1. 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
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

2. 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.

3. 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.

4. 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.

5. 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.

6. 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).

7. 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.

8. 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?")
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9. 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.

10. 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)
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11. 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.

12. 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.

13. 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)
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14. 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.

15. 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.

16. (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.

17. 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.

18. 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 )
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

19. 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.

20. 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.

21. 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.

22. 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.

23. 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)
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24. 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)
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25. 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)
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26. 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)
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27. 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 )
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

28. (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)
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29. 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
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30. (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.

31. (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.

32. 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 , 36-37)
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

33. CCTS | Writing Effective Transition Plans
2/1/2017
CCTS Contact
Kris Hirschmann
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

34. References
AIR Self-Determination Assessments (2017, June 16). Retrieved from Palmer, S., & Wehmeyer, M. (n.d.). What is Self-Determination and Why Is It Important? [PDF]. National Gateway to Self-Determination Project. 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.
Unless otherwise noted, this presentation by Center for Change in Transition Services at Seattle University is licensed under CC BY 4.0.

35. Additional Resources
Bremer, C. D., Kachgal, M., & Schoeller, K. (2003, April). Self-Determination: Supporting Successful Transition. Retrieved from Self-Determination Inventory: Self-Report (SDI:SR) Student Report Guide. Lawrence, KS: Kansas University Center on Developmental Disabilities. Retrieved from 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

36. 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 A 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.
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