Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction
Saved in:
| Title: | Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction |
|---|---|
| Language: | English |
| Authors: | Hunter A. Matusevich (ORCID |
| Source: | TEACHING Exceptional Children. 2024 56(4):230-238. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 9 |
| Publication Date: | 2024 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Transitional Programs, Students with Disabilities, Outcomes of Education, Self Determination, Evidence Based Practice, Teaching Models, Teaching Methods, Goal Orientation, Success, Employment, Community, Individualized Education Programs, Student Participation |
| DOI: | 10.1177/00400599231155604 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1423695 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwGgVhrLxWEgeUnpNw9eWd7OAAAA4jCB3wYJKoZIhvcNAQcGoIHRMIHOAgEAMIHIBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDBiyHSBQREmlwozMLgIBEICBmojfcn1yBxDlu2FkbQ6fgJlMZxDhrwBsHx4PiZNckZVMP9uvCw1wG4LiILoG5adiSyfymSbOcVMgdnIjNdWsqz6BskMxuiO0E1acrwK0sOKeDFZO7ac3Ze2w98p7m5mM0HsIp-GlMlXLZX90z0KPPiXLoDco8M4xtH0T2ASo3hwD7aPaOe2TQ7IjzdAbX1JUyEU_Aof8y-TgzCQ= Text: Availability: 1 Value: <anid>AN0177037421;tec01mar.24;2024May07.05:20;v2.2.500</anid> <title id="AN0177037421-1">Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction </title> <p>All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning</p> <p>Graph</p> <p>Mr. Hernandez is an 11th-grade English Language Arts (ELA) general and special educator who co-teaches with Ms. Gee, an 11th-grade ELA general educator. In their roles, Mr. Hernandez and Ms. Gee support all students in the transition to adulthood. However, as a special educator, Mr. Hernandez provides individualized supports to students with disabilities with Individualized Education Programs (IEPs) as mandated by the [<reflink idref="bib4" id="ref1">4</reflink>] (IDEA). Najee, an 11th-grade student with a learning disability, has an upcoming IEP meeting and has been transition planning with Mr. Hernandez (his case manager), content teachers, and family. However, Najee has encountered barriers to transition planning and is not actively involved in the process. When he is at his IEP meeting, Najee often sits quietly and provides short answers when asked questions as to his plans after high school. Mr. Hernandez would like to increase Najee's involvement in his IEP, as well as other students', but is not sure how. So he asked Najee, his family, and co-teacher, Ms. Gee, how they, as an IEP team, can increase Najee's involvement in planning for his future.</p> <p>Students make many transitions over their lifetime (e.g., middle to high school, college/university to career). One important transition is from school to adult life, when students embrace a variety of new roles and responsibilities (e.g., employee, college student, apprentice) as they engage in employment, postsecondary education, and community participation ([<reflink idref="bib19" id="ref2">19</reflink>]). The [<reflink idref="bib4" id="ref3">4</reflink>] requires students with disabilities to begin transition planning at age 16, with some states mandating transition planning earlier (i.e., age 14; [<reflink idref="bib21" id="ref4">21</reflink>]). For students age 16 (or earlier as mandated in some states), the IEP must include postschool goals based on age-appropriate transition assessments described in a students' present level of academic and functional performance (PLAAFP) with activities and services that reasonably enable students to work toward goals in the domains of employment, postsecondary education/training, and when appropriate, independent living. Yet students often do not attend or participate in their IEP meeting despite practices to enhance student involvement and engagement (e.g., [<reflink idref="bib7" id="ref5">7</reflink>]). [<reflink idref="bib8" id="ref6">8</reflink>] found students talked roughly 3% of the time during their IEP meetings. Transition planning can enable students, families, and professionals to think about what life after K–12 education looks like. Effective transition planning can counter barriers students and families often confront to positive postschool outcomes, including ableist systems and processes ([<reflink idref="bib17" id="ref7">17</reflink>]). The goal of transition planning is to enhance postschool outcomes, as students with disabilities have poorer outcomes (e.g., [<reflink idref="bib19" id="ref8">19</reflink>]). For example, people with disabilities are less likely to be employed than their peers without disabilities. In 2021, 19.1% of people with disabilities were employed compared to 63.7% of people without disabilities ([<reflink idref="bib3" id="ref9">3</reflink>]). This suggests the ongoing need for focused transition planning for students with disabilities.</p> <p>One predictor of postschool success for students with disabilities is enhanced self-determination (e.g., [<reflink idref="bib9" id="ref10">9</reflink>]; [<reflink idref="bib11" id="ref11">11</reflink>]). Providing opportunities to enhance students' self-determination is critical during transition planning and targets key college and career readiness skills, such as academic engagement, ownership of learning, and problem solving ([<reflink idref="bib10" id="ref12">10</reflink>]). Self-determination is defined as causing or acting to make things happen in one's life ([<reflink idref="bib20" id="ref13">20</reflink>]). Self-determined people engage in three key self-determined actions: volitional action or DECIDE (i.e., knowing and expressing preferences, interests, and beliefs in action toward one's goals), agentic action or ACT (i.e., taking action in pursuit of achieving a goal), and action-control beliefs or BELIEVE (i.e., believing in one's capabilities and the means to make progress toward goals; [<reflink idref="bib17" id="ref14">17</reflink>]). Research has shown self-determination impacts academic learning, behavioral skills, community access, and goal attainment (e.g., [<reflink idref="bib5" id="ref15">5</reflink>]; [<reflink idref="bib9" id="ref16">9</reflink>]; [<reflink idref="bib14" id="ref17">14</reflink>]). To enable these positive outcomes, researchers have developed evidence-based practices (EBPs) to support practitioners in providing opportunities for students to build self-determination across contexts, including transition planning.</p> <hd id="AN0177037421-2">The Self-Determined Learning Model of Instruction</hd> <p>One EBP shown to enhance self-determination for all students (i.e., intellectual disabilities, learning disabilities, emotional disabilities, no disability) is the Self-Determined Learning Model of Instruction (SDLMI; [<reflink idref="bib18" id="ref18">18</reflink>]). The SDLMI is an instructional model that enables teachers to provide opportunities for students to direct their own learning by setting goals, creating action plans, and revising their goals or action plans. It is important to note the SDLMI is not a curriculum but, instead, a model of instruction that can be overlaid on any content (e.g., transition planning, academic content class) to infuse opportunities to enhance self-determination. The SDLMI has been used in a variety of settings (i.e., one-on-one, small groups, whole class instruction) to support students with a wide range of support needs to set and go after goals in academic, transition, and social-emotional learning domains (e.g., [<reflink idref="bib2" id="ref19">2</reflink>]).</p> <p> <emph>Mr. Hernandez and Ms. Gee learn about self-determination and the SDLMI during a district-wide professional development. They, along with two other teachers, receive training to implement the SDLMI in the context of transition planning. Mr. Hernandez remembers he and Ms. Gee are trying to support Najee to enhance his engagement in transition planning. He and Ms. Gee want to use the SDLMI with all their students to enhance engagement and self-directedness in transition planning, especially for Najee, but they are not sure how to do this so it does not impede with content instructional time. As part of the training, they learned to how implement the SDLMI, use the materials (e.g., lesson plans, PowerPoints, resources), and create an implementation schedule based on class and students needs with the support of the SDLMI trainers and colleagues. They also sought out support from their administrators to address the need for shared instructional time to implement the SDLMI to support all students. Mr. Hernandez, Ms. Gee, and their colleagues identified their next steps to implement are to review the SDLMI core components and decide the best time to implement.</emph> </p> <hd id="AN0177037421-3">SDLMI Components</hd> <p>The SDLMI has three core components: Student Questions, Teacher Objectives, and Educational Supports ([<reflink idref="bib18" id="ref20">18</reflink>]; [<reflink idref="bib22" id="ref21">22</reflink>]). There are a total of 12 Student Questions organized into three phases, Phase 1 – Set a Goal, Phase 2 – Take Action, and Phase 3 – Adjust Goal or Plan, that guide students in self-directing the process of goal setting, action planning, reflecting, and decision making (see Phase Flowcharts in Supplemental Figure 1 or [<reflink idref="bib15" id="ref22">15</reflink>]). The SDLMI is an iterative process students go through repeatedly, working toward new goals across life domains. Specifically, students who engage in the SDLMI in school-based settings typically go through the 12 Student Questions once each academic semester, repeating the process in subsequent semesters. Linked to each Student Question are Teacher Objectives that guide teachers in supporting students to learn as they answer each Student Question. Each phase also includes Educational Supports (e.g., awareness instruction, self-instruction) that support teachers to meet identified Teacher Objectives by providing students with additional instruction related to abilities and skills they need to answer the Student Questions (see [<reflink idref="bib18" id="ref23">18</reflink>]).</p> <hd id="AN0177037421-4">SDLMI in Transition Planning</hd> <p>Materials have been developed to support implementation of the SDLMI in transition planning. Twenty-two SDLMI Transition Planning lessons align with the three SDLMI phases and can be implemented over an academic semester. These can be modified based on student and teacher needs as long as they remain aligned with the SDLMI core components. Each lesson takes approximately 30 to 45 minutes to implement. The lessons can be repeated across semesters because the SDLMI is an iterative process. See Figure 1 for a sample schedule. Each lesson has accompanying materials, such as sample lesson plans, PowerPoints, and resources, which support students in answering the 12 Student Questions and documenting progress. Additional materials (i.e., visual supports, student- or community-specific examples) can be integrated, and teachers practice doing this in ways that maintain the core components of the intervention at SDLMI trainings. Teachers also learn students will work through this process at different rates and may need different, individualized Educational Supports (e.g., [<reflink idref="bib1" id="ref24">1</reflink>]).</p> <p>Graph: Figure 1 Sample Self-Determined Learning Model of Instruction Transition Planning implementation schedule Note. Reprinted from Kansas University Center on Developmental Disabilities © 2022.</p> <p>When implemented in transition planning, the SDLMI can be used in a variety of ways. For example, teachers can use the information gathered throughout the SDLMI process (e.g., students' responses to the Student Questions) as an informal transition assessment to support the student and IEP team in identifying self-determination strengths and areas of growth for their PLAAFP. This information can also support the identification or revision of postschool goals and "in-school" steps students may need to engage in to progress toward their goals. This supports students in having a voice in the transition planning process while also working toward their postschool goals. It is important to emphasize, particularly when using the SDLMI to enhance transition planning, that the attainment of SDLMI goals is not the primary focus but instead, students learning about how to set, go after, and revise their goals. Because students work through the SDLMI repeatedly, they access multiple opportunities to build self-determination abilities and skills that can be identified as strengths and areas of growth in their IEP (i.e., PLAAFP).</p> <p>Not only can SDLMI activities be documented within the IEP, but they can also be used to create opportunities in a variety of contexts (i.e., classrooms, community) for students to practice and enhance abilities and skills associated with self-determination. SDLMI implementation also enhances opportunities to communicate information about students' goals with families and other community supporters. Encourage students to share answers to the Student Questions and resources with family members and community supporters to enhance their support network. Specific resources related to transition planning and the SDLMI can be found in the SDLMI Transition Planning Supplement ([<reflink idref="bib15" id="ref25">15</reflink>]).</p> <p>After Mr. Hernandez and Ms. Gee review the SDLMI core components and sample implementation schedule (Figure 1) again, they meet with their administration team again to decide when to implement. With the support of their administration, they decide to begin the SDLMI with one class to build comfort with student-directed goal setting and learning. Because instructional time is limited in high school, they creatively considered when to implement. They decided on their 30-minute, inclusive homeroom period, which includes students with and without disabilities. The administration is supporting all teachers that attended the SDLMI training to implement during this time. They decided this would be an ideal time to implement because the SDLMI Transition Planning materials suggest implementing at least twice a week for 30 to 45 minutes. Also, this is when students are supported to work on their goals. Since several inclusive homeroom teachers will be implementing this year, they decided to use the same schedule to build a community of support. Once Mr. Hernandez and Ms. Gee finalize their implementation schedule with their colleagues, they are ready to begin Preliminary Conversations.</p> <hd id="AN0177037421-5">Implementing the SDLMI in Transition Planning Contexts</hd> <p></p> <hd id="AN0177037421-6">Laying the Foundation: Preliminary Conversations</hd> <p>The first SDLMI lessons focus on Preliminary Conversations, which establishes a shared understanding of what self-determination is and what the SDLMI process entails to support students to engage in the SDLMI, enhance their self-determination, and progress toward self-selected goals (e.g., [<reflink idref="bib14" id="ref26">14</reflink>]; [<reflink idref="bib18" id="ref27">18</reflink>]). During Preliminary Conversations, students grow in their understanding of their current self-determination status while also learning about goals and the SDLMI process, including teacher and student roles. Many students may not have received instruction related to enhancing self-determination, setting goals, or how to self-direct the transition process, thus these lessons are critical to support students to engage in the SDLMI.</p> <p>The first lesson supports students to learn about their current level of self-determination measured by the <emph>Self-Determination Inventory: Student Report</emph> (SDI:SR). The SDI:SR is a validated transition assessment and can be used as a formal transition assessment to inform PLAAFPs, postschool goals, and transition activities and services ([<reflink idref="bib12" id="ref28">12</reflink>]). After students complete the SDI:SR, they receive a report that describes their scores across three self-determined actions, DECIDE, ACT, and BELIEVE ([<reflink idref="bib20" id="ref29">20</reflink>], [<reflink idref="bib18" id="ref30">18</reflink>]). Have students review this report as it supports them in identifying their strengths and areas of growth, identifying goals, creating action plans, and deciding next steps. Encourage students to discuss what each of these self-determined actions means to them and their family based on cultural identities ([<reflink idref="bib12" id="ref31">12</reflink>]). Then, students learn about goals (Preliminary Conversations 2), the differences in long and short-term goals (Preliminary Conversations 3), and the SDLMI, teacher and student roles and responsibilities, and key terms that will support them in navigating the process (Preliminary Conversations 4; [<reflink idref="bib1" id="ref32">1</reflink>]).</p> <hd id="AN0177037421-7">Establishing Transition Goal Buckets</hd> <p>One support to enable students in identifying their goals that align with targeted transition areas is goal buckets. Goal buckets enable you to guide students in selecting goals within specific areas by narrowing the range of goals that could be set while still providing students autonomy in setting goals that are important to them. For instance, a goal bucket related to college admissions may support a student to choose to write their personal essay to apply to for college (i.e., "I will create a graphic organizer to support me in completing my personal essay by the end of this semester"). Change goal buckets each cycle of the SDLMI so students can work on goals in different areas. Not only do goal buckets support narrowing students' focus, they also support group discussions and meaningful transition conversations by creating opportunities to discuss barriers and action plans and building peer support and feedback ([<reflink idref="bib13" id="ref33">13</reflink>]).</p> <p>There are many transition-related goal buckets to choose when considering what goals students might set during the SDLMI. These goal buckets could be broad, such as employment, postsecondary education/training (including vocational, adult, and continuing education), community living, community participation, and adult services/supports. Goal buckets may also be narrow to address specific topics, such as academic skills, application processes, job requirements, and organizational skills, that are critical during the transition to adulthood. Once goal buckets are identified, present these to students to let them decide which goal bucket resonates with them (for more information, see [<reflink idref="bib15" id="ref34">15</reflink>]).</p> <p> <emph>After Preliminary Conversations, students begin to discuss previous postsecondary goals and new goals they want to work on this school year. Mr. Hernandez and Ms. Gee become as excited as their students about setting goals. They share the next step is to work through the three phases of the SDLMI. They remember they need to establish goal buckets to support their students to think about the area they want to focus on. This will support them to align instruction and supports with the goal buckets while not overwhelming students in the breadth of goals they could set. Mr. Hernandez and Ms. Gee decide to start this cycle of the SDLMI with goal buckets to support transition planning (i.e., postschool and annual goal development, transition activities and services) by choosing postsecondary education/training, employment, and community participation. They chose broad goal buckets so all students could set a goal that resonates with them. Some potential goals they anticipate students may set include identifying the documentation needed to receive services from a postsecondary disability services office, learning about what a day in the life of a worker in a chosen career field looks like, or enhancing time-management skills to manage work, school, and social life. Mr. Hernandez and Ms. Gee present the goal buckets to students along with potential goals. Then, they give students time to discuss, in small groups, the goal bucket they would like to work on and potential goals they may set. To support students who want to work on a goal outside of the goal buckets, they decide Ms. Gee will work one-on-one with these students to ensure they are working toward transition goals that are meaningful to them while Mr. Hernandez will support students with disabilities to enhance their involvement and engagement in their IEPs. Once students have thought about their goal bucket, they encourage them to continue this discussion with friends and families and at student-led family conferences so they can think about what this means to them, their family, and their community. They also communicate students' SDLMI progress with families and, when appropriate, IEP teams through progress reports.</emph> </p> <hd id="AN0177037421-8">Supporting Student Involvement in Transition Planning Through the SDLMI Phases</hd> <p>The SDLMI is divided into three phases to enable students to attain their goals. Each phase has an overall question for students to answer, which guides students through the process of setting a self-selected goal (Phase 1; i.e., setting transition annual goals), creating an action plan (Phase 2; i.e., developing action steps including transition activities and services benchmarks for annual goals), and adjusting their goal or plan (Phase 3; i.e., progress monitoring, evaluation of goal attainment).</p> <hd id="AN0177037421-9">Student-led PLAAFP: SDLMI Phase 1 – Set a Goal</hd> <p>After students complete Preliminary Conversations, they begin Phase 1 – Set a Goal. Phase 1 focuses on students identifying their strengths and areas of need to enable them to formulate a goal they would like to work toward ([<reflink idref="bib18" id="ref35">18</reflink>]). The overall question guiding this phase is "What is my goal?" By the end of Phase 1, students will have self-identified a goal to continue working on through this cycle of the SDLMI.</p> <p>Student Question 1 ("What do I want to learn?") supports students to identify their strengths and areas of need, communicate their preferences and interests, and prioritize their needs. To support students in answering Student Question 1, engage students in a variety of transition-related assessments, such as personality and preference assessments, interest inventories, and transition planning inventories. Then, use student answers from the assessments and SDLMI lesson within the PLAAFP to support students and IEP teams in engaging in high-quality, meaningful transition planning based on students' interests and desires.</p> <p>To support students to identify what they want to learn, prompt students to review the transition section in their IEPs, specifically their postsecondary goals, activities and services, and annual goals. These areas can inform students' SDLMI goal development and vice versa. For example, a student may choose to work on a goal related to career awareness and exploration. Another student may want to make a list of supports and services (i.e., adult agencies, community groups) and leisure activities in their community. Utilize these goals as an informal transition assessment, annual goal, or transition activity/service and provide students ideas of what they have discussed with their teachers, family members, IEP teams, and adult agency representatives. This can also support them in narrowing down goals they want to work on during the SDLMI while making progress toward their postsecondary plans.</p> <p>Student Question 2 ("What do I know about it now?") enables students to identify (a) what they know about their chosen goal bucket (i.e., "Mr. Hernandez's and Ms. Gee's goal buckets are postsecondary education, employment, community participation") and (b) what opportunities and barriers in their environment relate to their strengths and needs identified in Student Question 1. Again, use this information as an informal transition assessment to inform the PLAAFP section of students' IEPs. Once students have identified their strengths, needs, and current level of knowledge, they answer Student Question 3 ("What must change for me to learn what I don't know?"). This Student Question enables them to identify what they need to do (i.e., capacity building) or change to make progress toward their goal (i.e., modify environment). As students begin to think through what they need to do or change, they are beginning to think about the activities and services they want to engage in as part of the IEP. This supports the team to include the student throughout the process, make connections to their IEP, and center the student as the leader through the process.</p> <p>Each of the previous Student Questions guide students to ultimately set a goal they will work on for this cycle of the SDLMI in the final lesson of Phase 1 by answering Student Question 4 ("What can I do to make this happen?"). Students begin to formulate (e.g., writing, drawing, typing, speaking) their self-selected goal that is measurable, observable, and specific. Again, support students to write this as their annual transition goal or as a transition activity and service in their IEP. One important note about students' goals is these are <emph>their</emph> goals. Provide students with opportunities to set their own goals, in their own words, and to work toward their goal using action plans that are aligned with their interests and needs.</p> <p>After students have completed Phase 1 and set their goal, they engage in a discussion about Goal Attainment Scaling (GAS; [<reflink idref="bib6" id="ref36">6</reflink>]). GAS has been used in a variety of fields and has been integrated as a measure of goal attainment in the SDLMI ([<reflink idref="bib16" id="ref37">16</reflink>]). Specifically, GAS is a process where students select five different levels of attainment so they can rate to what extent they have reached their goal (e.g., much less than expected, less than expected, expected, more than expected, much more than expected; [<reflink idref="bib1" id="ref38">1</reflink>]; [<reflink idref="bib13" id="ref39">13</reflink>]; [<reflink idref="bib18" id="ref40">18</reflink>]). This provides students the opportunity to think about how they define goal attainment and supports them in self-evaluation at the end of the SDLMI.</p> <p> <emph>Najee, an 11th-grade student with a learning disability in Mr. Hernandez's and Ms. Gee's homeroom, has an upcoming IEP meeting and has been planning for transition with Mr. Hernandez and his family. Conversations with Mr. Hernandez and Najee's family have supported him to ensure his cultural identities are incorporated into his IEP (e.g., discussing what self-determination and postschool success mean to Najee and his family). Now, Najee is working through the SDLMI with his classmates during homeroom. Najee and Mr. Hernandez reviewed his IEP during Lesson 5, Student Question 1</emph> ("<emph>What do I want to learn?"</emph>), <emph>which enabled Najee to identify his strengths and needs and communicate his interests and preferences. He then discussed his strengths, needs, interests, and preferences with his family. The conversations supported Najee in better understanding how these areas are impacted by his culture and how his community defines and views self-determination. After reviewing his IEP, Najee decides he wants to work on a goal that aligns with his postsecondary education/training goal, which states, "I will attend a phlebotomy technician certificate program to become certified."</emph></p> <p> <emph>While completing the GAS, Najee identified his goal from the postsecondary education/training goal bucket: "I will research three phlebotomy technician programs and create a checklist of application requirements for each." Mr. Hernandez and Ms. Gee think this is a great opportunity for Najee to build on his IEP. After conversations about Najee's past experiences and reviewing previous IEPs, Najee identified his five GAS levels ranging from creating checklists of application requirements for one phlebotomy technician certificate program (much less than expected) to creating a checklist of application requirements for three phlebotomy technician certificate programs and scheduling two tours (much more than expected).</emph> </p> <hd id="AN0177037421-10">Student-led transition goal and activities development: SDLMI Phase 2 – Take Action</hd> <p>Phase 2 emphasizes problem solving and action planning through six lessons (see Figure 1; [<reflink idref="bib18" id="ref41">18</reflink>]). The overall question guiding Phase 2 is "What is my plan?" During Phase 2, students determine barriers that may be preventing them from reaching their goals (i.e., lack of technology, transportation, communication, time management, connections with adult agencies) and possible solutions. Student Question 5 ("What can I do to learn what I don't know?") engages students to begin thinking about their action plan and steps they need to take to progress toward their goal. To support students in identifying action steps, engage students in self-evaluation of what they are currently doing related to their goal through completing an SDLMI resource (i.e., What steps can I take today, next week, next month?). These steps will support students to create their schedule and action plan and can also inform the transition activities and services in their IEP. For example, in Supplemental Figure 2, Najee aligned his SDLMI goal from Phase 1 with his postschool goal in his IEP and then developed action steps to include in his IEP as activities and services to work on over the course of one semester.</p> <p>Next, students answer Student Question 6 ("What can keep me from taking action?"), which enables students to identify potential barriers they may encounter while working toward their goal. Use student-identified barriers to inform a student's PLAAFP because they highlight the concerns of the student as they think about their postschool goals. Students then engage in a midphase check-in where they reflect on their progress of their action plan and what they may need to adjust in their plan to work toward their goal. Once they have identified potential barriers, students generate potential solutions to their barriers as they work to answer Student Question 7 ("What can I do to remove these barriers?"). Again, it is important to note students' barriers and potential solutions are <emph>their</emph> own ideas. Provide students with opportunities to identify their own barriers and solutions, in their own words, and to work toward their goal using their solutions in their action plans to overcome their barriers.</p> <p>After potential barriers and solutions are identified, students determine when they will take action during this SDLMI cycle by answering Student Question 8 ("When will I take action?"). Students create a schedule for the plan they developed, begin to implement their plan, and monitor their progress. Then, students engage in a progress check-in to reflect on how their plan is going, what barriers they have encountered, and what solutions have worked. Utilize this information to inform students' transition activities/services or benchmarks for postschool goals.</p> <p> <emph>During the Student Question 6</emph> ("<emph>What can keep me from taking action?"</emph>) <emph>lesson, Najee identifies his barriers: lack of internet and printer access, difficulty navigating the phlebotomy program pages to find application information, and knowing how to use Microsoft Word to make tables and checklists. He then takes his identified barriers from Student Question 6 and identifies potential solutions and supports he needs to achieve his goal during the Student Question 7</emph> ("<emph>What can I do to remove these barriers?"</emph>) lesson. To support Najee in problem solving, Mr. Hernandez and Ms. Gee adapt the resource from the Student Question 7 lesson (Figure 2) to support Najee with identifying barriers and solutions and how these relate to his goal and IEP.</p> <p>Graph: Figure 2 Adapted Solutions to my Barriers Resource: Lesson 13 – Student Question 7 Note. Adapted with permission from Kansas University Center on Developmental Disabilities © 2022.</p> <hd id="AN0177037421-11">Student-led progress monitoring for the next cycle: SDLMI Phase 3 – Adjust Goal or Plan</hd> <p>Phase 3 is centered around self-reflection and evaluation. The overall guiding question is "What have I learned?" Students reflect and engage in discussions on what they have learned, what barriers they have encountered, and their next steps (i.e., establish a new goal, revise previous goal; [<reflink idref="bib18" id="ref42">18</reflink>]). By the end of this phase, students determine if they have reached their goal and will set a new goal (i.e., Phase 1) or if they need to revise their goal (i.e., Phase 1) or action plan in the next SDLMI cycle (i.e., Phase 2). Students can reflect on what barriers they have encountered and if they need to address these barriers as a goal (i.e., Phase 1) or seek out supports to remove the barrier (i.e., Phase 2). Think about the next phase of the IEP by providing an updated PLAAFP based on students' reflections, strengths, and new activities and services or postschool goals as well as any resources or supports students might need to find different pathways around barriers they encounter.</p> <p>Student Question 9 ("What actions have I taken?") engages students in self-evaluation. This is where students reflect on what they completed related to their action plan from Phase 2. After they have reflected on their action plan, they answer Student Question 10 ("What barriers have been removed?"). Here, students reflect on their identified barriers from Student Question 6 and self-evaluate by comparing their current status with the outcome they were working toward. Then, students think about what they have learned throughout this cycle of the SDLMI by answering Student Question 11 ("What has changed about what I don't know?"). Again, students engage in self-evaluation to assess their progress and identify next steps. Use this information in the PLAAFP section as an informal transition assessment or as progress monitoring data to highlight student growth and change. To finish Phase 3, students continue evaluating their progress and determine whether they should revise their goal or action plan or set a new goal by answering Student Question 12 ("Do I know what I want to know?"). To ensure students are prepared to answer this question, they reflect again on their progress toward their goal (i.e., goal achieved; progress is adequate but still needs work; progress is inadequate, and something needs to be adjusted). Have students review their own progress monitoring process they identified in Phase 2 along with progress monitoring information from their IEP. Then ensure they record their decision about next steps when answering Student Question 12, which will guide them in the SDLMI next semester. Use the self-reflection and self-evaluation information as informal transition assessments or progress monitoring in the IEP to center student voice.</p> <p>Now that Najee has set his goal and created and implemented an action plan, he engages in Phase 3. Najee completes this phase of the SDLMI and has decided he needs to move on to a new goal (i.e., Phase 1) because he determined he learned what he needed to about requirements of phlebotomy programs when he answered Student Questions 11 and 12. He would like to continue setting goals that will support him in achieving his postschool goals, specifically his postsecondary education/training goal of attending a phlebotomy technician certificate program. Najee has also decided he will continue to include his goals and plans that he sets through other cycles of the SDLMI in his IEP. Mr. Hernandez and Ms. Gee have seen great growth in Najee and other students in their homeroom. Students have shown more ownership of their goals and the transition planning process. They decide to continue SDLMI implementation with all students while identifying more ways to empower students to link their SDLMI goals to their IEPs as they did with the adapted resources (Figure 2 and Supplemental Figure 2) for Najee.</p> <hd id="AN0177037421-12">Self-Reflection and Gearing Up: The End of the SDLMI</hd> <p>The last three lessons are a time of reflection and celebration. First, students revisit the GAS, which they established at the end of Phase 1 by returning to their self-selected attainment scale to determine what level of goal attainment they reached: much less than expected, less than expected, expected, more than expected, or much more than expected ([<reflink idref="bib13" id="ref43">13</reflink>]; [<reflink idref="bib18" id="ref44">18</reflink>]). This information can support them in identifying their next goals or action plans, what supports they may need, and what they have learned in pursuit of their own goals, which will support the continuation of student-directed learning and transition planning. Next, students take the SDI:SR again; review with students how their self-determination has evolved over the semester and reflect on their experience(s) in this cycle of the SDLMI. In the final lesson, students and teachers celebrate progress and knowledge gained. This celebration is not focused on whether students achieved their goal but, rather, on what students have learned. Then, students gear up to repeat the process ([<reflink idref="bib18" id="ref45">18</reflink>]).</p> <p> <emph>At the end of the SDLMI, Mr. Hernandez and Ms. Gee encourage their students to think about their experiences. They ask students to look at their SDI reports and GAS from the beginning of the semester and now. Najee shares with his teachers that he has learned a lot throughout this process and can see how his report shifted, specifically around the characteristic of BELIEVE. They take time to discuss what this means and how this can inform his next goal. Najee is already thinking about a new goal: shadowing a phlebotomy technician. Mr. Hernandez and Ms. Gee encourage Najee to write it down so when they begin the SDLMI next semester, he can create an action plan. Mr. Hernandez and Ms. Gee have seen great growth in their students' self-determination and ownership of goals and plans. They are excited to test out new ways to do this with Najee as he has decided to present his SDLMI progress with his family and IEP team (i.e., general educator, principal, adult agency staff) at his next IEP meeting.</emph> </p> <hd id="AN0177037421-13">Supplemental Material</hd> <p>Graph: Supplemental material, sj-docx-1-tcx-10.1177_00400599231155604 for Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction by Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley and Dale W. Matusevich in TEACHING Exceptional Children</p> <hd id="AN0177037421-14">Supplemental Material</hd> <p>Graph: Supplemental material, sj-docx-2-tcx-10.1177_00400599231155604 for Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction by Hunter A. Matusevich, Karrie A. Shogren, Sheida K. Raley and Dale W. Matusevich in TEACHING Exceptional Children</p> <ref id="AN0177037421-15"> <title> References </title> <blist> <bibl id="bib1" idref="ref24" type="bt">1</bibl> <bibtext> Burke K. M., Shogren K. A., Antosh A. A., LaPlante T., Masterson L. H. (2020). Implementing the SDLMI with students with significant support needs during transition planning. Career Development and Transition for Exceptional Individuals, 43(2), 115–121. https://doi.org/10.1177/2165143419887858</bibtext> </blist> <blist> <bibl id="bib2" idref="ref19" type="bt">2</bibl> <bibtext> Burke K. M., Shogren K. A., Carlson S. (2021). Examining types of goals set by transition-age students with intellectual disability. Career Development and Transition for Exceptional Individuals, 44(3), 135–147. https://doi.org/10.1177/2165143420959055</bibtext> </blist> <blist> <bibl id="bib3" idref="ref9" type="bt">3</bibl> <bibtext> Department of Labor Bureau of Labor Statistics. (2021). Persons with a disability: Labor force characteristics — 2020. <ulink href="http://www.bls.gov/news.release/pdf/disabl.pdf">www.bls.gov/news.release/pdf/disabl.pdf</ulink></bibtext> </blist> <blist> <bibl id="bib4" idref="ref1" type="bt">4</bibl> <bibtext> Individuals with Disabilities Education Act, 20 U.S.C. §§ 1400 et seq. (2004).</bibtext> </blist> <blist> <bibl id="bib5" idref="ref15" type="bt">5</bibl> <bibtext> Kelly J. R., Shogren K. A. (2014). The impact of teaching self-determination skills on the on-task and off-task behaviors of students with emotional and behavioral disorders. Journal of Emotional and Behavioral Disorders, 22(1), 27–40. https://doi.org/ 10.1177/1063426612470515</bibtext> </blist> <blist> <bibl id="bib6" idref="ref36" type="bt">6</bibl> <bibtext> Kiresuk T. J., Smith A., Cardillo J. E. (1994). Goal attainment scaling: Applications, theory, and measurement. Lawrence Erlbaum.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref5" type="bt">7</bibl> <bibtext> Martin J., Zhang D. (2020). Student involvement in the transition process. In Shogren K. A., Wehmeyer M. L. (Eds.), Handbook of adolescent transition education for youth with disabilities (pp. 120–137). Routledge.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref6" type="bt">8</bibl> <bibtext> Martin J. E., Van Dycke J. L., Greene B. A., Gardner J. E., Christensen W. R., Woods L. L., Lovett D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Exceptional Children, 72(2), 187–200.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref10" type="bt">9</bibl> <bibtext> Mazzotti V. L., Rowe D. A., Kwiatek S., Voggt A., Chang W.-H., Fowler C. H., Poppen M., Sinclair J., Test D. W. (2021). Secondary transition predictors of postschool success: An update to the research base. Career Development and Transition for Exceptional Individuals, 44(1), 47–64. https://doi.org/10.1177/2165143420959793</bibtext> </blist> <blist> <bibtext> Morningstar M. E., Lombardi A., Fowler C. H., Test D. W. (2017). A college and career readiness framework for secondary students with disabilities. Career Development and Transition for Exceptional Individuals, 40(2), 79–91. https://doi.org/10.1177/2165143415589926</bibtext> </blist> <blist> <bibtext> Petcu S. D., Van Horn M. L., Shogren K. A. (2017). Self-determination and the enrollment in and completion of postsecondary education for students with disabilities. Career Development and Transition for Exceptional Individuals, 40(4), 225–234.</bibtext> </blist> <blist> <bibtext> Raley S. K., Hagiwara M., Shogren K. A., Matusevich H. (2022). Empowering transition-age students to use self-determination assessment to lead IEP goal development. TEACHING Exceptional Children. Advance online publication. https://doi.org/10.1177/00400599211066914</bibtext> </blist> <blist> <bibtext> Raley S. K., Shogren K. A., McDonald A. (2018a). How to implement the Self-Determined Learning Model of Instruction in inclusive general education classrooms. TEACHING Exceptional Children, 51(1), 62–71. https://doi.org/10.1177/0040059918790236</bibtext> </blist> <blist> <bibtext> Raley S. K., Shogren K. A., McDonald A. (2018b). Whole-class implementation of the Self-Determined Learning Model of Instruction in inclusive high school mathematics classes. Inclusion, 6(3), 164–174. https://doi.org/10.1352/2326-6988-6.3.164</bibtext> </blist> <blist> <bibtext> Shogren K. A., Burke K. M. (2019). SDLMI teacher's guide supplement: Implementing the SDLMI to enhance transition planning. Kansas University Center on Developmental Disabilities.</bibtext> </blist> <blist> <bibtext> Shogren K. A., Dean E. E., Burke K. M., Raley S. K., Taylor J. L. (2021). Goal attainment scaling: A framework for research and practice in the intellectual and developmental disabilities field. Intellectual and Developmental Disabilities, 59(1), 7–21. https://doi.org/10.1352/1934-9556-59.1.7</bibtext> </blist> <blist> <bibtext> Shogren K. A., Raley S. K. (2022). Self-determination and causal agency theory: Integrating research into practice. Springer.</bibtext> </blist> <blist> <bibtext> Shogren K. A., Raley S. K., Burke K. M., Wehmeyer M. L. (2019). The Self-Determined Learning Model of Instruction teacher's guide. Kansas University Center on Developmental Disabilities.</bibtext> </blist> <blist> <bibtext> Shogren K. A., Wehmeyer M. L. (2020). An introduction to the second edition of theHandbook of adolescent transition education for youth with disabilities. In Shogren K. A., Wehmeyer M. L. (Eds.), Handbook of adolescent transition education for youth with disabilities (2nd ed., pp. 1–4). Routledge.</bibtext> </blist> <blist> <bibtext> Shogren K. A., Wehmeyer M. L., Palmer S. B., Forber-Pratt A. J., Little T. J., Lopez S. (2015). Causal agency theory: Reconceptualizing a functional model of self-determination. Education and Training in Autism and Developmental Disabilities, 50(3), 251–263.</bibtext> </blist> <blist> <bibtext> Suk A. L., Martin J. E., McConnell A. E., Biles T. L. (2020). States decrease their required secondary transition planning age: Federal policy must change. Journal of Disability Policy Studies, 31(2), 112–118. https://doi.org/10.1177/1044207320915157</bibtext> </blist> <blist> <bibtext> Wehmeyer M. L., Palmer S. B., Agran M., Mithaug D. E., Martin J. E. (2000). Promoting causal agency: The Self-Determined Learning Model of Instruction. Exceptional Children, 66(4), 439–453. https://doi.org/10.1177/001440290006600401</bibtext> </blist> </ref> <ref id="AN0177037421-16"> <title> Footnotes </title> <blist> <bibtext> The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> The author(s) received no financial support for the research, authorship, and/or publication of this article.</bibtext> </blist> <blist> <bibtext> Hunter A. Matusevich</bibtext> </blist> <blist> <bibtext>Graph</bibtext> </blist> <blist> <bibtext>https://orcid.org/0000-0002-5413-4579 Sheida K. Raley</bibtext> </blist> <blist> <bibtext>Graph https://orcid.org/0000-0001-8422-1916</bibtext> </blist> <blist> <bibtext> Supplemental material for this article is available online.</bibtext> </blist> </ref> <aug> <p>By Hunter A. Matusevich; Karrie A. Shogren; Sheida K. Raley and Dale W. Matusevich</p> <p>Reported by Author; Author; Author; Author</p> </aug> <nolink nlid="nl1" bibid="bib19" firstref="ref2"></nolink> <nolink nlid="nl2" bibid="bib21" firstref="ref4"></nolink> <nolink nlid="nl3" bibid="bib17" firstref="ref7"></nolink> <nolink nlid="nl4" bibid="bib11" firstref="ref11"></nolink> <nolink nlid="nl5" bibid="bib10" firstref="ref12"></nolink> <nolink nlid="nl6" bibid="bib20" firstref="ref13"></nolink> <nolink nlid="nl7" bibid="bib14" firstref="ref17"></nolink> <nolink nlid="nl8" bibid="bib18" firstref="ref18"></nolink> <nolink nlid="nl9" bibid="bib22" firstref="ref21"></nolink> <nolink nlid="nl10" bibid="bib15" firstref="ref22"></nolink> <nolink nlid="nl11" bibid="bib12" firstref="ref28"></nolink> <nolink nlid="nl12" bibid="bib13" firstref="ref33"></nolink> <nolink nlid="nl13" bibid="bib16" firstref="ref37"></nolink> |
|---|---|
| Header | DbId: eric DbLabel: ERIC An: EJ1423695 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hunter+A%2E+Matusevich%22">Hunter A. Matusevich</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5413-4579">0000-0002-5413-4579</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink><br /><searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dale+W%2E+Matusevich%22">Dale W. Matusevich</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22TEACHING+Exceptional+Children%22"><i>TEACHING Exceptional Children</i></searchLink>. 2024 56(4):230-238. – Name: Avail Label: Availability Group: Avail Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 9 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: Audience Label: Intended Audience Group: Audnce Data: Teachers – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Transitional+Programs%22">Transitional Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Determination%22">Self Determination</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Models%22">Teaching Models</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Goal+Orientation%22">Goal Orientation</searchLink><br /><searchLink fieldCode="DE" term="%22Success%22">Success</searchLink><br /><searchLink fieldCode="DE" term="%22Employment%22">Employment</searchLink><br /><searchLink fieldCode="DE" term="%22Community%22">Community</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+Education+Programs%22">Individualized Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1177/00400599231155604 – Name: ISSN Label: ISSN Group: ISSN Data: 0040-0599<br />2163-5684 – Name: Abstract Label: Abstract Group: Ab Data: All students go through a variety of transitions throughout their life (i.e., middle school to high school, high school to the workforce). However, students with disabilities tend to experience disparities compared to their peers without disabilities in regard to in-school and postschool outcomes. One way to enhance outcomes for students with disabilities is providing opportunities for students to enhance their self-determination. One evidence-based practice to enhance self-determination is the Self-Determined Learning Model of Instruction (SDLMI). To support self-determination in transition planning, teachers can use the SDLMI to enable students to direct their own learning and work towards self-selected transition goals related to enhanced in-school and postschool outcomes, such as goal attainment, competitive integrated employment, and community participation. This article describes how teachers can support students in setting and working towards goals while also supporting progress in their IEP to enhance student voice and student-directed transition planning – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2024 – Name: AN Label: Accession Number Group: ID Data: EJ1423695 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1423695 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1177/00400599231155604 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 9 StartPage: 230 Subjects: – SubjectFull: Transitional Programs Type: general – SubjectFull: Students with Disabilities Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Self Determination Type: general – SubjectFull: Evidence Based Practice Type: general – SubjectFull: Teaching Models Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Goal Orientation Type: general – SubjectFull: Success Type: general – SubjectFull: Employment Type: general – SubjectFull: Community Type: general – SubjectFull: Individualized Education Programs Type: general – SubjectFull: Student Participation Type: general Titles: – TitleFull: Student-Led Transition Planning Using the Self-Determined Learning Model of Instruction Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hunter A. Matusevich – PersonEntity: Name: NameFull: Karrie A. Shogren – PersonEntity: Name: NameFull: Sheida K. Raley – PersonEntity: Name: NameFull: Dale W. Matusevich IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 0040-0599 – Type: issn-electronic Value: 2163-5684 Numbering: – Type: volume Value: 56 – Type: issue Value: 4 Titles: – TitleFull: TEACHING Exceptional Children Type: main |
| ResultId | 1 |
