ME! Bell-Ringers By: Mindy Lingo, Malarie Deardorff, & Josh Fearing University of Oklahoma

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

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) 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).

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).

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.

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

ME! Bell-Ringers The 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 40-50 school days. Adaptable to meet classroom needs. Teacher developed to meet the need of teaching transition skills in a time efficient manner.

Me! 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 plans to help you reach your goals for the future? -Who is your IEP teacher/case manger?

Study Results

Study Results Description of picture: Table 4 Comparison of Categories of Self-Determination on Pre-Tests and Post-Tests

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.

Bell-Ringers Curriculum Access Through Zarrow Center @ http://www.ou.edu/content/education/cen ters-and-partnerships/zarrow/transition- education-materials/transition-bell- ringers.html

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.

Adapted Bell-Ringers for Functional Academic Classroom Bell-Ringer: https://docs.google.com/presentation/d/1bS7IkD pFzXGqvcpxtnQxyyt3_w_EFUoIRPoRwGFhHgk/edit? ts=59d46957#slide=id.p4 Handouts to Supplement: https://docs.google.com/presentation/d/1cMWcQ nmB086c2hnbzTP0Yu6TvLo0IUX8OfTCAq7a8os/ed it?ts=59d46953#slide=id.p4

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), 136-144. 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), 299-316. Torgerson, C. W., Miner, C. A., & Shen, H. (2004). Developing student competence in self-directed IEPs. TEACHING Exceptional Children, 38,42-47. Wehmeyer, M., & Swartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation.  Exceptional Children, 63, 245-255.