Download
teaching goal attainment in an inclusive middle school general educational setting n.
Skip this Video
Loading SlideShow in 5 Seconds..
Teaching Goal Attainment in an Inclusive Middle School General Educational Setting PowerPoint Presentation
Download Presentation
Teaching Goal Attainment in an Inclusive Middle School General Educational Setting

Teaching Goal Attainment in an Inclusive Middle School General Educational Setting

98 Views Download Presentation
Download Presentation

Teaching Goal Attainment in an Inclusive Middle School General Educational Setting

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Teaching Goal Attainment in an Inclusive Middle School General Educational Setting James Martin - University of Oklahoma, Zarrow Center Laura Marshall - University of Colorado at Colorado Springs Nidal El-Kazimi - University of Oklahoma, Zarrow Center

  2. Agenda • Goal Attainment: Its role in SD and Transition • Goal Attainment Concepts • Take Action Lessons • Take Action Research • Middle School Study • Implications

  3. Kohler’s Taxonomy for Transition Programming Family Involvement Student-Focused Planning Program Structures Student Development Interagency Collaboration

  4. Seven Transition Steps • Involve team in IEP Planning Process • Team completes a three-part transition assessment process. • Team writes own transition summary of educational performance • Team develops course of study • Team develops postschool linkages • Students attain own IEP and personal goals • Students develop own summary of performance

  5. Step 6 • Teach students to attain their own Goals - both IEP and personal • Use Take Action to teach goal attainment

  6. Goal Attainment Is The Most Important Self-Determination Component (Wehmeyer, 1994)

  7. Self-Determination Self-Determined People Will • Make choices and set goals based upon an understanding of their interests, skills, and limits • Express their goals to help build support • Establish a plan to attain their goal • Evaluate their plan • Adjust their goal or plan Martin & Huber Marshall, 1993

  8. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment

  9. Dream Its fun to dream, but how do dreams become reality? GOAL ATTAINMENT

  10. Goal Attainment • From an awareness of personal needs individuals will choose goals, then doggedly pursue them (Martin & Huber Marshall, 1993) • SD is a person’s ability to define and achieve goals from a base of knowing and valuing oneself (Field & Hoffman, 1994, 1995) • SD is the repeated use of skills necessary to act on the environment in order to attain goals that satisfy self-defined needs and interests (Mithaug, 1996)

  11. Goal Attainment Facts • Students ability to problem solve, which includes goal attainment, predicts students enrollment into postsecondary education (Halpern, Yavanoff, Doren, & Benz, 1995) • Students with learning and other disabilities lack goal attainment skills (Fuchs, Fuchs, Karns, Hamlett, Katzaroff, & Dutka, 1997) • Students with high incidence disabilities differ significantly from nondisabled peers in their ability to choose and attain goals (Mithaug, Campeau, & Wolman, 2003)

  12. Autonomy & Competence • The more autonomous (self-determined) a person believes their behavior to be the greater the personal satisfaction and enjoyment from engaging in that behavior (Deci & Ryan, 2000) • Feelings of competence (self-efficacy) shape a person’s willingness to actively engage and persist in different behaviors (Bandura, 1997) • Diminished perception of competence leads to lower motivation and a decrease in willingness to pursue goals and persist in their attainment. This limits overall educational growth (Bandura, 1997).

  13. Self-Regulation • Take Action teaches students a self-regulatory process to reach goals and aspirations. This involves breaking down goal attainment process into many teachable component parts, including: • Proximal (short-term) goal framed as action • Identifies standards to determine when goal reached • Identifies strategies, schedules, source of motivation • Self-evaluation of performance to standard • Determines major factors associated with progress or lack of progress

  14. Result: Learning Goal Orientation • High levels of task engagement • Increased willingness to exert effort to attain desired outcomes • Tasks that must be completed to attain the outcomes become interesting and have value

  15. ChoiceMaker SD Lesson Packages

  16. Take Action Available From • Sopris West Publishers • 4093 Specialty Place • Longmont, CO 80504 • Phone: (303) 651-2829 • Fax: (888) 819-7767 • www.sopriswest.com

  17. Take Action: An Overview • Teaches students to a process to attain their own goals. • Seven lessons • Seven to 10 days, 50 minutes a day • Student will take info and infuse into his or her IEP meeting & into academic coursework • Designed for students with high incidence disabilities or for general ed students. One study modified Take Action for use by students with moderate mental retardation.

  18. Take Action Major Steps: Plan • Break goals down into doable steps • Establish standards • Determine how to get feedback • Determine motivation to attain goal • Determine strategies • Determine support • Schedule • Express belief that goal can be attained

  19. Take Action Major Steps: Action • Record or report performance • Perform to standard • Obtain feedback on performance • Motivate self to complete tasks • Use strategies • Obtain support as needed • Follow schedule

  20. Take Action Major Steps: Evaluate • Determine if goal attained • Compare performance to standard • Evaluate usefulness of feedback • Evaluate if motivation helped prompt my achievement • Evaluate effectiveness of strategies • Evaluate usefulness of support • Evaluate usefulness of schedule • Evaluate my belief

  21. Take Action Major Steps: Adjust • Adjust goal if needed • Adjust or repeat standards • Adjust or repeat feedback method • Adjust or repeat motivation • Adjust or repeat strategies • Adjust or repeat support • Adjust or repeat schedule • Adjust belief statement

  22. Take Action: An Overview • Teaches students to a process to attain their own goals. • Seven lessons • Seven to 10 days, 50 minutes a day • Student will take info and infuse into his or her IEP meeting & into academic coursework • Designed for students with high incidence disabilities or for general ed students

  23. Lesson Introduction • Introduces the Take Action process • Plan • Act • Evaluate • Adjust • Goals: long and short-term • Break long-term goals into short-term goals

  24. Write The Steps in the Correct Order from 1 to 4.

  25. Lesson Introducing Plan Parts Watch a 10-minute video that introduces the Take Action Process and overviews the six important steps to make a plan Lesson 2 Teaches - Standard - Strategy - Motivation - Schedule

  26. Each Plan Part Answers a Question • Standard: what you will be satisfied with • Motivation: why you want to meet your standard and accomplish your goal • Strategy: how I accomplish my standard to meet my goal • Schedule: when will I do my strategy or work on my goal

  27. Each Plan Part has an Associated Question What are they?

  28. Same Goal - Different Standards What are the standards for the runner, weight lifter, and dog walker?

  29. Lesson More Plan Parts • Review first four plan parts • Teach Support • Teach Feedback • Case Study • Review Quiz

  30. Support • Support is help provided by other people or things • The support question is “What Help Do I Need?” • What support did the car driver need in the video? • What support does the runner or weight lifter need?

  31. Feedback • Feedback: information you get on your performance • What feedback did the driver get in the video? • Trace exercise • Sources of feedback

  32. Lesson Critiquing Plans • Review long & short term goals • Puzzle Quiz • Take Action Critique Tool • Sample Plans

  33. Match word to question

  34. Sample Plan

  35. Lesson Writing a Plan • Students develop a plan to accomplish a goal • Complete cumulative quiz • Critique Michelle’s Plan • Breakdown “get good grades in class” goal • Complete plan for “get good grades in class” goal • Complete plan aloud in class

  36. Critique Michelle Pass’ Plan

  37. Lesson Evaluating & Adjusting Plans • Review and complete 3 example case studies from plan through evaluate and adjust • Apply evaluation and adjustment concepts to own plan

  38. First Review Michelle Pass’ Plan to Get Good Grade

  39. Lesson Use Take Action Process • Apply Take Action Process to • IEP Goals • Personal Goals • Employment Goals • School Goals

  40. Student Take Action Sample

  41. Student Take Action Sample

  42. Modified Lessons • Four lessons teach a simplified version of the Take Action Process • Choose a goal that can be accomplished in a day or two • Plan consists of three parts: strategy, schedule, support • Evaluate and adjust within one or two days rather than a week • Many of the same teaching strategies are used

  43. Modified Plan Example Form

  44. German, et al., 2000 Study Students with 6 high school students with moderate mental retardation used the modified version of Take Action to learn to attain their daily IEP goals.

  45. Walden (2002) • College Students with LD acquired and generalized goal attainment skills using Take Action, but without continued use their skills decreased over time. • The Take Action process must be used to be remembered!