1. Daily Transition Activities To Make Transition Easier and More Functional for Everyday Use

2. Highlights of Literature Review It is viewed that students, who are taught appropriate self-determination strategies, learn to serve as their own support system (Campbell-Whatley, 2008) Generally, students with higher self-determined behaviors achieve better in school, have more positive adult outcomes, and have stronger goal setting and self- assessment behaviors (Martin, et all, 2003). A student’s progress towards becoming self-determined is hindered when the appropriate knowledge of how the IEP applies to them is not offered (Konrad et. al, 2007)

3. Highlights of Literature Review The development of self-awareness is crucial for teaching students to understand their disability and in turn, understand their needs in and outside of the classroom. (Field,et al. 1998; Lachappelle et. Al 2005). Individuals with disabilities who are strong self-advocates often challenge the perception of others who feel they are incapable of making decisions for themselves (Wehmeyer, 2002). Students must possess an accurate understanding of their disability and skills if they are to advocate for themselves appropriately (Schreiner, 2007).

4. Method Pre and Post Test study with 8 participants with disabilities (primarily ADHD and SLD) from suburban high school. Me! Curriculum taught in 8 week block Pre and Post Test Measure using Unit Quizzes Return rate of only 25%

5. Results StudentPre-Intervention Total AveragePost-Intervention Total Average Student 123%83% Student 235%66% Student 339%85% Student 451%88% Student 565%82% Student 633%65% Student 721%57% Student 832%65% Average Totals37%74% The overall message that can be pulled from the preceding results is that the intervention did yield a positive increase in percentage points from every student data was obtained.

6. Findings & Implications for Future Practice The Study yielded positive increases across the board. Students demonstrated a large deficit in pre-knowledge of SD concepts Generalization of Curriculum provided some challenge to implementation Further research will need to be done to see correlation of results over large groups and variations of the implementation (In small cycles). Improving the supplementary materials of the curriculum itself would improve implementation practices.

7. Thoughts Students need to be taught SD skills much earlier than high school. Students were genuinely interested in learning how to self-advocate Students were generally interested on how to take a larger role in their IEP process and its year-long implementation Timing was a challenge, variations of the ME! Would allow for more teachers to teach SD skills more often.

8. Thus created the Idea of ME! Bell Ringers! www.ou.edu/zarrow

9. Tools To Get The “Big Picture” Transition Assessment/ Online Form Transition Profile/Individual Learning Plan IEP At a Glance Form www.iandewey.weebly.com

10. Contact Information Ian Dewey Norman Public Schools 1-405-366-5812 ext. 8088 idewey2@norman.k12.ok.us