*It is not my belief that educators intentionally set up students for failure. Yet in today’s world of academia a majority of students with disabilities do not graduate from high school let alone from college. Many students with disabilities are fully capable of enjoying the benefits of higher learning and yet when they do enter the college scene they are not prepared for the workload and they do not have the capabilities to discuss their learning differences with their professors. This added to unrealistic expectations lead to the failure of courses and eventual dropping out of students.
Resiliency led to self determination. Self-determination became a fascination-how can it be given to children? How can we teach our students to want to do well. Educators all want students to succeed but without students buying in it is futile As a para-ed and a teacher observed several situation with the same outcomes Study skills were not being taught-or were studied individually Students were sleeping or wasting time Students would fail S.S. and pass all classes or vise versa Special Ed teacher never have enough-Time it makes sense to teach students to help themselves We all want to advocate for our students-but we are out numbered! Teaching about rights needs to be hand in hand with teaching about responsibility
Some students get the impression the class is all about dreaming…. We do a lot of likes and dislikes types of lessons then we hit them with the barriers that they will encounter. We start throwing in the critical thinking skills that show a student is learning from mistakes and suddenly those dreams begin to take on the form of goals that hold personal value
Students thinking they are cool when we describe the rights they have*Self-empowerment* Teaching them to obtain their rights in an appropriate manner and what THEIR responsibilities are is where the communication skills come in Many students have not been exposed deeply to the concept of experiencing outcomes-freedom to check it out Outcomes-enduring learnings are adapted from the LCCE, and the AUEN functional independence expectations with a little LHS added
Using the Understanding by Design format
Accommodations are huge for this unit Famous people searches are beneficial
STEPS to Self-Determination Students know what their weakness are-they just need help expressing their needs
Most students see goals as a joke Set a goal-reach the sky No one ever teaches them that they may need to alter the goal or create an alternative path to the objective. It doesn’t have to be about win-lose good-bad it can be back up adjust yourself and go at that wall again-
Students actually created slide shows which ran through the entire IEP process. There is difficulty when the IEP paperwork needs to meet county and state compliance. Web based IEP-Calhoun County
New Michigan Core Curriculum-teachers who were already under pressure are sure to blow! Is the content worth i? Prove it with research Students are not motivated by academics-social reasons, away from home, sports, law Research shows teachers are becoming less prepared for students who carry around backpack junk. Many students walk into today’s high schools with backpacks loaded with junk that does not enhance the educational process. Junk like disrespect, self-loathing, drug abuse, sexual immorality, anger, hunger, and broken heartedness This “backpack junk” is the result a society that denies the growth of self-worth, homes that cause unspeakable damage to young souls, homes that are simply void of love and emotion. Young people coming out of teaching programs are often not prepared to deal with the realities of these kids. Teachers who were not just preachers reached students better and had a lasting effect 85% of students who were taught what their options were actually used them-trickle effect-
CI, LD worked out well the first time around Team teachers were close Student population was receptive
MTSA Presentation Delores Green March 07’
42% of teens smoke cigarettesAmong young people,those with poorer grades and lower self-images are most likely to begin using tobacco.
Over eight hundred thousand teens become pregnant each year. 19% of women who are sexually active between the ages of 15 and 19 become pregnant each year. Teen pregnancies are much higher in the United States than any other developed country - double that of Canada and at least four times France and Germany.
Daughters of teen moms are 22% more likely tobecome teen moms. Sons of teen moms are 13% more likely to go to prison. Children of teen moms are 50% more likely to repeat a grade. They perform worse on standardized tests and are less likely to complete high school.
In 2002, more than 877,700 young people ages 10 to 24 were injured from violent acts. Approximately 1 in 13 required hospitalization Daughters of teen moms are 22% more likely to become teen moms. In a nationwide survey, 17% of students reported carrying a weaponon one or more days in the 30 days preceding the survey
Among studentsnationwide, 33% reported being in a physical fightone or more times in the12 months preceding the survey Almost 30 percent of teens in the United States (or over 5.7 million) are estimated to be involved in school bullying as either a bully, a target of teen bullying, or both.
67% of teens say they need someone else to motivate them According to a 2002 local high school survey : of 815 students that participated, 70 percent said they were "stressed out". 50% of teens say they cheat on tests
America has the highest rate of sexually transmitted disease in the developed world with 3 MILLION teens infected each year By the age of 21, almost one in five Americans requires treatment for an STD
Did you know that approximately 14 teens die at their own hands daily, adding up to 5,000 reported teen suicides annually? For every older teen andyoung adult who takes his or her own life, 100-200 of their peers attempts suicide. Between 500,000 and 1 million young peopleattempt suicide each year.
Children and adolescents increasingly believe that regular alcohol and drug use is not dangerous•7.2 million adolescents drank at leastonce in the past year•1 million youths drank at least once aweek or more in the past year
Eighty percent of 10-year-old American girls diet.The number one magic wish for young girls age 11-17 is to be thinner. 15 % of young women have substantially disordered eating attitudes and behaviors.
Mental health problems affect onein every five young people at any given time. 1 in 10 may suffer from a serious emotional disturbance. 70% of them, however, do not receive mental health services
5.1 million teens admit they binge drink 22 percent of all 8th-graders and nearly half of all 12th-graders in the U.S. said they have tried marijuana.
Data from a study of 8th and 9th grade students showed 25% had been victims of nonsexual dating violence and 8% had been victims of sexual dating violenceNationwide, 9% of students reportedbeing hit, slapped, or physically hurt on purpose by their boyfriend or girlfriend in the 12 months prior to being surveyed
Homicide is the second leading cause of death among young people ages 10 to 24 overall. In this age group, it is the leading cause of death for African-AmericansIn 2001, 5,486 young people ages 10 to 24 weremurdered, an average of 15 each dayIn 2001, 79% of homicide victims ages 10 to 24 were killedwith firearms
Over 50% of high school boys and 42% of high school girls believe that there are times when it is "acceptable for a male to hold a female down and physically force her toengage in intercourse." In a study of 769 male students, grades 7-12 52% reported engaging in sexually aggressive behavior. 24% engaged in the unwanted sexual touch of another teen; 15% engaged in sexual coercion (such as lying) to initiate sexual activity
Why teach self determination skills?• Students are increasingly unsuccessful at learning how to deal with the day to day stress of school and life.• Many high school students do not see the future as a hopeful prospect.• Adolescents in America have become a “me first” generation and have difficulty comprehending delayed gratification.• Students with special needs have an even harder time grasping the concept of self determination.• Students need to be prepared!
The Process• Began in 1999 with a seminar on resiliency-sparked an interest• Saw many “study skills” classes be idle time or wasted effort• Students know how to be heard-they just need to be heard for the right causes• A wise man said to me-help them help themselves! (or you’ll burn out and help no- one)
What is self determination? Self determination is the ability to know and value yourself as a person enough to learn how to overcome obstacles that may get in the way of your goals. It is the ability to see the value in setting goals- working, learningfrom mistakes and planning new strategies to accomplish the mission!
Major areas included in the curriculum• Identifying strengths, weaknesses, needs, and preferences• Decision-making skills• Rights and responsibilities• Goal setting• Anticipating consequences• Creativity; using it to problem solve• Communication skills; assertive verses aggressive• Accessing resources and support• Negotiation skills• Experiencing and learning from outcomes
Units taught in the curriculum• Exploring Disabilities• Study Tools• Self Determination• Setting & Reaching Goals• Self Directed IEP
Exploring Disabilities Every individual is unique Enduring Understandings• Every person has learning differences• People with disabilities have unique characteristics• Disabilities don’t go away but strategies can make one successful• Students with disabilities have a variety of strengths and weaknesses
Study Tools Success doesn’t happen by accident Enduring Understandings• Time management is a life long skill.• Memorization techniques will help me in all of my classes.• Notes are more than words on paper.• Listening is an active process.• Textbooks have organization.
Self-Determination I have the tools to make my future positive. Enduring Understandings• Knowing my strengths and weaknesses will help me make better choices.• I need to learn how to accept and value myself.• I can assert myself without being aggressive.• There is an art to negotiation.
Goal Setting Understanding goals leads to success. Enduring Understandings• Setting goals gives me control of my life.• A goal consists of several steps that will lead to a positive end.• What happens in your personal life affects your education and employment.• Large goals require smaller steps.• It is okay to adjust goals• One may need to overcome obstacles to reach a goal
Self Directed IEP I am in control of my education Enduring Understandings• The IEP is a tool to help me graduate.• My disability does not go away after graduation• Understanding the components of the IEP will help me to communicate my needs.• Appropriate communication is necessary. – Conflict resolution & Negotiation• Evaluation is a key to moving forward.
The Class• New MCC YIKES• Prove it-In depth study shows…. – Students come to school for friends-sports – Imperative for teacher to be prepared – Teachers who create true relational classrooms help create self-determined students – Students who knew their options-used them!
The Findings-Lasting results?No Advocacy: Advocacy:• 61% of students knew • 78% of students knew their disability their disability• 44% could explain • 88% could explain their disability their disability• 60% Knew the • 80% Knew the accommodations that accommodations that would help them be would help them be successful in gen ed successful in gen ed
Tips for teachers• You can’t save any of your students- – You can give them the tools to save themselves • The set up of the class is important• The make up of students plays a role