Dawn A. Rowe - PowerPoint Presentation

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Dawn A. RoweValerie L. MazzottiOregon Statewide Transition ConferenceFebruary 16, 2017

Integrating

Self-determination

into

Writing

I

nstruction

in the

General

C

urriculumSlide2

Why We Really Care About EBPs?

When educators use

practices that research have shown to be effective

, student’s perform betterCook, Tankersley, & Harjusola-Webb (2008)

2Slide3

NTACT’s Levels of Evidence

3

NTACT, 2015 – derived from

Helsel

, Hitchcock, Miller, Malinow, & Murray, 2006; Twyman, 2008)Slide4

Example From Our Effective Practices Matrix

Level of Evidence

Relevant

Outcome Area

Practice

Evidence-based Practices

E

        EducationStudent-focused Planning PracticesPublished curricula to teach student involvement in the IEPStudent Development (Academic, Employment, and Life Skills) Practices Self-Determined Learning Model of Instruction (SDLMI) to teach goal attainmentEmploymentStudent-focused Planning PracticesPublished curricula to teach student involvement in the IEPStudent Development Practices Self-Determined Learning Model of Instruction (SDLMI) to teach goal attainmentIndependent LivingStudent-focused Planning PracticesPublished curricula to teach student involvement in the IEPStudent-Development Practices Constant time delay to teach food preparation and cooking skillsResponse prompting to teach food preparation and cooking skillsResponse prompting to teach home maintenance skillsSelf-Determined Learning Model of Instruction (SDLMI) to teach goal attainmentSimulations to teach purchasing skillsSystem of least-to-most prompts to teach functional life skills

4

ESlide5

A Few Resources for EBPs

National Technical Assistance Center on Transition (NTACT)

http://www.transitionta.org/

The IRIS Center:

http://iris.peabody.vanderbilt.edu/ebp_summaries/

Best Evidence Encyclopedia

http://www.bestevidence.org/

What Works Clearinghouse:

https://ies.ed.gov/ncee/WWC/ National Autism Professional Development Center http://www.autisminternetmodules.org/user_login.php5Slide6

How to UseDecide the outcome you are trying to affectLook 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  UnestablishedMonitor the effects and change course if needed

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Implementing Secondary Transition Evidence-based Practices for Self-Advocacy through WritingSlide8

What are you trying to teach: Common Core Standards?

ELA-Literacy.W.9-10.1

(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.9-10.4

(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. Slide9

ObjectivesGain knowledge of how to implement one secondary

transition evidence-based

practices with fidelity

Gain resources to support implementation of the EBP

9Slide10

Transition in the 21st CenturyEnsure all youth graduate high school prepared for college and careersActively involvement

of general and special education (Morningstar et al., 2012)

Prepare lifelong learners (

NASSP, 2004)10Slide11

Start with the Best Available Evidence

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School, District, & State LevelSlide12

Formula to Support Successful Outcomes

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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

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6-step process for combining self-determination and writingMake a good decision

Use self-advocacy

Set a goal

Use self-efficacyUse problem solving and awareness

Use self-monitoring and self evaluation

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Make a good decisionWhen 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.

15

Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide16

Use self-advocacyThe 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.

16

Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide17

Set a goalOnce the purpose is established, then the writer needs to set a writing goal for what he/she wants to accomplish.

17

Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide18

Use self-efficacyThe writer has to be confident that he/she possesses the skills to be a good writer.May use positive self-statements throughout the process.

18

Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide19

Use problem solving and awarenessA 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

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Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide20

Use self-monitoring and self-evaluationAs writing continues the writer monitors how he/she is doing.Once finished, the writer evaluates the end product by revising and editing the paper.

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Cuenca-

Carlino

,

Mustian

, Allen, &

Gilber

, 2016; p. 222Slide21

Self-regulated Strategy Development

Purpose

:

to help students acquire the basic cognitive skills and habits needed to be self-directed learnersInstructional approach designed to help students learn, use, and adopt the strategies used by skilled writers

Encourages

students to monitor, evaluate, and revise their

writing

R

einforces

self-regulation skills and independent

learningExplicit, direct, and guided instruction Teacher-directed with goal of empowering students to be self-directed (Lenz, Ellis, & Scanlon, 1996; Harris & Graham, 1996; Harris, Graham, & Mason, 2006)Slide22

Self-regulated strategy developmentFramework allows the teacher to prepare students for combined self-determination and writing process

The

SRSD model involves six stages:

Develop Background KnowledgeDiscuss ItModel ItMemorize ItSupport It

Establish Independent Practice

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Teaching Procedures

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

A

ctivate

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 past23Handout: POW-Tree ChecklistSlide24

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 examplesWorking with classmatesHome/Independent LivingUse public transportation independentlyWill be responsible and carefulWill help me become more independentEmploymentPractice job interview skillsHelp me prepare for a real job interviewI get anxious interviewing, so practice will help me24Cuenca-Carlino, Mustian, Allen, & Gilber, 2016; p. 224Slide25

Key Component of SRSD is Mnemonics25

A Self-regulation StrategySlide26

Objective: To teach students to advocate for support in reaching their goals

Materials:

Student

contract for learningSeven 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)26Slide27

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 useSupport 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. 27Slide28

Teaching ProceduresIndependent 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.

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POW-TREE Mnemonic29Slide30

POW-TREE: Why I need class notes

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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!!!

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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?

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If you need more information about the SRSD + POW-Tree strategy…

The IRIS Center:

http://iris.peabody.vanderbilt.edu/module/srs

/ The IRIS Center:

http://iris.peabody.vanderbilt.edu/module/pow/cresource/q2/p04

/

Project Write

@ Vanderbilt:

http://

kc.vanderbilt.edu/projectwrite/tree-individual.html NTACT : http://transitionta.org/effectivepractices 33Slide34

Formula to Support Successful Outcomes

34

Adapted from

Fixen

& Blasé (2009)Slide35

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?

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Fidelity of Implementation36

Student Characteristics

Ages

or grades

SES

Gender

Race

English learners

Students with disabilities

Implementation Factors

Group sizesLength of sessionsFrequency of sessionsLocation of sessionsAmount of training required to implementIRIS Center, 2016Slide37

Factors Associated with High Implementation Fidelity37Slide38

Fidelity of ImplementationThese 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 programUse existing manual(s) or create clear guidelines for the implementation processMonitor implementation fidelity

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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 decisions39Slide40

Data Based Decision Making Still Matters

Also, practices demonstrated effective by research are

more likely

to be effectiveBut they are not guaranteed to be effectiveIn 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

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Data-based Decision Making (Detrich, 2011)

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Contact InformationValerie L. Mazzotti, Ph.D.

Assistant Research Professor

University

of OregonNational

Technical Assistance Center on Transition (NTACT)

Phone

:

541-346-3218

vmazzot@uoregon.edu

Dawn A. Rowe, Ph.D.Assistant Research ProfessorUniversity of OregonNational Technical Assistance Center on Transition (NTACT)Phone: 541-346-8412drowe3@uoregon.edu