Elementary self determination
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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

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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

    • Self-Determination and Goal Setting

      Elementary School Initiatives That Are Aligned:

    • Leader in Me

    • Love and Logic

    • Response to Interventions


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

“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


“Determining Me” Game

  • Communication

  • Parent-Student Notebook

  • Cafeteria Conversation

  • Morning Meeting

  • Writing Prompt for Language Arts


Online Survey

  • What do students understand about grades?

  • Student Survey

  • Staff Survey

  • Analyzing and Using the Result


  • 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


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?


  • 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


Mini-Lessons on Self-Talk Skills


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

  • January 2013: TCASE Presentation

  • February 2013: Texas Transition Conference Presentation

  • Next Steps


Questions and Answers


Presenters

  • Dr. Vickie J Mitchell

    • Mitchell-Panter Consulting, LLC 936-494-9080

    • [email protected]

  • Ms. Beth Powell

    • Program Coordinator, Transition 210-407-0273

    • [email protected]


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