Evoking the Students Voice Self Advocacy Staci will help students sort and choose 3 strength cards to use during the student and audience participation. Evoking the Students Voice

Why did you open your fist? Why did you not open your fist? Warm up Activity Closed Fist Thanks to MINT member's Rik Bes and Coleen Marshall Pair Up Instructions. Person 1 Person 2 Debrief Why did you open your fist? Why did you not open your fist? Have participants partner up and decide who will be person 1 and person 2. Person 1 is asked to make a fist and is told “this is your fist and you will do with it what you want.” Person 2 has the task of getting person 1 to open their fist only using their power of conversation. They can use no bribes, threats or force their hand open. Debrief: Why did they open their fist? Why did they not? Make connection about human’s need for autonomy/not feeling controlled

What Is Motivational Interviewing It is a particular conversation about change A collaborative conversation It’s a searching process about listening A person centered style and curious attitude With the student gently nudging and guiding. To evoke their own voice of how and why strengthening a person’s own motivation and commitment to change With audience Elicit Provide Elicit to uncover the basic definition of What do you know already about Motivational Interviewing? With Title only move slide forward to end first EPE h slid

MI SPirit Collaboration Acceptance Evocation Compassion Absolute worth Autonomy Accurate Empathy Affirmation The heart and mindset needed to guide student conversations. These characteristics are usually attributed to a favorite teacher.

Mi Skills o.a.r.s. Open Questions Affirmations Reflections Summarizing

Shaping COnversations Demonstrate Strengths card sort with Heather modeling skills for the audience/student participation. Practice with neighbor, share a strength, practice one question, one reflection, one affirmation. Switch. Self Advocacy activity with students Sometimes its important to be able to tell others what we want and need. Elicit from students time when they have told others about their needs and wants and what happened? Reflect and affirm the students' experiences.

Self Advocacy Evoking The Students Voice How have you let others know about your strengths? Why is it important for others to know about your strengths? Expressing our wants and needs is self advocacy, we want to practice this. Andrea will demonstrate with student group asking these open ended questions. Sometimes its important to be able to tell others what we want and need. Elicit from students time when they have told others about their needs and wants and what happened? Why is it important to be able to tell others about your strengths? Reflect and affirm the students' experiences. For sharing, honesty Affirm the value of their strengths and voices. Will pause during the demonstration for audience participation with coaching from Staci and Heather. Andrea will ask audience to provide reflection, affirmation and summaries to the student responses to Andrea’s open ended questions related to their strengths Will volley back and forth from student to student and engage audience.

Shaping COnversations Self Advocacy activity with student response and audience forming reflections, affirmations and summaries with coach. Skills and Spirit on White Board Papers, take away and handouts.

Resources Motivational Interviewing: Helping People Change 3rd Edition William R. Mmiller and Stephen Rollnick, 2013 Motivational Interviewing in Schools: Conversations to improve behavior and learning Stephen rollnick, Sebastioan G. Kaplan, Richard Rutschman, 2016 http://www.ytporegon.org http://miforschools.org

Transition Students vioces Rebecca, Emma, and Bryant Thank YOu Staci Ganje And Transition Students vioces Rebecca, Emma, and Bryant Your presenters Andrea Rogers Heather Lynch Acknowledge Student Voices