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Picking a Goal
The Workbook: Let’s Share These Together
Phase 1 ~ Setting a Goal
Student Problem to Solve: Determining a goal
Student Questions:1. What do I want to learn?2. What do I know about it now?3. What must change for me to learn what I don’t know?4. What can I do to make this happen?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Phase 2 ~ Taking Action
Student Problem to Solve: Developing a plan to achieve the goal
Student Questions:1. What can I do to learn what I don’t now?2. What could keep me from taking action?3. What can I do to remove these barriers? 4. When will I take action?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Phase 3 ~ Adjusting the Goal or Plan
Student problem to solve:Evaluating what has been learned
Student Questions:1. What actions have I taken?2. What barriers have been removed?3. What has changed about what I don’t know?4. Do I know what I want to know?
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Meet a Self-Advocate
Phase 1 ~ Setting a Goal
Student Problem to Solve: Determining a goal
Student Questions:1. What do I want to learn? To dance2. What do I know about it now? I have never danced3. What must change for me to learn what I don’t know?
How to dance, how to take lessons4. What can I do to make this happen? Talk to my mom
and dad, find out about lessons
(Agran, M., King-Sears, M., Wehmeyer, M., Copeland, S., 2003)
Phase 2 ~ Taking Action
Student Problem to Solve: Developing a plan to achieve the goal
Student Questions:1. What can I do to learn what I don’t now? Find out about
dance lessons2. What could keep me from taking action? I am afraid to ask,
What about money, Will my dad let me, I just can’t3. What can I do to remove these barriers? 4. Have my speech therapist help me ask, talk to my mom and
dad, find out how much things cost, just think about it5. When will I take action? When I get back to school
Plan of Action
• Talk to Dad (Dad says fine!)
• Talk to the dance teacher (She donated the lessons!)
• Get my dance clothes and costume (made and application to KYAP- I got it!)
• Start dance class (I’m a little scared)
I DID IT!!!!!
I presented my progress at “I DID IT DAY” and I was in the dance recital in June!!
KYAP even sent me flowers!!
I am very proud of myself. My mom says I am a different person!
ElementaryElementary• Work on buying something at the store on my ownWork on buying something at the store on my own
• Have my birthday party at home with my friends coming to my houseHave my birthday party at home with my friends coming to my house
• Use picture exchange at home and schoolUse picture exchange at home and school
• Let my teacher/parent know so I can go somewhere to calm downLet my teacher/parent know so I can go somewhere to calm down
• Learn to spell better as I get better at basketballLearn to spell better as I get better at basketball
• Be able to look up information in the internet pertaining to my new schoolBe able to look up information in the internet pertaining to my new school
• Learn how to climb the monkey bars (I’m tired of being on the ground)Learn how to climb the monkey bars (I’m tired of being on the ground)
Middle School:Middle School:
Learn how to dance
Use a communication board to talk with people
Make eye contact with adults
High School:High School:
• Initiate conversations• Start researching what I may want to do after high school• Lose 10 pounds• Be a wrestling coach• Lose 10 pounds• Find out if I can be a manager for the wrestling team and find out about a • summer job• Do something in nursing and/or working with the elderly after graduation; check out the 2
year nursing program at Southeast CC• Go on some kind of post-secondary education/training; check out what Carl Perkins has to
offer via the internet• Find out if I can be a trainer for the basketball team; find out about activities for me in the
Summer• Work either in veterinary science, pet grooming, or X-ray technology after high school• Be a WWE wrestler • Become a computer game designer• Be a cross country truck driver• Go to Carl Perkins for training after graduation• Do my homework independently• Go to the games on the same bus as the team• Get a way to communicate
Step 4: Technical Assistance
• Communication Systems
• Funding Issues
• Realistic Goals
• Data Collection
• Program Suggestions
• Other “Barriers”
Step 5: Kentucky Youth Advocacy Project
I DID IT DAY!
The purpose of the I DID IT DAY is to provide a forum for students to share the progress they have made toward their goal.
Each student will have approximately 6 minutes for their presentation. Each student will begin by sharing the goal they picked and then presenting information about the progress they have made toward the goal.
I DID IT DAYKentucky Youth Advocacy Project
Morning I DID IT!
• 10:00 – 10:15 Welcome, Introductions, Overview of morning • (Snacks and drinks available for students)• 10:15 – 10:30 Mentor Panel•• 10:30 – 11:15 Student presentations • 11:15 – 11:30 What’s next?•
Afternoon I DID IT!
• 1:00 – 1:15 Welcome, Introductions, Overview of day• (Snacks and drinks available for students)• 1:15 – 1:30 Mentor Panel• 1:30 – 2:15 Student presentations• 2:15 – 2:30 What’s next?
Student Presentations
• Students can use pictures, drawings, storyboards, portfolios, school diary and/or video to portray their work toward their goal Student can select samples of his/her work which focus on achieving their goal to show at I DID IT DAY.
• Student could develop, and present, a slide show which shows the steps she/he went through (is going through) to achieve their goal. Students can use their My Goal Book as a resource in developing slide content.
• Students unable to independently develop or show a slide show, may choose the slide template and may click a mouse on a computer to move from one slide to the next slide in a Microsoft ® PowerPoint ® presentation, telling what each slide says, or the slide may have their “voice” on the slide itself.
More Ideas
• Student could develop a poster which shows the goal they chose, the actions they have taken, and the progress they have made.
• Students could share any kind of self-monitoring system they may be using to keep track of their own progress toward the goal.
• Students can use their My Goal Book to share information with the group.
Media for Students
• If teacher/student needs help with video taping, KYAP will come down and do that!
• KYAP will come help take pix for presentations and load on a CD for the student’s use
• If the student is non-verbal, KYAP could help make a tape for them to run, which includes a voice that speaks the info below. We want to make this as easy for everyone and as fun for the students as possible.
An Important Note!!!
• If the student did not complete his/her goal, this is NOT a problem. He/she can just tell where they are in the process and what they will do next.
• This is part of the process!
Sample Student ScriptHello, my name is ______________________________and I am in the _________grade. Some of the things I really like to do are:__________________________________________________________________________Some things I don’t like to do are:____________________________________________________________________________________________________________________________________________________________The goal I chose was:____________________________________________________________
I started working on the goal on ______________(date).My action plan included:_________________________________________________________
The actions I have taken so far are:_________________________________________________The easiest part of working toward my goal has been:______________________________________________________________________________The hardest part of working toward my goal has been:I have learned this about my goal:___________________________________________________________________________________________________________________________
Examples Of Materials
KYAP Materials
• Manual• Copy of Student-Directed Learning: Teachers’
Guides to Inclusive Practices (Agran, King-Sears, Wehmeyer, & Copeland, 2003)
• Examples of each stage of the SDLMI for Students of varying levels of disability
• Ideas and examples of “self-evaluation” logs, charts, etc. to record students’ progress
• Data sheets to monitor students’ progress for the project.
Step 6: Data Collection
• Data taken weekly on student’s current phase
• Student “self-evaluates” progress on a system designed specifically for him/her
• Data on student progress sent electronically to project staff once a month
Student Name: __Salena C. __ Student Goal: _to learn to dance__School Year: 2006/2007
baseline: s. has not danced before
WEEK
12.08.06
12l15
01.09.07
1.12
1.16
2.62.1
32.2 3.6
3.13
3.27
4.3 4.14.1
74.3 5.7
5.15
PHASE 1
#1- What do I want to learn? X
#2- What do I know about this goal now? X
#3- What must I change for me to learn what I don't know? X
#4- What can I do to make this goal happen? X X
PHASE 2
#1- Beginning a Plan (What can I do to learn what I don't know?) X
#2- Identify Barriers (What could stop me from taking action?) X
#3- My Plan (What can I do to remove these barriers?) X
#4- Time Table (When will I take action?) X
PHASE 3
#1- I have Begun My Plan (What actions have I taken?) X
#2- Assess My Progress (What barriers have been removed?) X X X X X X X X X X X
#3- Do I need to revise? (What has changed about what I don't know?)
NO
#4- I have Reached My Goal (Do I know what I want to know?) X X
Step 7: The Website
• www.kypa.org • Description of the project
• Materials available
• Resources
• Links
• Examples of student work
• Contact info
What’s Next ???
• Increase the number of students and school personnel involved in the process—
We worked with 29 students this year from the Eastern KY area. We trained over 30 teachers, SLPs, OT and Administrators. We will be working in Central, Eastern KY and in Bowling Green/E-town areas this year. We hope to enroll up to 70 students this year.
• Refine materials and data collection—Teachers were happy with the data collection system, but next
year we want students to manage their own data electronically if they can. Each student has his/her own jump-drive to store their data
• Obtain student, teacher, etc. satisfaction information and suggestions–
Our data showed strong satisfaction from this years work, over half of the students and teachers want to continue next year, parents and teachers noted positive changes with their students.
• Disseminate information—Materials will be available on the website
Contact Us
• Jane Kleinert: [email protected]• Beth Harrison: [email protected]
Jane Kleinert, Ph.D.Kentucky Youth Advocacy Project124 N CTW Bldg.University of Kentucky900 S. Limestone St.Lexington, KY 40536-0200
