1. Mindy Lingo & Malarie Deardorff The University of Oklahoma
Transition Bell Ringers
Transition Education In A Time Efficient Manner
By: Mindy Lingo & Malarie Deardorff

2. Today’s Agenda Introduction of Speakers How Bell-Ringers Started
Importance of Transition Education Curriculum
ME! Lessons for Teaching Self-Awareness and Self-Advocacy
Transition Education Bell-Ringers
Implementation and Results
Additional Bell-Ringers
Adaptations to Bell-Ringers

3. Introductions Mindy Lingo & Malarie Deardorff
The University of Oklahoma
Sooner Scholars
Zarrow center for learning enrichment
Former teachers

4. Transition Curriculum
Research shows that by promoting self- determination in adolescents with disabilities, the more likely their productive adult outcomes (i.e., employment, independent living, quality of life, and life satisfaction) will increase (Wehmeyer & Schwartz, 1997)
Schools with the most promising transition practices improved students’ self-determination by including the of use (a) curriculum designed specifically for self-determination, (b) teaching and coaching methods to enhance student participation in the IEP process, and (c) non-instructional practices to enhance students’ choices and decision making skills (Karvonen, Test, Wood, Browder, & Algozzine, 2004)

5. Transition Curriculum
Many  students with disabilities cannot learn the skills and behaviors associated with self-determination on their own, they still have a desire to master the skills and this is only possible through guidance of teachers (Campbell-Whatley, 2008).

6. Student Led IEPs
Students are more likely to take ownership of the educational planning when they are actively involved in the process (Fiedler & Danneker, 2007).
Students are gaining important life skills and demonstrating self- determination when they lead their IEP meetings through goal setting, planning, self-evaluation, mediation, public speaking, self-advocacy, and mediation skills (Martin, et al., 2006)
Student-led IEP meetings provide opportunities for students to learn and participate in important social skills (Torgeson, Miner, & Shen, 2004).

7. Bell-Ringers
A tool teachers use within their classroom to help focus their students’ minds.
Short activity designed to be completed independently during the first few minutes of class while the teacher is taking attendance or completing other administrative tasks.
Reinforces that learning starts as soon as students enter the room
Recommended by education experts like Harry Wong and Fred Jones as effective behavior management techniques
Also called bell work, daily warm-up, do nows, mini lessons.

8. ME! Lessons for Teaching Self-Awareness and Self-Advocacy
ME! Lessons teach students to understand special education, special education rights and responsibilities, IEP components, personal strengths and weaknesses, accommodations, and self-advocacy skills.
Activities include role-playing, case studies, PowerPoint presentations, teacher-directed instruction, video clips, a student research project, and opportunities for students to familiarize themselves with their own IEP. While completing the lessons, students create a portfolio containing information to aid future self-advocacy endeavors.
20 hours of instruction & participation time

9. Transition Education Bell-Ringers
The Transition Education Bell Ringers (formerly known as ME! Bell Ringers) consist of 50, 10-minute lessons devoted to teaching self-awareness, self- advocacy, disability awareness, and student-led IEPs.
Can be used once a week for a full school year or introduced the first school days.
Adaptable to meet classroom needs.
Teacher developed to meet the need of teaching transition skills in a time efficient manner.

10. Bell-Ringers Curriculum
Quick Example
Self-Direct IEP Focus
-In your own words describe an IEP and how it affects you.
-What is the most important part of an IEP?
-Does your IEP reflect who you are and includes plans to help you reach your goals for the future?
-Who is your IEP teacher/case manager?

11. Study Results

12. Study Results

13. Additional Bell-Ringers
Fundamental Bell Ringers – teaches self-determination concepts using simpler language and concepts. Can be used in elementary setting and be adapted for students working on alternate achievement standards.
Financial Literacy Bell Ringers – Aligned with personal financial literacy objectives, great for secondary math classes both special education and general education.

14. Bell-Ringers Curriculum
Access Through Zarrow Center
Bellringers

15. Adaptation of Bell-Ringers
The bell-ringers were designed so you can adapt them to meet your personalized needs. Download from Zarrow Center website and adjust accordingly.
Real-life examples for adaptations:
Picking and choosing which bell-ringers benefit your students the most.
Doing all the first of school year prior to IEP meetings
Doing once a week
Modifying content for classroom needs.

16. Adapted Bell-Ringers for Functional Academic Classroom
Handouts to Supplement

17. Additional Resources Tying the Knot- Zarrow Center Website
Skills to Pay the Bills- US Department of Labor

19. Zarrow Center for Learning Enrichment Website
Contact Information
Mindy
Malarie
Zarrow Center for Learning Enrichment Website
zarrowcenter.ou.edu

20. References
Campbell-Whatley, G. D. (2008). Teaching students about their disability: Increasing self-determination skills and self-concept. International Journal of Special Education, 23(2),
Fiedler, C. R., & Danneker, J. E. (2007). Self-advocacy instruction: Bridging the research-to-practice gap. Focus on Exceptional Children, 39(8), 1-20.
Karvonen, M., Test, D. W., Wood, W. M., Browder, D., & Algozzine, B. (2004). Putting self-determination into practice. Exceptional Children, 71, 23–41.
Martin, J. E., Van Dycke, J. L., Christensen W. R., Greene B. A., Gardner J. E., & Lovett D. L. (2006). Increasing student participation in IEP meetings: Establishing the Self-Directed IEP as an evidenced-based practice. Exceptional Children, 72(3),
Torgerson, C. W., Miner, C. A., & Shen, H. (2004). Developing student competence in self-directed IEPs. TEACHING Exceptional Children, 38,
Wehmeyer, M., & Swartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation.  Exceptional Children, 63,