1. Teaching Self-Determination Skills to Students With Disabilities
National Secondary Transition
Technical Assistance Center
Teaching Self-Determination Skills to Students With Disabilities
1 hour presentation
Time Allotment:
1 minute
Materials:
PowerPoint presentation handouts
Field Tested Curricula Handout
SD Assessment Handout
Other SD Resources Handout
Pretest and Posttest
Evaluation
Pencil/pen
Background Information:
N/A
Facilitator’s Notes:
“Today’s session will focus on teaching self-determination to students with disabilities and includes information on what self-determination is, why it should be taught to students, and how to teach it.”

2. Materials for Today’s Meeting
PowerPoint presentation handouts
Field Tested Curricula Handout
SD Assessment Handout
Other SD Resources Handout
Pretest and Posttest
Evaluation
Pencil/pen
Time Allotment:
1 minute
Materials:
See materials listed in slide above
Facilitator’s Notes:
Check with audience to ensure everyone has materials.

3. Pretest! Time Allotment: 3 minutes Materials:
Copies of pretest for each person in attendance
Pencils/pens
Facilitator’s Notes:
Give participants in the audience a hard copy of the pretest.
“The purpose of the pretest is for me to see how well I teach the content. Do not worry about what you get right or wrong or if you are not sure of the answers.”
Allow them to work on the pretest independently.
Have them create a code word rather than record their name (for purposes of anonymity). They will need to use the same code word on the posttest.
Collect the pretests before moving to the next slide.

4. The Birthday Party Time Allotment: 2 minutes Materials: None
Facilitator’s Notes:
This story is an analogy of the experience that students’ have when not invited to participate in the IEP process. Read this story to the audience.
“Imagine being a small child and hearing your parents talk about your birthday party. You hear the excitement in their voices as they talk and plan, starting with the theme for the party, deciding on who to invite, and who will do each job. As the time draws closer, you hear more and more conversations about your birthday party, and so you know it will be coming soon. And then your birthday comes and goes, but no one ever invites you to your party. Maybe they just forgot to invite me you think.
The next year, you again hear your parents discuss your birthday party. Once again you hear about all the plans, your birthday comes and goes, but no one invites you to your party. It must not be important for me to be there you think.
The following year, you once again hear about the birthday party. You barely notice the excited tone in their voices as they decide on the theme and who shall be invited. Your birthday comes and goes but no one ever invites you. Now you think parties are not important at all.
Several years later, when you become a teenager, you barely catch a snippet of a conversation about your birthday party. But since you have never been invited to your parties, you know that your presence is not important. But this time you receive an invitation to your party! You are surprised, confused, and even scared. You ask your parents why you received an invitation and they say that since you are a teenager you are old enough to help with everything. You can decide the theme, and who will come and decide who will do the different jobs. But you respond by saying, Why would I want to become involved now? If these birthday parties were suppose to be my parties, why wasn’t I invited all along. Why didn’t I get to help decide whom to invite? Why didn’t I get to help choose who would do the different jobs? Your parents say, We thought you were not old enough to help. Now I am so old that I do not know how to help with any of it, you have been doing it for me all these years. Just keep on doing it without me.
Now, imagine this scenario again, but this time insert IEP meetings in place of birthday parties.
Students with disabilities hear their teachers and parents talk about the IEP meetings, they hear about goals and services. They hear about who will attend but students rarely receive invitations to attend. They may decide that an IEP meeting is an opportunity for adults to talk negatively about all the problems that students are having in school. They may decide that attending their IEP is not important since no one shares any information about the meeting. Students with disabilities may decide just keep doing the meeting without me.”
Taken from Jamie L van Dycke, James E. Martin, David L. Lovett, Teaching Exceptional Children.
Reston Jan/Feb 2006 Vol. 38, Iss.3 Pg. 42, 6pgs Self-Determination Constructs

5. History of Self-determination Research at UNC Charlotte
Self-Determination Synthesis Project (SDSP)
Purpose: to find exemplary programs across the country and to conduct a comprehensive review of the literature on self-determination
Self-Advocacy Synthesis Project (SASP)
Purpose: to find exemplary programs across the county and to conduct a comprehensive review of the literature on self-advocacy
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“The Self-Determination Synthesis Project and Self-Advocacy Synthesis Project were grants awarded to UNC-Charlotte. The purpose of both projects were to find exemplary programs across the country and also to conduct a comprehensive literature review of the topics and synthesize the knowledge base and best practices related to self-determination (SD) and self-advocacy (SA) interventions in order to improve, expand, and accelerate the use of this knowledge by the professionals who serve children and youth with disabilities and the parents who rear, educate, and support their children with disabilities.”

6. History of Self-determination Research at UNC Charlotte
Self-Determination Technical Assistance Centers Project (SDTAC)
Purpose: to replicate and extend four best-practice programs found through SDSP project
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“The Self-Determination Technical Assistance Center Project at UNC Charlotte was established to replicate and extend the previous Self-Determination Synthesis Projects. The purpose of this project was to assist programs identified as demonstrating exemplary practices in promoting self-determination for students with disabilities to become Self-Determination Technical Assistance Centers for other local education agencies in their states. The four programs participating in the project were (1) Colorado Springs, Colorado, (2) Fountain, Colorado, (3) Overland Park, Kansas, and (4) Monroe County, New York. These programs use a wide range of strategies to promote self-determination for students ages 11 to 21 with mild, moderate, and severe disabilities.
The project also focused on improving and expanding the ‘exemplary practices’ for promoting self-determination currently used in the four sites, as well as providing each site with support to assist with providing training and materials to others (school administrators and teachers, parents, and students) in their state. The project disseminated such products as research papers, conference handouts, a replication manual, lesson plans, and a curriculum guide.”

7. Self-Determination Defined
There are many definitions of SD in the literature.
The most comprehensive definition is provided by Field, Martin, Miller, Ward, and Wehmeyer (1998).
Time Allotment:
Less than 1 minute
Materials:
None
Facilitator’s Notes:
Reference: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.

8. Self-Determination Defined
A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior.
An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination.
When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.
Time Allotment:
2 minutes
Materials:
None
Facilitator’s Notes:
Goal-directed: knowing why we are doing something and working to achieve an end result
Self-regulated: being in control of our actions
Autonomous behavior: making informed, un-coerced behaviors
“An example of this can be made within the area of employment. Students need to understand what kind of job they would like to pursue based on knowledge of their own self (interests, limitations, and strengths) and also be able to understand why working on pre-vocational or other jobs related to their job of choice is important.”

9. Components of Self-Determination
Choice making: appropriately choosing between a finite number of choices
Problem-solving: weigh pros & cons of potential actions, identify barriers to success
Decision making: involves choosing between unlimited options
Goal setting and attainment: ability to set appropriate goals for self and achieve the goals with actions
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“These are only some of the subcomponents of self-determination. A lot of these components may already be a target or embedded within the instruction in teachers’ classrooms already; however, these components make self-determination measurable and if a student is lacking skills in one or more specific areas, a goal can be written to help improve those skills.”
It may also be helpful to provide examples of each component and then also ask for examples from the audience. These examples are ways to embed instruction within everyday class work and are meant to stimulate the audience’s knowledge of the topic.
Examples within the area of reading:
Choice making: (a distinction between choice making and decision making could be made. Choice making is when there are a limited number of choices whereas decision making has unlimited options.)
e.g., choose between what books to read, choose what order to complete literature activities, choose what role to perform in literature circles
Problem solving: could be as simple as missing reading materials for the day and teaching the student how to problem solve.
Decision making: plan out how to complete a book report (e.g., “first, I will…, second, I will…)
Goal-setting and attainment: set a goal of how many pages/words to read

10. Components of Self-Determination
Self-regulation: self-monitoring, self- evaluation, self-instruction, self-management (controlling own behavior by being aware of one’s actions and providing feedback)
Self-advocacy: have knowledge of self, knowledge of rights, communication skills, and leadership ability.
Self-awareness: awareness of own individuality, strengths, and areas for improvement
Self-efficacy: understanding that own actions have an impact – you are a causal agency in your life
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
This slide provides more components of Self-Determination.
Examples still within the area of reading:
Self-regulation: Students can devise a monitoring plan for a goal of how many pages or words should be read (e.g., record the number of words read in a sitting) and evaluate if that got them closer to their goal. Do they need to read faster?)
Self-advocacy: requesting assistance when completing a reading activity in class or asking what a word means, could also be applying knowledge of rights with regards to accommodations (e.g., students should request a reader or book on tape)
Self-awareness: picking text based on ability level
Self-efficacy: completing assignments-if students choose not to complete-do they understand the implications?

11. Self-Determination Assessments
Purpose: to provide information about readiness to make decisions related to future ambitions and help students in identifying relative strengths and limitations related to self-determination
Examples:
The Arc’s Self-Determination Scale
Self-Determination Assessment Battery
Choice Maker Self-Determination Assessment
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“Self-determination assessments provide information as to one’s readiness to make decisions related to their postsecondary ambitions. Such assessments provide data to help a student identify their relative strengths and limitations related to self-determination and factors that may be promoting or inhibiting this outcome. Some examples include:
The Arc’s Self-Determination Scale – Adolescent Version
Self Determination Assessment Battery
Choice Maker Self-Determination Assessment”
For more information on assessments see: Field, S., Martin, J., Miller, R., Ward, M., & Wehmeyer, M. (1998). A Practical Guide for Teaching Self-Determination . Reston, VA: Council for Exceptional Children.

12. S E L F A D V O C Y Self-awareness Knowledge of Rights Communication
Sample sub-components include
Strengths
Preferences
Goals
Dreams
Interests
Learning style
Support needs
Accommodation needs
Characteristics of one’s disability
Responsibilities
Knowledge of Rights
Sample sub-components include
Personal rights
Community rights
Human service rights
Consumer rights
Educational rights
Steps to redress violations
Steps to advocate for change
Knowledge of resources S E L F A D V O C Y
Communication
Sample sub-components include
• Assertiveness • Use of assistive technology
• Negotiation • Listening
• Articulation • Persuasion
• Body Language • Compromise
Time Allotment:
1-2 minutes
Materials:
None
Facilitator’s Notes:
“This figure shows how self-advocacy involves many other subcomponents such as self-awareness, knowledge of rights, communication, and leadership. Under each of these headings, are examples of ways to monitor or observe students demonstrating these skills. For example, under communication, you can observe or teach specific components to students about their body language, listening skills, and assertiveness in relation to the broader topic of self-advocacy. How else could we observe or teach skills related to self-advocacy?”
Facilitate discussion related to this figure and audience input.
Leadership
Sample sub-components include
• Knowledge of group’s rights • Knowledge of resources
• Advocating for others or for causes • Organizational participation
• Political action • Team dynamics and roles

13. Why the emphasis on SD?
Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)
Research is emerging regarding the relationship between SD and positive school
experiences (e.g., higher grades,
attendance, fewer behavior
problems).
Wehmeyer & Schwartz (1997)
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“Research has indicated that individuals who have higher levels of self-determination have better employment outcomes including higher wages. Research also indicates that individuals who had higher levels of self-determination had a better quality of life including independence, productivity, community integration, and satisfaction.”

14. You have the WHYS and the WHATS…so, now the question is HOW???
Time Allotment:
30 seconds
Materials:
None
Facilitator’s Notes:
This slide transitions from the “what” and “why” self-determination is important to the “how” can we teach self-determination to students.

15. Approaches for Promoting SD in Students
1. Student-driven IEP and transition planning.
Making sure the student attends and is PREPARED for participating in their IEP meetings
Important step in transferring decision-making power to students
Teaching students about the IEP and its use in guiding their future
Remember that ALL students are capable of participating
Career
Leisure
Residential
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
“Generally teachers are taking the first step and inviting students, but typically the student is a passive participant and is not integral to the development of the plan. Teachers need to take it further and develop the plan with the students AHEAD of time and facilitate them leading the meeting.
Examples of this could look like: students starting the meeting, reading through the document, discussing progress, asking for feedback and reviewing new goals. It may look like students starting the meeting, reviewing strengths, interests, and reviewing goals. It could also look like students starting the meeting and reviewing goals. Students of all ability levels can participate with the right amount of pre-meeting instruction and meeting facilitation from the teacher.”
It may be helpful to refer back to the self-determination components listed on slides 10 and 11 and see how student-led IEPs incorporates almost every component.
For example: self-awareness (discussing strengths, limitations, interests), goal-setting (discussing new goals), self-regulation (discussing a self-monitoring strategy that was/will be used for a goal), self-advocacy (discussing needed accommodations).

16. Approaches for Promoting SD in Students
2. Directly teaching skills or enhancing knowledge
3. Embedding instruction into the general curriculum
For example, including goals for writing (goal-setting) into writing class
4. Person-centered Planning
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
2. Direct instruction of skills: (e.g., having a “problem of the day” as a writing warm-up, teaching what goals are and how to set them)
3. Embedding instruction: refer back to examples of components in reading class. An additional instructional strategy could be the Self-Directed Learning Model of Instruction which teaches goal setting within the context of a general education class.
4. Person-centered planning: typically used for students with more complex needs and consists of meeting with team of people around a person (could include family and friends) and starts with big picture of dreams for post-school and works backwards (not unlike an IEP) information at this meeting can be used to develop an IEP.

17. Published Research-based Curricula in SD
Time Allotment:
less than 1 minute
Materials:
None
Facilitator’s Notes:
“A few examples of research-based curricula to directly teach self-determination skills will be presented. Please remember NSTTAC does not endorse any of these products. There are more curricula available.”
All but NEXT STEP has links to the internet (under the last heading “for further information”, if you have access, you may want to click on the link and show the audience the website).

18. Next S.T.E.P. (Student Transition & Educational Planning)
Population:
All levels of disability
Ages 14 through 21
Purpose:
Helps students learn how to take charge of their own transition planning process
Helps students assume responsibility for important life decisions with support from teachers and parents
Materials:
16 lessons with fully developed lesson plans
Time Allotment:
1 minute
Materials:
Optional to show: Next S.T.E.P curricula
Facilitator’s Notes:
“Next STEP is an evidence-based curriculum for all students with disabilities between the ages of 14 and 21. NEXT S.T.E.P. is a curriculum that teaches high school students how to begin planning for their lives after they leave school. "S.T.E.P." is an acronym for "Student Transition and Educational Planning.“ It teaches student:
How to…
become motivated to engage in transition planning.
do self-evaluation of important skills that will make the transition go well.
choose goals in four important areas including: Personal Life, Jobs, Education, and Living On Your Own.
take a leadership role in their own personal transition planning meeting.
follow through on choices and keep track of progress on their goals.
The NEXT S.T.E.P. curriculum includes:
a detailed Instructor's manual
entertaining and instructive video vignettes
guidelines for involving parents, family members, and other support persons in the student's transition planning process.
program information brochures briefly describing the NEXT S.T.E.P. curriculum.
Teachers Talking to Teachers, a manual of teacher recommendations concerning how to use the curriculum.
CONTINUED ON NEXT SLIDE

19. Next S.T.E.P. , continued (Student Transition & Educational Planning)
Content:
Unit 1: Getting to Know Myself
Unit 2: Self-Evaluation
Unit 3: Setting and Achieving Goals
Unit 4: Sharing Your Goals and Accomplishments
For further information:
Available through ProEd
$203.00
Time Allotment:
1 minute
Materials:
Optional to show: Next S.T.E.P curricula
Facilitator’s Notes:
“The NEXT S.T.E.P. curriculum contains 16 fully developed lessons and is organized into four major sections:
Introductory material explaining the concepts underlying transition planning along with beginning efforts in self-exploration.
Student self-evaluation.
Student involvement in setting and achieving goals.
Students sharing their goals and accomplishments at a culminating event.
As students work through the lessons, the goal is for students to become increasingly responsible for developing and implementing their own transition plans.”

20. ChoiceMaker Population: Purpose: Content:
Students with mild to moderate disabilities
Grades six through adult
Purpose:
Designed to teach students self-determination skills to be successful in adult life
Content:
Includes 3 Strands:
Choosing Goals
Expressing Goals
Taking Action
Addresses 4 transition areas:
Education/training
Employment
Independent Living
Recreation and Leisure
Time Allotment:
1 minute
Materials:
Optional to show: ChoiceMaker curriculum
Facilitator’s Notes:
“ChoiceMaker is an evidence-based curriculum for students with mild to moderate disabilities. ChoiceMaker lessons provide the methodology and materials to teach the goals and objectives of the ChoiceMaker Self-Determination Curriculum. The modules include choosing education, employment, personal, daily living, housing, and community goals, the Self-Directed IEP, and Take Action. The lessons are designed to be infused into existing school coursework and programs. Because the Choosing Goals and Taking Action modules can be used with a variety of content, they can be used in either general education or special education classrooms. The Self-Directed IEP module is designed for use with students receiving special education services.”

21. ChoiceMaker, continued
For more information:
Publisher: Sopris West
$ – can purchase in components $124.95
Time Allotment:
Less than 1 minute
Materials:
Optional to show: ChoiceMaker curriculum
Facilitator’s Notes:
“ChoiceMaker can be taught with all three components (i.e., choosing goals, expressing goals, taking action) or in isolation. Each component can be purchased separately or the entire curriculum is offered at a discounted price from Sopris West.”

22. ChoiceMaker Curriculum & Lessons
Strands
Goals
Modules
Choosing Goals
Student interests
Student skills and limits
Student goals
Choosing education goals
Choosing employment goals
Choosing personal goals
Choosing daily living, housing, and community goals
Expressing Goals
Student leading meeting
Student reporting
Self-directed IEP
Taking Action
Student plan
Student action
Student evaluation
Student adjustment
Take Action
Time Allotment:
Less than 1 minute
Materials:
None
Facilitator’s Notes:
“This table includes the strands, goals and modules that are included in the ChoiceMaker Curriculum. You can see that leading an IEP meeting is only a part of the ChoiceMaker curriculum (this specific part of the curriculum will be discussed later) As mentioned earlier, the sections can be used as stand alone units or all together.

23. Whose Future Is It Anyway
Whose Future Is It Anyway? A Student-Directed Transition Planning Process
Purpose: Prepare students for their IEP meetings and gain self-determination skills
Population: students with mild to moderate cognitive disabilities
Materials:
Coach's Guide
outlines lessons
how to teach lessons
the roles of the students and teachers
expected outcomes
Time Allotment:
1 minute
Materials:
Optional to show: Whose Future is it Anyway curriculum
Facilitator’s Notes:
“Whose Future Is It Anyway? Is an evidence-based curriculum for students with mild, moderate, and significant cognitive disabilities. The curriculum emphasizes student preferences, needs, and interests. It provides opportunities for students with disabilities to explore issues of self-awareness and acquire problem-solving, decision-making, goal-setting, and small-group communication skills. The outcome of this process is that students learn how to be meaningfully involved in their transition planning process. It includes 6 sections (as presented on next slide) and each section has a different subject that teaches students to take control of the transition planning process and lead IEP meetings. It includes a coach’s guide that outlines each lesson, how to teach each lesson, and roles students and teachers play.”
CONTINUED ON NEXT SLIDE

24. Whose Future Is It Anyway?, continued
Content:
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
For Further Information:
Free…did you hear that??? FREE!!!!
Time Allotment:
1 minute
Materials:
Optional to show: Whose Future is it Anyway? curriculum
Facilitator’s Notes:
“Here is a break down of the content within each section. Feel free to visit the Zarrow Center website link above for more information. Most importantly, there are some FREE resources.”

25. My Future My Plan Population: for students and families
Purpose: to help facilitate planning during the early transition stages
Materials:
Video and video discussion guide
Planning and resource book for students
Guide to the book for family members and teachers
Time Allotment:
1 minute
Materials:
Optional to show: My Future My Plan curriculum
Facilitator’s Notes:
“My Future My Plan is a curriculum designed to motivate and guide students with disabilities and their families as they begin early transition planning for life after high school. It promotes positive attitudes and self-advocacy, and assists students, parents, and professionals to make the transition planning process more effective. The curriculum package – which may be used in home, school, and community settings – includes a videotape and discussion guide, a workbook for students, and a guide for family members and teachers. All materials are available in English and Spanish.”

26. My Future My Plan, continued
Content:
Self-advocacy
Legal rights
IEP and transition team
Career options
For further Information:
Publisher: State of the Art productdetails?item_id=202860S
$44.95 (non-NEA members); $39.95 (NEA members)
Time Allotment:
1 minute
Materials:
Optional to show: My Future My Plan curriculum
Facilitator’s Notes:
To preview My Future My Plan materials, visit

27. Time Allotment:
Less than 1 minute
Materials:
None
Facilitator’s Notes:
“This informative presentation was provided to you by NSTTAC. It is strictly meant to be an overview of secondary transition curricula for students with disabilities. Please note that NSTTAC only described a few curricula. There are other transition related curricula for students with disabilities available. And just a reminder, NSTTAC is not endorsing any programs or products that are sold for profit and described in this presentation.”

28. Evidence-based Practices in SD www.nsttac.org
Time Allotment:
1 minute
Materials:
Internet (if possible), but directions for no access is provided under internet directions
Facilitator’s Notes:
“The NSTTAC website provides the research base and research to practice lesson plans for published studies. You may want to link directly to the website (if you have internet access) and show them how to navigate to the lesson plans.” If not, you can just progress through the slides and follow the directions under the directions for the internet.
If using the internet:
Go to
Click on “evidence based practices” under the NSTTAC logo (this screen is the snapshot in the slide)
Click on “Student-Focused Planning”
You will see three choices (all of them will be discussed): Involving Students in the IEP Process, Using the Self-Advocacy Strategy, Using the Self-Directed IEP
Click on “Involving students in the IEP process”
Advance to next slide in PPT
If not using the internet:
Explain that the practice description can be accessed through NSTTAC’s website.

29. IEP Development/Student Participation Strategies
Involving Students in the IEP Process
Involving students in the IEP process includes instruction on:
Participating in IEP meetings
Participating in transition planning
Leading IEP meetings
Self-determination skills
Transition awareness
Empowerment
Time Allotment:
2 minutes
Materials:
Internet (if possible), but directions for no access is provided under internet directions
Facilitator’s Notes:
If using the internet:
The first link is what you should have ended up on if you followed the steps in the previous slide)
There is not a whole lot of information you want to discuss (it may be overwhelming), but be sure to point out who, what, how, where and the relation to standards and Indicator 13.
The following slide will present information on the research to practice lesson plan starters.
If not using the internet:
Refer to the slide and explain that student involvement in the IEP includes the following instructional skills: (read skills)

30. IEP Development/Student Participation Strategies
Involving Students in the IEP Process
Research-to-Practice Lesson Plan Starters
For using the Self-Directed IEP with students with cognitive disabilities
For using person centered planning to increase student and family involvement in the IEP process
For using the TAKE CHARGE: For the Future! curriculum
For using the Self-Advocacy Strategy
Time Allotment:
1 minute
Materials:
Internet (if possible), but directions for no access is provided under internet directions
Facilitator’s Notes:
If using the internet:
This information is found on the practice description under: “Where is the best place to find out how to do this practice?”
If not using the internet:
This is exactly what people would see on the page under : “Where is the best place to find out how to do this practice?”

31. IEP Development/Student Participation Strategies
Using the Self-Advocacy Strategy
Uses “IPLAN” mnemonic
Inventory your:
Strengths
Areas to improve or learn
Goals
Choices for learning or accommodations
Provide your inventory information
Listen and respond
Ask questions
Name your goals
Time Allotment:
1 minute
Materials:
Internet (if possible), but directions for no access is provided below
Facilitator’s Notes:
If using the internet:
Go back to the “Student Focused Planning” page (should be one back click)
Click on “Using the Self-Advocacy Strategy”
Again, reference the different sections, but focus on the “Where is the best place to find out how to do this practice?” (research to practice lesson plan starters)
Go back to the current slide.
Present the Self-Advocacy Strategy information:
“In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps).”
If not using the internet:
In addition to general information about involving students in the IEP process, there is also information how to specifically facilitate participation by using the Self-Advocacy Strategy. The Self-Advocacy Strategy is a research-based instructional strategy that teachers students how to participate in both education and transition conferences. It uses the I-PLAN mnemonic (read the steps)
If you would like more information, including how to obtain the curriculum and how to teach it in your class-go to the practice description for “Using the Self Advocacy Strategy” Lesson plans are on the next slide.

32. IEP Development/Student Participation Strategies
Using the Self-Advocacy Strategy
Research-to-Practice Lesson Plan Starters
For using a computer-based version of the Self- Advocacy Strategy
For increasing student participation in their IEP meeting
For using the Self-Advocacy Strategy with adolescents in preparation for the IEP meeting 37_41.pdf
Time Allotment:
1 minute
Materials:
Internet (if possible), but directions for no access is provided below
Facilitator’s Notes:
If using the internet:
This slide is the same information continued from the previous slide.
If not using the internet:
Take screenshots ahead of time OR
Make copies of some of the research to practice lesson plan starters as handouts OR
Simply state: “Here are the research-to-lesson plan starters for the Self-Advocacy Strategy”

33. IEP Development/Student Participation Strategies
Using the Self-Directed IEP
Self-Directed IEP is part of ChoiceMaker curriculum
Involves 11 steps:
State the purpose of the meeting
Introduce everyone
Review past goals and performance
Ask for others’ feedback
State your school and transition goals
Ask questions if you don’t understand
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
Read the steps of the Self-Directed IEP from the slide and stress the importance of the Self-Directed IEP being a part of the expressing goals part of the ChoiceMaker curriculum described earlier.

34. IEP Development/Student Participation Strategies
Using the Self-directed IEP continued:
Deal with differences of opinion
State the support you will need
Summarize your goals
Close the meeting by thanking everyone
Work on IEP goals all year
Time Allotment:
Less than 1 minute
Materials:
None
Facilitator’s Notes:
Continue reading the steps of the Self-Directed IEP from the slide.

35. IEP Development/Student Participation Strategies
Using the Self-Directed IEP
Research-to-Practice Lesson Plan Starters
To teach the Self-Directed IEP to students with cognitive disabilities 1_and_8.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
“Each lesson plan starter has been developed from actual research studies and are designed to provide teachers with a start for teaching specific concepts. Each lesson plan starter includes eight parts including the title, objective, setting, materials, content taught, teaching procedures, evaluation, and a reference to the research article from which the lesson plan was developed.”
“NSTTAC offers a Research to Practice Lesson Plan Library housed at and is organized by Kohler’s Taxonomy (1996). A majority of the lesson plans are found under student focused planning and student development as both teach students specific skills using self-determination curricula or to teach skills related to independent living, functional academic skills, and employment skills. The one on this slide links to a lesson plan starter for teaching the Self-Directed IEP.”

36. Teaching Self-determination Skills
Research-to-Practice Lesson Plan Starters
For decision-making skills:
pdf
38.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.
If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach decision-making skills.

37. Teaching Self-determination Skills (Under Student Development)
Research-to-Practice Lesson Plan Starters
For goal setting and attainment:
pdf
6.pdf
pdf
8.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.
If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach goal setting and attainment.

38. Teaching Self-determination Skills (Under Student Development)
Continued:
Research-to-Practice Lesson Plan Starters
For problem-solving skills:
.pdf
8.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.
If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.

39. Teaching Self-determination Skills (Under Student Development)
Research-to-Practice Lesson Plan Starters
For self-awareness:
5.pdf
36.pdf
_41.pdf
38.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
If you have internet access you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.
If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach problem-solving skills.

40. Teaching Self-determination Skills (Under Student Development)
Continued:
Research-to-Practice Lesson Plan Starters
For self-advocacy:
_36.pdf
7_41.pdf
_38.pdf
Time Allotment:
1 minute
Materials:
Internet access
Handouts of lesson plans copied ahead that you would like to highlight if there is not internet access- no need to copy all of them
Facilitator’s Notes:
If you have internet access, you can link directly from the PowerPoint to the Research to Practice Lesson Plan Starters on the NSTTAC website and discuss the eight parts of the lesson plan starters.
If not, copy a few as handouts and feel free to explore each lesson plan as needed and discuss. The ones included on this slide provide lesson plan starters to teach self-advocacy skills.

41. Why is teaching self-determination skills worth the effort?
Meet Parker Bryant
Time Allotment:
2 minutes
Materials:
None
Background Information:
This is an example of a student leading their own IEP meeting and the PowerPoint was designed by the student. Parker expresses his interests, skills, and future goals.
Facilitator’s Notes:
“This is an example of a student expressing their interests, skills, and future goals. Parker Bryant is a student that does not really like to talk or give speeches so this is his way of having input in accessing his progress towards goals and setting future goals.”
Click on the “Welcome to my IEP meeting” slide and you will be able to play the example of the student’s PowerPoint by clicking through and discussing each part as you feel necessary.

42. Are You Smarter than a SPED Teacher?
Time Allotment:
7 minutes
Materials:
None
Background Information:
This is a review game similar to the television show, “Are you Smarter than a Fifth Grader”. If you choose not to play the game, skip to Slide 57 for the posttest.
Facilitator’s Notes:
This is a fun review game for your audience. You may choose to give out small prizes during this time for correct answers. The game already has links embedded within the slides. Slide 44 is the categories slide. Have a participant choose a category and then simply click on the name of that category. It will transition to a slide with a question under that category (only 1 question per category has been created; 8 questions total). If the participant chooses True or False click on that word. If the answer is correct, you will be taken to a “YEAH!” slide. Then click the word “YEAH!” to take you back to the categories slide to begin the process again. If the answer is incorrect, you will taken to a slide that says “Oh man! Try again.” Click on these words and it will take you back to the categories slide. Choose the same category as before and try the question again!

43. CATEGORIES Self-directed IEP SD Components Emphasis on SD
Self-Advocacy
Strategy
SD Lesson
Plans
Whose Future
Is It
Anyway?
Evidence-based
Practice
Choice-Maker
Curriculum

44. So, are we smarter than a SPED teacher?
YES NO

45. CONGRATS YOU ARE SMARTER THAN A SPED TEACHER

46. Yeah!!!

47. Oh Man!!! Try again…

48. Self-directed IEP True or False
There are 9 steps in the Self-directed IEP curriculum

49. SD Lesson Plans True or False
There are lesson plans on for teaching self-determination skills that include decision-making, goal setting and attainment, problem-solving, self-awareness, and self-advocacy.

50. SD Components True or False
Self-advocacy means having knowledge of self, knowledge of rights, communication skills, and leadership ability

51. Whose Future Is It Anyway?
True or False
Whose Future Is It Anyway? Is a published self-determination and transition planning curriculum that is very expensive to purchase.

52. Emphasis on SD True or False
Individuals who score higher on measures of SD have more positive adult outcomes (e.g., better employment, better living situations)

53. Evidence-based Practice
True or False
“Involving students in the IEP process” is an evidence-based practice that includes instruction on self-determination skills.

54. Self-Advocacy Strategy
True or False
The Self-Advocacy Strategy used the mnemonic IPLAN to teach self-advocacy to students with disabilities.

55. Choice-Maker Curriculum
True or False
The Choice-Maker curriculum is comprised of 3 strands (choosing goals, expressing goals, taking action) and addresses 4 transition areas (education, employment, independent living, recreation/leisure).

56. Posttest Time Allotment: 4 minutes Materials:
Copies of posttest for each person in attendance (same as pretest given earlier)
Pencils/pens
Facilitator’s Notes:
After playing the review game, allow opportunities for discussion and questions from audience.
Once everyone has had questions answered, allow each person in the audience to take the posttest.
Have participants use the same code word used on the pretest.
Once everyone is finished the posttest, collect these and compare them to the performance of the pretest (at a later time).
Decide on next steps for mentoring teachers or having follow-up professional development activities based on the pretest and posttest comparison.

57. David Test, dwtest@uncc.edu Catherine Fowler, chfowler@uncc.edu
Contact Us
David Test,
Catherine Fowler,
(TTY)
(fax)
Time Allotment:
1 minute
Materials:
None
Facilitator’s Notes:
If you have further questions about using this Presenter’s Guide, feel free to contact us by or phone. Good luck with your presentation and future professional development activities.
Please be sure to credit NSTTAC by leaving the logos on your PowerPoint, but add your contact information on this slide.