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Elementary Self- Determination. The Impact for Indicators 13 and 14 Dr. Vickie J Mitchell; Mitchell-Panter Consulting, LLC Ms. Beth Powell; North East Independent School District. What and Why. Indicator 13 Self-Determination and Self-Awareness Self-Determination and Decision-Making

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elementary self determination

Elementary Self-Determination

The Impact for Indicators 13 and 14

Dr. Vickie J Mitchell; Mitchell-Panter Consulting, LLC

Ms. Beth Powell; North East Independent School District

what and why
What and Why
  • Indicator 13
    • Self-Determination and Self-Awareness
    • Self-Determination and Decision-Making
    • Self-Determination and Goal Setting

Elementary School Initiatives That Are Aligned:

    • Leader in Me
    • Love and Logic
    • Response to Interventions
what and why1
What and Why

Indicator 14

“One year after graduating from high school, students with disabilities who have self determination skills are more likely to have a job and/or be attending post-secondary education or training.”

“Three years after graduating from high school, students with disabilities with self-determination skills are more likely to have a job with benefits, a chance for promotion, and living someplace else besides with their parents.”

Michael Wehmeyer, 2009

what this looked like
What This Looked Like

“Determining Me” Game

PPT for Student-Led Parent/Teacher Conferences & IEP Meetings

Online Survey

T-Chart on Levels of Support

Picture Rubric - Effort

Mini-Lessons on Self-Talk Skills

slide5

“Determining Me” Game

  • Communication
  • Parent-Student Notebook
  • Cafeteria Conversation
  • Morning Meeting
  • Writing Prompt for Language Arts
slide6

Online Survey

  • What do students understand about grades?
  • Student Survey
  • Staff Survey
  • Analyzing and Using the Result
slide7

Do Students know how to put forth effort?

  • What does effort look like?
  • How do we show students the type of effort that is needed to be a successful learner?

Picture Rubric - Effort

slide8

T-Chart on Levels of Support

  • How do we help children require less support and learn to help themselves?
  • What am I doing for the child that he/she should be able to do for themselves?
  • What skills or accommodations are needed?
  • How can this be used to help reduce or fade support?
slide9

5th Grade Transition IEP Meetings

  • Other grade level IEP Meetings
  • Student-Led Parent/Teacher Conferences
  • The Leader in Me

PPT for Student-Led Parent/Teacher Conferences & IEP Meetings

self determination from a campus administrator s perspective
Self-Determination: From a Campus Administrator’s Perspective
  • Principal Feedback (Beth Powell, NEISD Transition Coordinator)
    • Year 1 SD Coalition
    • Year 2 SD Coalition
    • Central Office Special Education Program Coordinators
    • Executive Director for Special Education
next step
Next Step
  • January 2013: TCASE Presentation
  • February 2013: Texas Transition Conference Presentation
  • Next Steps
presenters
Presenters
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