1. Oregon Statewide Transition Conference
Integrating Self-determination into Writing Instruction in the General Curriculum
Dawn A. Rowe
Valerie L. Mazzotti
Oregon Statewide Transition Conference
February 16, 2017

2. Why We Really Care About EBPs?
When educators use practices that research have shown to be effective, student’s perform better
Cook, Tankersley, & Harjusola-Webb (2008)
That’s not to say that we don’t care about our charge from IDEA. We do! But there is a more basic reason why we, and the federal government, are so interested in EBPs

3. NTACT’s Levels of Evidence
RBP – two ways it gets to this, sufficient support that hasn’t been reviewed for quality or the support has been reviewed for quality and there aren’t enough high quality studies to meet EBP criteria
NTACT, 2015 – derived from Helsel, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)

4. Example From Our Effective Practices Matrix
Level of Evidence
Relevant
Outcome Area
Practice
Evidence-based Practices E
   
Education
Student-focused Planning Practices
Published curricula to teach student involvement in the IEP
Student Development (Academic, Employment, and Life Skills) Practices
Self-Determined Learning Model of Instruction (SDLMI) to teach goal attainment
Employment
Student Development Practices
Independent Living
Student-Development Practices
Constant time delay to teach food preparation and cooking skills
Response prompting to teach food preparation and cooking skills
Response prompting to teach home maintenance skills
Simulations to teach purchasing skills
System of least-to-most prompts to teach functional life skills E

5. A Few Resources for EBPs
National Technical Assistance Center on Transition (NTACT)
The IRIS Center:
Best Evidence Encyclopedia
What Works Clearinghouse:
National Autism Professional Development Center
Caroline

6. How to Use Decide the outcome you are trying to affect
Look for interventions relevant to that outcome
Like on the NTACT website!
Start with those that have the highest level of evidence with your population
EBP  RBP  PP  Unestablished
Monitor the effects and change course if needed

7. Implementing Secondary Transition Evidence-based Practices for Self-Advocacy through Writing

8. What are you trying to teach: Common Core Standards?
ELA-Literacy.W (Writing) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
To advocate for needs related to supports in and out of school, you will need to be able to both verbally express and write your argument and support it with evidence of need.
ELA-Literacy.W (Writing) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Writing essays about your own goals and objectives must be written clearly and accurately in order to be able to carry-out desired goals and gain support needed to succeed.

9. Objectives
Gain knowledge of how to implement one secondary transition evidence-based practices with fidelity
Gain resources to support implementation of the EBP

10. Transition in the 21st Century
Ensure all youth graduate high school prepared for college and careers
Actively involvement of general and special education (Morningstar et al., 2012)
Prepare lifelong learners (NASSP, 2004)
Ensuring all youth, including youth with disabilities, graduate high school prepared to live independent, productive lives is the ultimate goal of high schools in the 21st century.
To do this, it is imperative that both general and special educators understand the importance of transition for all students.
There are many strategies and instructional approaches to promote college and career readiness that work for all kids.
In considering preparation of lifelong learners, it is important that educators not only prepare students with the academic skills required be successful in post-school life, but to also consider the social/emotional and life skills students need to become lifelong learners.

11. Start with the Best Available Evidence
Positive Post-School Outcomes
In-School Predictors of Post-School Success
Evidence-Based Practices
School, District, & State Level
Today, our focus is on secondary transition EBPs

12. Formula to Support Successful Outcomes
Materials:
Notes:

13. An Evidence-Based Practice (EBP) is . . .
A teaching method (i.e., strategy, curriculum) used to teach a specific skill that has been shown to be effective based on high-quality research
Now, let’s talk about the alignment of the secondary transition evidence-based practices and the predictors of post-school success. Evidence-based practices are the teaching methods that are used to teach specific skills to students. They are practices that have been shown to be effective for youth based on high quality research. By understanding the evidence-based practices that are available to support secondary transition skill development teachers and schools can use these practices to support implementation of the predictors.
Refer participants to the NTACT Effective Practices Matrix

14. 6-step process for combining self-determination and writing
Make a good decision
Use self-advocacy
Set a goal
Use self-efficacy
Use problem solving and awareness
Use self-monitoring and self evaluation

15. Make a good decision
When given a writing task, the writer has to make a decision about how to write the paper and the amount of effort that he/she is going to put into it.
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

16. Use self-advocacy
The writer has to take a stand (identify purpose and audience), state his/her beliefs in a positive way, and provide reasons and explanations to support those beliefs.
The writer has to acknowledge someone else’s opinion and refute that in a positive way.
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

17. Set a goal
Once the purpose is established, then the writer needs to set a writing goal for what he/she wants to accomplish.
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

18. Use self-efficacy
The writer has to be confident that he/she possesses the skills to be a good writer.
May use positive self-statements throughout the process.
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

19. Use problem solving and awareness
A successful writer has the ability to problem solve and apply writing strategies that would help him/her write an essay.
Writer must be aware of strengths and areas of need
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

20. Use self-monitoring and self-evaluation
As writing continues the writer monitors how he/she is doing.
Once finished, the writer evaluates the end product by revising and editing the paper.
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 222

21. Self-regulated Strategy Development
Purpose: to help students acquire the basic cognitive skills and habits needed to be self-directed learners
Instructional approach designed to help students learn, use, and adopt the strategies used by skilled writers
Encourages students to monitor, evaluate, and revise their writing
Reinforces self-regulation skills and independent learning
Explicit, direct, and guided instruction
Teacher-directed with goal of empowering students to be self-directed
The most powerful elements of strategy instruction were found to be self-regulation, motivation, and peer support. Self-regulation instruction helps students to learn strategies that can improve their self-control and performance of their own manner of learning. Self-regulation strategies are often taught in tandem with academic strategies and can improve student outcomes. For example, students might be taught a persuasive essay writing strategy along with a strategy for self-regulating their writing. These evidence-based strategies:
(Lenz, Ellis, & Scanlon, 1996; Harris & Graham, 1996; Harris, Graham, & Mason, 2006)

22. Self-regulated strategy development
Framework allows the teacher to prepare students for combined self-determination and writing process
The SRSD model involves six stages:
Develop Background Knowledge
Discuss It
Model It
Memorize It
Support It
Establish Independent Practice
As they move through these stages, teachers might find it necessary to repeat some of them, whereas at other times they are able to move from stage to stage more quickly. Whatever the case, it is important that teachers understand that the steps are recursive—that is, teachers and students can return to any stage at any point in time.

23. Teaching Procedures
Handout: POW-Tree Checklist
Develop and activate prior knowledge of self-determination
Activate prior knowledge (SRS) of self-determination. Discuss the 7 powerful self-determined behaviors by presenting the acrostic the “Don’t Go Sneaking Past Any Mad Elephants” Each first letter represents a component: D, decision making; G, goal setting; S, self-awareness; P, problem-solving; A, advocacy (self- ); M, monitoring (self-); E, efficacy (self-). Provide examples of how students can advocate for themselves using persuasive writing.
Develop and activate prior knowledge of present levels of performance and needed accommodations
Activate students’ prior knowledge (SRS) of their present levels of performance. Provide students with copies of previous assessments, progress reports, etc. Provide students an opportunity to complete self-evaluations of their academic or behavioral performance. Have them review the IEP and determine accommodations that have worked well for them in the past

24. What might you advocate for?
Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 224
What might you advocate for?
Areas
Needs and Wants
What do I need to know or demonstrate to advocate for what I need or want?
Possible solutions/suggestions
School
I have a difficult time in math class solving linear equations
I learn best from hands-on activities
More examples
Working with classmates
Home/Independent Living
Use public transportation independently
Will be responsible and careful
Will help me become more independent
Employment
Practice job interview skills
Help me prepare for a real job interview
I get anxious interviewing, so practice will help me

25. Key Component of SRSD is Mnemonics
Dawn
A Self-regulation Strategy

26. Objective: To teach students to advocate for support in reaching their goals
Materials:
Student contract for learning
Seven Powerful Self- Determined Behaviors Chart
Diagram that depicted behaviors such as make a good choice, set a goal and plan, self-awareness, apply problem solving strategies, self-advocacy, monitor and evaluate progress, and self- efficacy
POW + TREE chart and graphic organizer containing steps of the strategy
Transition word chart
Persuasive Essay Examples
Self-statement sheet (to assist with identifying positive statement about themselves when writing)
Self-monitoring and evaluation charts
Self-determination contracts (i.e., start/end time of writing, plan or strategy to be used, evaluation of performance, adjustments for next time)

27. Teaching Procedures Introduce, model, and memorize the strategy
Introduce the POW + TREE strategy. Provide examples (discuss; SRS) of how each of the 7 self-determined behaviors can be applied during the writing process. Model (SRS) the entire writing process from completing the POW + TREE graphic organizer to evaluating progress, and refining final product. Emphasize use of self-statements (memorize; SRS) to increase self-efficacy and verbalize application of the 7 self-determined behaviors when writing.
Guided practice to support strategy use
Support strategy use through guided practice (SRS). Provide students opportunities to write persuasive essays on topics related to self-advocacy with teacher guidance, including positive and corrective feedback. Provide an opportunity for students to make revisions based on feedback prior to moving to independent practice.

28. Teaching Procedures Independent practice to support strategy use
Support strategy use through independent practice (SRS). Provide students with the self-evaluation/ monitoring checklists and instruct them to write a persuasive essay with no support materials and evaluate their use of the strategy. Provide students an opportunity to practice the strategy independently using the self-evaluation checklist. After students have completed the self-evaluation checklist, review evaluation with students and provide feedback. Provide students the opportunity to make revisions based on feedback.

29. POW-TREE Mnemonic

30. POW-TREE: Why I need class notes

31. Your turn to practice…
You need to write a letter to your principal advocating for implementation of a new practice in your classroom.
Pick an idea or opinion related to advocating implementing a secondary transition evidence-based practice in your classroom.
Organize and generate some notes using the POW-Tree graphic organizer
Remember you will be asked to share out!!!

32. Would POW-TREE Work for All?
Could the POW-TREE be adapted and used with individuals with other disabilities?
Could the POW-TREE be used to teach other skills besides writing?

33. If you need more information about the SRSD + POW-Tree strategy…
The IRIS Center:
The IRIS Center: /p04/
Project Vanderbilt:
NTACT :

34. Formula to Support Successful Outcomes
Materials:
Notes:
Adapted from Fixen & Blasé (2009)

35. Considerations for Selecting EBPs
Did the intervention work?
Does the practice have evidence to support its effectiveness (i.e., identified as evidence-based from reputable sources, results of research described in manual, or link to research support)?
Has the practice been effective for the population of students I am working with?
Can the practice be individualized and adapted to fit the unique needs of my students?
Caroline

36. Fidelity of Implementation
Student Characteristics
Implementation Factors
Ages or grades
SES
Gender
Race
English learners
Students with disabilities
Group sizes
Length of sessions
Frequency of sessions
Location of sessions
Amount of training required to implement
IRIS Center, 2016

37. Factors Associated with High Implementation Fidelity

38. Fidelity of Implementation
These actions, listed below, can increase the likelihood that education professionals will implement the new practice or program with high fidelity.
Establish an implementation team
Train staff on how to implement the practice or program
Provide ongoing training and support for the implementation of the practice or program
Use existing manual(s) or create clear guidelines for the implementation process
Monitor implementation fidelity

39. Data Based Decision Making Still Matters
NTACT has identified a lot of practices and predictors
These still don’t cover everything educators are responsible for
In these cases it is critical to use data to evaluate effectiveness and to drive future educational decisions

40. Data Based Decision Making Still Matters
Also, practices demonstrated effective by research are more likely to be effective
But they are not guaranteed to be effective
In any big group (i.e., secondary students with disabilities), no matter how tightly you define the population, there’s always a few non-responders.
So even if there is an EBP for the outcome and population you are working with, data still needs to be used to ensure effectiveness and guide intervention

41. Data-based Decision Making (Detrich, 2011)
Caroline

42. Contact Information
Valerie L. Mazzotti, Ph.D.
Dawn A. Rowe, Ph.D.
Assistant Research Professor University of Oregon National Technical Assistance Center on Transition (NTACT) Phone:
Assistant Research Professor University of Oregon National Technical Assistance Center on Transition (NTACT) Phone: