
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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
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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
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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
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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
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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
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Write The Steps in the Correct Order from 1 to 4.
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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
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Same Goal - Different
Standards What are the standards for the runner, weight lifter, and dog walker?
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Several Take Action Studies • Middle school English class • High school students with ID • College students • High school students attaining own
annual transition goals
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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
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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