Center for Change in Transition Services AIR Self-Determination Scale Center for Change in Transition Services Improving post-school outcomes for students with disabilities in Washington state www.seattleu.edu/ccts Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Let’s Get Started! Welcome Discuss the importance of self-determination Describe the purpose, measures, and results of the AIR Self-Determination Scale Provide instructions for use and interpretation of the results Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

OSPI State Needs Projects There are five state needs projects that are funded with IDEA state discretionary dollars. These projects collectively provide: Professional development at little to no cost to districts or participants (clock hours/credit hours available) Technical Assistance with IEP development, compliance, evaluation, planning, learning interventions, and assessment for students with disabilities Consultation and training for parents and families Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

OSPI State Needs Projects Center for Change in Transition Services (CCTS) CCTS provides secondary transition training and technical support to districts and Educational Service Districts that serve students who have an Individual Education Program and are in need of transition services. eLearning for Educators eLearning for Educators provides statewide access to affordable online courses designed to support educators in serving students with disabilities. Special Education Support Center Provides current information and best practices through statewide training and technical assistance to families, educators, and organizations in order to meet the needs of students with disabilities. Special Education Technology Center (SETC) Provides training, consultation, technology loans, and resource information to help school districts and families implement assistive technology (AT) interventions in addressing the special learning needs of children with disabilities. Washington Sensory Disability Services (WSDS) Supports individuals aged birth to 21 who are deaf, hard of hearing, blind, visually impaired, or deaf-blind, by providing training and other resources to service providers and families. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0. The Center for Change in Transition Services and the eLearning for Educators are just 2 of the 5 state needs projects sponsored by the Office of the Superintendent of Public Instruction (OSPI). For more information about these projects visit their individual webpages hyperlinked in this presentation for your convenience.

Center for Change in Transition Services CCTS | Writing Effective Transition Plans 2/1/2017 Center for Change in Transition Services Improving post-school outcomes for students with disabilities. CCTS provides secondary transition training and technical assistance to Washington state partnering agencies, Educational Service Districts (ESDs), Local Educational Agencies (LEAs), and public schools that serve high school-age students. CCTS has responsibility for analyzing the district-reported post-school outcome data, using the data to make informed decisions related to training and technical assistance development needs, and submitting the results of the data analysis to OSPI to be included in the state’s Annual Performance Report. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Collaboration with DVR Seattle University’s Center for Change in Transition Services (CCTS) supports the Division of Vocational Rehabilitation (DVR) to improve the transition outcomes of students with disabilities from school to postsecondary education or employment. In collaboration with DVR, CCTS will facilitate partnerships with the Educational Service Districts (ESDs) and the Local Education Agencies (LEAs; i.e., school districts) to provide activities that address the authorized activities as outlined in Title IV of WIOA, as well as to support and enhance the required activities listed in the WIOA Scope of Work. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0. New Project- WIOA-Workforce Innovation Opportunity Act-Makes significant changes to Rehab Act 1973 Permit pre-employment transition services to be provided to all students with disabilities regardless of whether they have applied for VR services and would clarify that similar transition services are available to youth with disabilities under proposed §361.48(b) when specified in an individualized plan for employment. Proposed §361.48(a)(2) specifies the required pre-employment transition services that are provided directly to students with disabilities. The designated State unit must provide the following pre-employment transition services: i)Job exploration counseling ii)Work-based learning experiences, which may include in-school or after school opportunities, or experience outside the traditional school setting (including internships), that is provided in an integrated environment in the community to the maximum extent possible; (iii) Counseling on opportunities for enrollment in comprehensive transition or postsecondary ed programs at institutions of higher education; (iv) Workplace readiness training to develop social skills and independent living; and (v) Instruction in self-advocacy (including instruction in person-centered planning), may include peer mentoring (including peer mentoring from individuals with disabilities working in competitive integrated employment).

Objectives for Today After today’s session, participants will: Be able to define self-determination and its importance Be able to administer and score the American Institute for Research (AIR) Self-Determination Assessments Be able to write goals for increasing self-determination, capacity, and opportunity Take a self-determination survey Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

What is Self-Determination? “Quite simply, being self-determined means making things happen in a person’s own life, instead of having others do things to, or for them. People who are self-determined know what they want and how to get it. They choose and set goals, then work to reach them. They advocate on their own behalf, and are involved in solving problems and making decisions about their lives. They don’t have to do everything for themselves, but instead, they make or cause things to happen in their lives that improve the quality of their lives.” (Palmer & Wehmeyer, "What is Self-Determination and Why Is It Important?") Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Self-Determined Self-determined people can: Know and express needs, interests, and abilities Set appropriate goals and expectations Make choices and plans Follow through with actions Change course or adjust when necessary (Wolman, Campeau, DuBois, Mithaug, & Stolarski, "AIR Self-Determination Scale and User Guide", 1994, p.5) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Why is Self-Determination Important? Being more self-determined enables people to have more of a voice in living in their own communities. Research shows that people who are more self-determined have higher rates of employment and earn more money, as well as having better benefits like vacation, sick leave, and health care. Self-determination means making things happen in your own life, instead of others doing things for you. But perhaps the most important supports a person can have to live a self-determined life are friends and family members. (Palmer & Wehmeyer) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Why is Self-Determination Important? Self-determined people make choices about their behaviors and actions to care for their health and lead healthy lifestyles. People who are self-determined advocate for themselves and others. (Palmer & Wehmeyer) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

AIR Self-Determination Scale The AIR Self-Determination Scale focuses on two main components:  Capacity refers to the knowledge, abilities, and perceptions which allow the student to be self-determined.  Opportunity refers to the student's chances to use their knowledge and abilities.  The AIR Self-Determination Scale is available free of charge in a variety of forms: student (in English, French, and Spanish), parent, and educator.  ("AIR Self-Determination Assessments", 2017) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

AIR Self-Determination Scale Purpose: Assess and develop a profile of self-determination (SD) Identify areas of strength and needs Identify educational goals Develop strategies to build capacity (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 9) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

SD process is broken down Thinking Identify and express own needs, interests, and abilities Set expectations and goals Doing Make choices and plans Take actions Adjusting Evaluate outcomes Alter plans and actions (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 10) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Framework for AIR SD Scale (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 11) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

(Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 13) Capacity - Ability Beyond knowledge comes ability: Act upon the knowledge to set goals Make choices, decisions, and plans Follow up with actions designed to meet goals Recognize when they need assistance (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 13) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Activity Turn and talk with your neighbor: How can teachers support these activities in the classroom? Act upon the knowledge to set goals Make choices, decisions, and plans Follow up with actions designed to meet goals Recognize when they need assistance Etienne. La Conversación. Plaza San Francisco de Asís, Havana, Cuba. Photo: Kris Hirschmann. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Capacity - Knowledge Level of understanding the student has about SD and the behaviors it requires: Understanding own needs, interests, abilities, and limitations How to set goals, make choices and plans to reach the goals Importance of taking action How to evaluate the result of the actions (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 11-12) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Activity Turn and talk with your neighbor: How can teachers support these activities in the classroom? Understanding own needs, interests, abilities, and limitations How to set goals, make choices and plans to reach the goals Importance of taking action How to evaluate the result of the actions Etienne. La Conversación. Plaza San Francisco de Asís, Havana, Cuba. Photo: Kris Hirschmann. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Capacity - Perceptions Perceptions are based on behavioral and cognitive experiences Feel positively about interests, needs, and abilities Be motivated to set personal goals Be optimistic about achievement Be willing to take risks (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 15) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Activity Turn and talk with your neighbor: How can teachers support these activities in the classroom? Feel positively about interests, needs, and abilities Be motivated to set personal goals Be optimistic about achievement Be willing to take risks Etienne. La Conversación. Plaza San Francisco de Asís, Havana, Cuba. Photo: Kris Hirschmann. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Capacity – Opportunities Students must be given the opportunity to learn and practice these skills: Provide an environment that promotes and supports student’s self-determination Create linkages in the community for students Encourage families to promote self-determination in the home (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 17) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Completion of the Profiles Educator form: for special education teachers to use with other IEP team members, classroom teachers, rehabilitation counselors, or other educators Student form: to use with students who have the requisite reading and comprehension skills Parent form: to use with parents who could benefit from considering the self-determination skills of their children (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 21) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Educator Educator form has 5 areas: 6 questions in each area Knowledge of SD Ability to perform SD behaviors Perception of knowledge and abilities Opportunities to perform SD at school Opportunities to perform SD at home. 6 questions in each area 5-point scale (never, almost never, sometimes, almost always, and always) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Student Student form has 4 areas and changes the wording to: “What I do” “How I feel” “What happens at school” “What happens at home” 6 questions in each area 5-point scale (never, almost never, sometimes, almost always, and always) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Family Parent form has 3 areas and changes the wording of capacities to: “Things my child does” “What happens at school” “What happens at home” 6 questions in each area 5-point scale (never, almost never, sometimes, almost always, and always) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Filling it Out To complete the scale, consider the question and indicate frequency (never, almost never, sometimes, almost always, and always). Answer all questions. Add up the number for each set of 2 items and record in box in the right-hand corner. (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 22-25) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

(Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 25) Profile After completing the scale, complete the corresponding profile. Write item total on the lines, add together, and place total in box below graph. Total the separate boxes for the cumulative total for the section. (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 25) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Take a Survey Take the student survey Answer it as yourself Score and fill out the profile form Discuss how you will use this with your students/clients Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

(Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 29) Translating the Data The numbers are not “magic” They represent a basis for comparison Pre/post test analysis Comparison to other’s input Individual question response review Comparison of categories such as capacity and opportunity (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 29) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

(Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 29) Translating the Data Information can be used to: Create goals Communicate with families Collaborate with others who work with the student Create opportunities to expand student growth in the areas surveyed (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 29) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Bank of Goal Suggestions Educational goals that correspond to the profile are listed in the User Guide pages 32 and 33. AND, there are examples of activities for elementary, middle, and high school students (pages 36 and 37) (Wolman, et al. "AIR Self-Determination Scale and User Guide", p. 32-33, 36-37) Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

CCTS | Writing Effective Transition Plans 2/1/2017 CCTS Contact Kris Hirschmann hirschmk@seattleu.edu ccts@seattleu.edu 206-296-6494 www.seattleu.edu/ccts www.facebook.com/waccts www.twitter.com/waccts www.pinterest.com/waccts/ Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

References AIR Self-Determination Assessments (2017, June 16). Retrieved from https://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html Palmer, S., & Wehmeyer, M. (n.d.). What is Self-Determination and Why Is It Important? [PDF]. National Gateway to Self-Determination Project. http://buildingalife.ku.edu/sites/default/files/Self-Determination_Wehmeyer.pdf Wolman, J. M., Campeau, P. I., DuBois, P. A., Mithaug, D. E., & Stolarski, V. S. (1994, December). AIR Self- Determination Scale and User Guide [PDF]. American Institutes for Research and Teachers College, Columbia University. https://www.ou.edu/content/dam/Education/documents/miscellaneous/air-self-determination-user-guide.pdf Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

Additional Resources Bremer, C. D., Kachgal, M., & Schoeller, K. (2003, April). Self-Determination: Supporting Successful Transition. Retrieved from http://www.ncset.org/publications/viewdesc.asp?id=962 Self-Determination Inventory: Self-Report (SDI:SR) Student Report Guide. Lawrence, KS: Kansas University Center on Developmental Disabilities. Retrieved from http://www.selfdetermination.dept.ku.edu/wp-content/uploads/2016/03/SDI-Student-Report-Guide_small.Final_.pdf Shogren, K. A., Wehmeyer, M. L., Burke, K. M., & Palmer, S. B. (2017). The Self-Determination Learning Model of Instruction: Teacher’s Guide [PDF]. Lawrence, KS: Kansas University Beach Center on Disability and Kansas University Center on Developmental Disabilities. Retrieved from http://www.selfdetermination.dept.ku.edu/wp-content/uploads/2017/04/SDLMI-Teachers-Guide_4-2017.pdf

CCTS | Writing Effective Transition Plans 2/1/2017 Disclaimer Training provided today is meant to supplement and not supplant reading bulletins and accompanying documents; guidance from the U.S. Department of Education; chapter 392-172A WAC; Part 300 of the federal regulations; and, the Individuals with Disabilities Act. This presentation and/or materials should be viewed and applied by users according to their specific needs. The presentation should be used as guidance and is not intended as legal advice. Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0. OSPI Disclaimer