1. Zarrow Center’s ChoiceMaker and Other and Lesson Packages
James Martin, Ph.D.
University of Oklahoma at Norman
Zarrow Center

2. Agenda Importance of Assessment to Establish Students Needs
Alignment of ChoiceMaker & TAGG Assessment Results to ZC Lesson Materials
ChoiceMaker Lessons
Student-Directed Transition Planning
Me! Lessons for Disability Awareness & Self-Advocacy
Self-Directed Employment

3. Is graduation an ending?
Or a

4. To Make Graduation a Beginning . . .
Students Need to Learn Critical Self-Determination and Other Skills and Have Specific Experiences to Be Prepared for Life After High School.

5. Critical Non-Academic Skills Consist of
Self-Determination Skills
and
Other Non-Academic Skills Predictive of Post-Secondary Education, Employment, and Personal Living

6. Assess Critical Non-Academic Skills
ChoiceMaker Self-Determination Assessment
Focus Upon School-Based Operationalized SD Behaviors
TAGG
On-Line Self-Determination + Other Critical Non-Academic Skills Predictive of Postsecondary Education and Employment

7. ZC Lesson Packages Teach . . .
ALL the ChoiceMaker Assessment Identified Needs

8. 1. Began meeting by introducing everyone
Items
Score
1. Began meeting by introducing everyone
2. Stated the purpose of the meeting
3. Reviewed past goals
4. Asked questions if didn’t understand
5. Dealt with differences in opinion
6. Stated needed support
7. Described postsecondary goals
8. Described annual transition goals

9. ChoiceMaker Assessment Expressing Goals

10. The TAGG Determines Critical Self-Determination & Other Non-Academic Skills Predictive of Post-High School Education and Employment
Zarrow Center Lesson Packages Teach All of the TAGG Identified Behaviors

11. TAGG.OU.EDU/TAGG

12. Predictive TAGG Non-Academic Behaviors
Student Involvement in IEP Meetings
Goal Setting and Attainment
Knowing and Acting on Strengths and Limitation
Disability Awareness
Persistence
Interacting with Others
Using Support Community
Employment

13. TAGG Versions and Formats
Online — English and Spanish (student & family)
May be printed and taken by hand, but item scores must be entered into website to produce results
English and Spanish audio
Users may choose to listen to audio or watch ASL videos for TAGG instructions and items

14. TAGG-P Screen Shot

15. Present Levels of Performance (Summary Statement)

16. Greatest and Relative Strengths

17. Greatest and Relative Needs

18. ChoiceMaker & Other Zarrow Center Lesson Packages
ChoiceMaker Lessons
Choosing Employment Goals
Choosing Education Goals
Choosing Personal Goals
Self-Directed IEP
Take Action
Student-Directed Transition Planning
Me! Disability Awareness & Self-Advocacy
Bell-Ringers
Self-Directed Employment

19. Alignment Between CM Assessment & ZC Lessons

20. Zarrow Center Lesson Packages Alignment Between TAGG
TAGG Constructs
Zarrow Center Lesson Packages
Student Involvement in IEP Meetings
• Self-Directed IEP, Me!, SDTP
Goal Setting and Attainment
• Take Action, SDTP Lessons
• Choosing Goal Lesson Packages
• Self-Directed Supported Employment
Strengths and Limitations
• Me!, Self-Directed IEP
• Self-Directed Employment, SDTP
• Choosing Goals Lessons
Disability Awareness
• SDTP Lessons
Persistence
• Take Action
Interacting with Others
• Choosing Personal Goals, SDTP
Using Support Community
Employment
• Choosing Employment Goals, SDTP Lessons
• Self-Directed IEP, SDTTP Lessons
• Me!
Alignment Between TAGG
& CM Lessons

21. Choosing Goals Lessons
• Choosing Education Goals
• Choosing Employment Goals
• Choosing Personal Goals

22. Choosing General Goals Process

23. Choosing Education Goals: Lessons
Introduction
Educational Performance
Study Habits
Introduction to Post-Secondary Ed
Post-Secondary Ed Options
Choosing General Goals
Choosing Education Goals
Graduation Course Planner

24. Study Habit Self-Evaluation

25. Conclusion
Students take Choosing Ed Goals information and develop their own Course of Study for their IEP
A student-directed course of study represents a step toward becoming a self-advocate for their own education.

26. Choosing Employment Goals: Lessons
Introduction
Job Duties I Like
Job Characteristics I Like
Job Duties – How I Did?
Work, Social, & Personal Skills
Self-Determined Skills
Job Clusters
Dream Job & Dream Job Shadowing

27. Key: Determine Match Between What I Like and What’s At This Site

28. Each time student chooses a characteristic one more cell on the graph is marked

29. Importance of Personal Goals
Halpern indicated that a crucial and often overlooked aspect of transition is inclusion of goals for each person’s personal life that impacts successful community adjustment
Community Adjustment
Social & Interpersonal
Residential Environment
Employment

30. Choosing Personal Goals: Lessons
How and I With Others?
What I Do Now With My Life?
What’s Important to Me
What I Want to Change
School and Community Resources
Choosing Personal Goals

32. Developing Personal Goals Process

33. Self-Directed IEP

34. SD IEP Details Evidenced-Based Transition Education Practice
Student Involvement in IEP Transition Planning Predicts Post-High School Education and Employment
Works Well with I’m Determined and Self-Advocacy Strategy Materials
Produces Script Students Take Into IEP Meeting

35. SD-IEP Lessons & Steps

36. Take Action: Making Goals Happen

37. Goal Attainment Is The Most Important Self-Determination Component
(Wehmeyer, 1994).

38. Take Action Process Steps
Plan
Act
Evaluate
Adjust

39. Take Action Major Steps: Plan
Get her drivers license by the time school starts
To be able to drive herself places and not be picked up by her mother and brothers
Practice driving
4:00-5:00 Wednesday and Thursday
A friend who can drive
What her passenger says about her driving
Jodie

40. Student-Directed Transition Planning Lessons

43. Lessons for Teaching Self-Awareness & Self-Advocacy
Screenshot of the Me! logo.
Me!
Lessons for Teaching Self-Awareness & Self-Advocacy
The ME! Lessons for Teaching Self-Awareness and Self-Advocacy materials and activities teach students to understand their disability and abilities, rights and responsibilities, and self-advocacy skills. During the lessons each student develops a portfolio containing critical information and documents to help students transition from high school to postsecondary settings. The ME! Lessons include detailed lesson plans aligned with both the Common Core standards and the Oklahoma Priority Academic Student Skills (PASS), PowerPoint presentations, pencil-paper activities, interactive group activities, performance assessments, and a research project.

44. Me! Lessons Learning About Special Education Understanding My IEP
Understanding My Rights and Duties
Improving My Communication Skills
Increasing My Self-Awareness
Advocating For My Need
Developing My Resources
Completing My Self-Directed Summary of Performance & Portfollio

45. Details Time to Teach Where to Teach Cost Approximately 20 hours
10 units with 23 lessons taking minutes each
Where to Teach
Resource English, Social Studies, Transition class or Study Skills class
Cost
FREE – download at

46. Transition Bell Ringers
Screenshot of the Me! logo.
Me!
Transition Bell Ringers
If unable to teach the ME! Lessons for Teaching Self-Awareness & Self-Advocacy, the Zarrow Center now offers the ME! Transition Bell Ringers. A condensed lesson package to teach the skills of self-awareness, disability awareness, goal setting, and knowledge to lead an IEP, this lesson package allows for quick instruction and can be taught in any classroom setting.

47. Details Time to Teach Skills Cost
5-10 minutes once a week at the beginning of the class period
150 Transition Bell Ringers Total (50 Elementary Transition, 50 Secondary Transition, 50 Secondary Financial Literacy)
Skills
self-awareness
disability awareness
goal setting
knowledge to lead an IEP
Cost
FREE – download at

48. Use to Collect Meaningful On-the-Job Assessment Data Results
Self-Directed Employment: A Handbook for Transition Teachers and Employment Specialists provides step-by-step instructions on how to infuse self-directed employment strategies into your school transition or agency-supported employment programs. First, you will read about the evolving nature of employment supports for individuals with disabilities and the important role that self-determination plays in this evolution. After the steps are stories and data demonstrating the effectiveness of the Self-Directed Employment (SDE) methodology.

49. Sections Making Choices Exploring Choices Testing Choices
Final Choices
Finding a Job Matching Skills & Preferences
Solving On-The-Job Problems

50. Methods
Assessments
Use Repeated Measure Situational Assessment Process
Characteristics I like
Jobs I like
Tasks I like
Solving On-The-Job Problems
Use of self-management skills
Self-Evaluation
Adjustment
Goal Setting

51. This lesson package utilized a repeated measure situational assessment process which is a very strong process when assessing and attaining students’ employment preferences.

53. Find These No-Cost Lessons Packages and More at