The Self-Advocacy Strategy

1. The Self-Advocacy Strategy A Motivation Strategy The University of Kansas Center for Research on Learning Lawrence, Kansas 66045 Marc A. Markell Ph.D., CT mamarkell@stcloudstate.edu

2. www.thelearningcoach.org Inference The Fundamentals of Summarizing and Paraphrasing

3. https://www.youtube.com/watch?v=ur4BsSYfNic

5. Pertinent Setting Demands • Student participation in: • education and/or transition planning conferences • classes, clubs, meeting, and school activities; job interviews, locating and using services and resources • meetings with teachers, counselors, administrators, and employers • the community

6. Purposes • To focus students' attention on their strengths as well as their areas to improve or learn • To give students the skills that will allow them to take an active role in decision making • To teach students a way of getting organized before a conference or meeting • To teach students techniques for effectively communicating their education and transition strengths, areas to improve or learn, and goals

7. Self-Advocacy • Self-Advocacy - the ability of an individual to effectively communicate, convey, negotiate, or assert one's own interests, desires, needs, and rights. • It assumes the ability to make informed decisions. It also means taking responsibility for those decisions. • Providing students with opportunities to learn and use decision making and self-advocacy skills can help prepare them to become full participants in a democratic society.

8. Transition Services Defined • Coordinated set of activities • Outcome-oriented process • Promotes movement from school to post-school activities

9. 1) Coordinated Set of Activities • Based upon: • The individual student's needs • The student's preferences and interests • Instruction, community experiences for employment • Adult living goals • Acquisition of daily living skills • Vocational evaluation

10. 2) Outcome-Oriented Process Designed within an outcome-oriented process that focuses on: • The transition from school to adult life • Integrated employment • Vocational training • Community and adult education • Adult services • Independent living or community participation

11. 3) Transition Service Planning Areas • Further Education or Training • Employment/Vocational Training • Financial • Independent Living/Living Options • Leisure/Recreation • Legal • Medical/Dental • Personal/Family Relationship • Transportation • Utilize State and Community Resources

12. Steps • Identify their strengths, areas to improve or learn, goals, and choices for learning or needed accommodations • Participate in education and/or transition planning conferences • state their strengths, areas to improve or learn, and choices for learning or accommodations • exhibit appropriate social and communication skills • respond to and ask questions of others • state their goals

13. Rationales • The Self-Advocacy Strategy makes students active participants in decision making about their education and transition into adulthood. • The Self-Advocacy Strategy provides students with a sense of control over the learning and development process and over the direction of their future. • The Self-Advocacy Strategy provides students with a set of communication skills that can be used in a variety of settings and circumstances.

14. Concepts Included in theSelf-Advocacy Strategy • Nonverbal and verbal behaviors necessary for good communication • Benefits of self-talk • Active versus passive listening • Making informed decisions • Becoming a self-advocate Adapted from Ann Hoffman, Cedar Rapids, Iowa, and Conn Thomas, Amarillo, Texas

15. Selecting the Students • Students who are expected to participate in decision-making about their educational, vocational, and transition goals • Students who are willing to set goals and take steps to improve themselves

16. Not Very Motivated

17. Review Manual

18. Student's Name: Self-Advocacy Strategy Progress Chart Goal Date Completion Date Mastery Met (Teacher’s Initials) STAGE 3A: MODEL, LESSON 1 STAGE 3A: MODEL, LESSON 2 STAGE 3A: MODEL, LESSON 3 STAGE 3B: MODEL, LESSON 1 STAGE 3B: MODEL, LESSON 2 STAGE 3B: MODEL, LESSON 3 STAGE 4: VERBAL PRACTICE STAGE 5: GROUP PRACTICE STAGE 6: INDIVIDUAL PRACTICE STAGE 7: GEN., PART I STAGE 8: GEN., PART II STAGE 9: GEN., PART III

19. The Self-Advocacy Strategy Management Chart Orient and Make Commitments Education Conferences Transition Conferences Stage 1: Stage 3B: Stage 5: Stage 7: Stage 7: Stage 3A: Stage 6: Stage 2: Stage 4: Stage 7: STUDENT NAMES Group Model & Model & Generalization Generalization Individual Generalization Verbal Practice Prepare Describe Practice & Practice & Practice Part III (Education) (Transition) Part II Feedback Feedback Part I

20. Stage 1 - Orient and Make Commitments - Definitions (pg 16) Control - to guide or manage (pg. 17). Power - strength or might (pg. 17). Self-Advocacy- to speak up and ask questions for what you need on your own behalf. Self-advocacy helps you to take charge of your life and be more independent (pg. 17). Conference - is a meeting where two or more people discuss something that concerns them both (pg. 18).

21. Stage 1 - Orient and Make Commitments - Definitions (pg 18) Without some power and control, students may feel helpless and bored. Some students feel uncomfortable talking with teachers. Conference – two or more people get together to discuss concerns. Knowing how to discuss concerns give students a chance at shared power and control about what they are learning.

22. Success Formula Self-Advocacy + = Success Effort Make a commitments to learn (student) and teach (teacher) the strategy.

23. Stage 2: Describe Pages 21-45 in manual

24. Educational Conference (pg. 23) • A meeting between the teacher, student, and parents to plan the students education. • Sometimes other people are at the meeting. • Generally two this discussed: • How well the student is doing • They plan for what will happen in the future for the student’s education

25. Transition Planning Conference (pg. 24) • Transition – moving form school to adult life with job or career • Transition Planning Meeting – meeting held with the teacher counselor, student and parents to plan for the student moving from school to adult life.

26. Results Trained Students Comparison Group Percentage of Goals Appearing on IEP Specified by Student During IEP Conference 86 % 13 %

27. Not Very Motivated

28. Not At All Motivated

29. The "SHARE" BehaviorsCue Card #1 pg. 135, description pgs. 26-31 Sit up straight Have a pleasant tone of voice Activate your thinking Tell yourself to pay attention Tell yourself to participate Tell yourself to compare ideas CAP – put on your thinking CAP (Compare ideas, Attention, Participate) Relax Don't look uptight Tell yourself to stay calm Engage in eye communication

30. Steps of the Self-Advocacy StrategyI PLANCue Card #2 pg. 136, description pgs. 31-46 Step 1: Inventory your • Strengths • Areas to improve or learn • Goals • Choices for learning or accommodations Step 2: Provide your inventory information Step 3: Listen and respond Step 4: Ask questions Step 5: Name your goals

31. Talk about the term inventory I PLAN Cue Card #3 pg. 137 Step 1: Inventory your • strengths • areas to improve or learn • goals • choices for learning or accommodations • When: Before the conference • How: 1. Think about the inventory areas. 2. Complete a worksheet. 3. Make your Inventory.

32. Educational Inventories

33. Reading Skills List pg 159 pg. 152 Page 159-166 Can include other skills if appropriate – i.e. paraphrasing strategy, Word Identification Strategy… Usemeaningof the sentence Use a dictionary Find and remember the main ideas Ask yourself questions Use what you already know Paraphrasing Use the table of contents 5-7 skills I have mastered Page 34 Reading Skills List Reading Skills List 3 Reading Skills List 5

34. Reading Skills List pg 159 Can You: 1. Name letters? 2. Say the consonant sounds? 3. Say the vowel sounds (short and long)? 4.Use the meaning of the rest of the sentence to figure out an unknown word? 5. Use a dictionary to find the meaning of words? 6. Break words into syllables? 7. Find prefixes and suffixes in words? 8.Use prefixes and suffixes to figure out the meaning of a word? Education Inventory

35. Reading Skills List pg 159 Can You: 9. Survey a chapter to determine main topics to be covered in the chapter? 10.Find and remember the main ideas in a paragraph? 11. Find and remember the details in a paragraph? 12. Form a "picture" of a story in your mind as you read? 13. Remember the sequence of a story or an event? 14. Organize concepts, ideas and facts as you read? 15.Ask yourself questions about what you've read? 16. Scan a reading passage to find the answers to questions? Education Inventory

36. Reading Skills List pg 159 Can You: 17.Use what you already know about a topic to understand what you have read? 18. Learn the meaning of new vocabulary words? 19. Review the main points and important details of a chapter after you read it? 20.Use the table of contents and index of a book? 21. Use the glossary and appendices of a book? 22. Use charts and graphs to get key points from a chapter? 23. Locate specific books, journals, and articles in a library? 24. Name different types of literature? 25. Readfor different purposes? Education Inventory

37. -Writing Skills-Math Skills-Study Skills-Social Skills-Career and Employment Skills Lists pgs. 60-66 Education Inventory

40. Independent Living Skills Listspg 174 Can You: 1. Organize and maintain possessions? 2. Bath and groom self regularly? 3. Select clothes (choosing colors, styles, bargains)? 4. Interpret weather information and dress accordingly? 5. Wash, dry, and iron clothes? 6. Plan and cook balanced meals? 7. Store food, package and use left-overs? 8. Read and follow label directions? 9. Store hazardous materials and medicines? 10. Shop for necessary living items, including groceries?

41. Independent Living Skills Listspg 174 Can You: 11. Operate other household appliances (oven, microwave, dishwasher, vacuum, TV, stereo, VCR, etc.)? 12. Clean apartment/house? 13. Decorate and maintain an apartment/house? 14. Make basic home repairs? 15. Arrange for garbage/trash collection and utility services (i.e., water, gas, electricity, telephone)? 16. Keep and use a calendar and address book?

42. Independent Living Skills Listspg 174 Can You: 17. Use a telephone and telephone book? 18. Ask for and give directions? 19. Use public transportation and read schedules? 20. Ride a bicycle? 21. Drive a car? 22. Maintain a car and fix a flat tire? 23. Read a map and interpret road signs? 24. Plan and take a trip? 25. Develop and maintain an exercise schedule?

43. I PLAN Cue Card #3 pg. 137 Step 1: Inventory your • strengths • areas to improve or learn • goals • choices for learning or accommodations • When: Before the conference • How: 1. Think about the inventory areas. 2. Complete a worksheet. 3. Make your Inventory.

44. Marc Markell August 19, 2014 Read chapters Take notes Read Chapters History Use the internet Pay attention Read charts and maps Read charts and maps Take tests Math English Science Auto Mechanics P.E.

45. pg. 152 pg. 153 Read Chapters Read charts and maps Rest of the Skills to be improved from Math, Writing…

46. I PLAN Cue Card #3 pg. 137 Step 1: Inventory your • strengths • areas to improve or learn • goals • choices for learning or accommodations • When: Before the conference • How: 1. Think about the inventory areas. 2. Complete a worksheet. 3. Make your Inventory.

47. pg. 152 pg 153 Read Chapters Read charts and maps I want to learn a strategy for understanding what I read by December. ***Write three to five academic goals – for each one of the areas to improve that ahs a start by it ***Write at least three social goals ***Write at least two career/employment goals ***Write at least two extra curricular goals ***Write at least two future goals

48. I PLAN Cue Card #3 pg. 137 Step 1: Inventory your • strengths • areas to improve or learn • goals • choices for learning or accommodations (page 183) • When: Before the conference • How: 1. Think about the inventory areas. 2. Complete a worksheet. 3. Make your Inventory.

49. Page 183 here

50. pg. 154 Write at least three from list on Cue Card #8 Write at least three from list on Cue Card #8 Write at least three from list on Cue Card #9 Write at least three from list on Cue Card #9