Bridging the Research to Practice Gap: Implementing ... the...Lesson Plan Starter Using SDLMI to...

ValerieL.Mazzotti,PhDUniversityofOregon

TexasTransitionConferenceHouston,Texas

February22,2018

BridgingtheResearchtoPracticeGap:ImplementingSecondaryTransition

Evidence-basedPractices

Objectives• GaininformationaboutsecondarytransitionEBPS

• Gainknowledgeofhowtoimplementasecondarytransitionevidence-basedpractice

• GainunderstandingofimplementationfidelityrelatedtoEBPs

• GainresourcestosupportimplementationofsecondarytransitionEBPs

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Transitioninthe21stCentury• Ensureallyouthgraduatehighschoolpreparedforcollegeandcareers(ESSA,2015)

• Activelyinvolveofgeneralandspecialeducation(Morningstaretal.,2012)

• Preparelifelonglearners(NASSP,2004)

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OverarchingQuestion

Whatcanparents,teachers,andschoolsdotoincreasethelikelihoodofyouthachieving

positivepost-schooloutcomes?

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StartwiththeBestAvailableEvidence

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Positive Post-School Outcomes

In-School Predictors of Post-School Success

Evidence-Based Practices

School, District, & State Level

FormulatoSupportSuccessfulOutcomes

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AnEvidence-BasedPractice(EBP)is...

• Ateachingmethod(i.e.,strategy,curriculum)usedtoteachaspecificskillthathasbeenshowntobeeffectivebasedonhigh-qualityresearch

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SecondaryTransitionEvidence-BasedPractices

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ToImproveAcademicandFunctionalOutcomes:– Self-DeterminationSkills

– PeerAssistance

– Technology-Based

– Self-Management

– Academics(e.g.,reading,math)

– Mnemonics

– ResponsePrompting

– TimeDelay

ImplementingtheEvidence-BasedSDLMI• Self-DeterminedLearningModelofInstruction(SDLMI)– Toteachgoalsetting,planning,andattainment(Shogren,

Wehmeyer,Burke,&Palmer,2017;Wehmeyer,Palmer,Agran,Mithaug,&Martin,2000)

• Aninstructionalmodelthatteachesstudentstoengageinself-regulatedandself-directedlearning(Wehmeyer etal.,2000)

• Specificstrategyforteachingself-determinationskills(e.g.,goal-setting,decision-making,problem-solving)

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SDLMI• Alllevelsofdisability

• AgesK-12

• Freeandadaptable

• Providesteacherswithonemethodforteachinggoal-settingskillstostudents

• Typicallytaughtusingteacher-directedinstruction

• Usedtoteachstudentswitharangeofdisabilitiesacrossallgradelevels(Agran,Blanchard,&Wehmeyer,2000)

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• Self-determinationskillstaught:– Goal-setting– Problem-solving– Decision-making– Self-regulation/self-management/self-evaluation

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SDLMI

Objective:Toteachstudentstosetandattaingoals

Materials:– SDLMI script– SDLMI worksheet– Slides(optional)–Datacollectionsheet(toassessstudentknowledgeofSDLMI)– Lessonplanmaterials

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SDLMI:InterventionComponentsPARTONE:

– Studentidentifystrengthsandneeds,comparetheirbehaviorwithexpectedbehavioraloutcomes,andsetagoal

• PARTTWO:– Studentsidentifybarriersandsolutionstoachievegoals,supportstoachievegoals,andfinalizetheplan

PARTTHREE:– Instructionincludesteachingstudentstoadjustgoalsbasedonprogressmonitoring

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Mazzotti,V.L.,Wood,C.L.,Test,D.W.,&Fowler,C.(2012).EffectsofComputer-AssistedInstructiononStudents’KnowledgeoftheSelf-DeterminedLearningModelofInstructionandDisruptiveBehavior.JournalofSpecialEducation,45,216-226.

14SDLMIInstructionalPhases

Note.AdaptedfromMithaug,Mithaug,Agran,Martin,&Wehmeyer,2003;Wehmeyer etal.,2003;Mazzottietal.,2013.

Phase1:SETAGOAL Solve the Problem: WhatismyGoal?

SQ1:WhatdoIwantto

learn?• Identifystrengthsandneeds

Identifypreferences/interests

• Prioritizeneeds

SQ2:WhatdoIknow

aboutmyskillsand

behaviorsnow?

• Identifyappropriatebehaviors

(e.g.,followingteacher

directions,improvebudgeting

skills)

• Identifyexistingpersonalskills

andbehaviors

SQ3:Whatmustchange

formetolearnwhatI

don’tknow?

SQ4:WhatcanIdoto

makethishappen?

• Identifychangesthatneedtobe

madetoimproveacademic,

behavior,and/ortransitionskills

• Identifychangesto

self/environmentthatneed to

bemade

• Identifyandstateacademic,

behavior,and/ortransitiongoal

Move toPhase 2

Phase 2:MAKEAPLANSolvetheProblem:WhatismyPlan?

SQ1:WhatactionscanItaketoreachmygoal?

• Identifyactionsrequiredtoreachgoal

• Identifyconsequencesofactions• Selectthebestactiontotake

SQ2:Whatbarrierswillkeepmefromreaching

mygoal?

• Identifybarrierstoreaching/takingactiontoattaingoal

• Identifysolutionstoremovingbarriers

SQ3:WhatcanIdotoremovethesebarriers?

SQ4:WhenwillItakeaction?

• Identifysupportsneeded toreachgoal

• Identifyknowledge/skillsrequiredtoremovebarriersandimplementsupports

• Finalizeactionplantoremovebarriersandmonitorprogresstowardsgoal

Move toPhase 3

Phase3:ADJUSTYOURGOAL SolvetheProblem:

WhathaveILearned?

SQ1:WhatactionshaveItakentoreachmygoal?

• Identifyprogresstowardsgoalbasedonself-evaluation/self-monitoring

SQ2:Whatbarriershavebeenremoved?

• Compareprogressmadetowardscommunityindependencegoalwithdesiredoutcomes

• Identifybarriersthathavebeenremovedandbeneficialtoattainingcommunityindependence goal

SQ3:Whathaschangedtohelpmereachmy

goal?

SQ4:DidIreachmygoal?

• Re-evaluategoalifprogressisinadequate

• Identifyifgoalremainssameorchanges

• Identifychangesneeded toactionplantosupportgoalattainment

Adjusttheactionplanand/orgoaloridentifyanewgoalifthegoalhasbeenattained

SDLMI:TeachingProcedures1. IdentifytheobjectiveforPart1bytellingstudentsthattheywill

worktoanswerthequestion,“Whatismygoal?”

2. Teachstudentstoaskthequestion“WhatdoIwanttolearn?”relatedtoinstructionalcontent(e.g.,academic,behavioral).

• Givestudentsanopportunitytoidentifystrengthsandneeds.Thisshouldincludeprovidingstudentsopportunitiestocommunicatepreferencesandinterests.

• Givestudentstheopportunitytoprioritizeneeds.

3. Teachstudentstoaskthemselves,“WhatdoIknowaboutitnow?”

• Givestudentsanopportunitytoidentifycurrentknowledge,andhelpstudentsgaininformationabouthowtoattainknowledgerelatedtoinstructionalcontent.

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4. Teachstudentstoask,“WhatmustchangeformetolearnwhatIdon’tknow?”

• Providestudentswithexamplesofhowtoaccesstheinstructionalcontentthroughmodificationstotheenvironment(e.g.,changeinseatingarrangement,useofadictionary)andallowthemopportunitiestoprioritizeneedsrelatedtotheinstructionalcontent.

5. Providestudentswithanopportunitytosetagoalbyansweringthequestion,“Whatismygoal?”

• Discussioncanincludethewholeclassorpairedstudentstofacilitatediscussionofidentifiedgoalsandcriteriaforachievingthegoal.

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SDLMI:TeachingProcedures

Think-Pair-Share• HowdoestheSDLMIapplytoyourclassroom?

• CanyouusetheSDLMIwiththestudentsyouteach?

• WillyouneedtomodifytheSDLMItosupportimplementationwithyourstudents?

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IfyouneedmoreinformationabouttheSDLMIstrategy…

• SLDMITeachersGuide:http://transitioncoalition.org/wp-content/uploads/2016/06/SDLMI-Teachers-Guide-4.pdf

• RhodeIslandCollege:http://www.ric.edu/sherlockcenter/sdlmi.html

• NTACT:http://transitionta.org/effectivepractices

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FidelityofImplementation:FormulatoSupportSuccessfulOutcomes

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AdaptedfromFixen &Blasé(2009)

ConsiderationsforSelectingEBPs1. Didtheinterventionwork?

2. Doesthepracticehaveevidencetosupportitseffectiveness(i.e.,identifiedasevidence-basedfromreputablesources,resultsofresearchdescribedinmanual,orlinktoresearchsupport)?

3. HasthepracticebeeneffectiveforthepopulationofstudentsIamworkingwith?

4. Canthepracticebeindividualizedandadaptedtofittheuniqueneedsofmystudents?

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FidelityofImplementation

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StudentCharacteristics

• Agesorgrades• SES• Gender• Race• Englishlearners• Studentswithdisabilities

ImplementationFactors

• Groupsizes• Lengthofsessions• Frequencyofsessions• Locationofsessions• Amountoftrainingrequiredtoimplement

IRISCenter,2016

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FactorsAssociatedwithHighImplementationFidelity

StrategiestoSupportFidelityofImplementation

• Establishanimplementationteam

• Trainstaffonhowtoimplementthepracticeorprogram

• Provideongoingtrainingandsupportfortheimplementationofthepracticeorprogram

• Useexistingmanual(s)orcreateclearguidelinesfortheimplementationprocess

• Monitorimplementationfidelity23

Data-basedDecisionMaking(Detrich,2011)

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FormoreinformationonFidelityofImplementation…

• TheIRISCenterFidelityofImplementationProfessionalDevelopmentSeries:

– SelectingandImplementingEvidence-BasedPracticesandPrograms:http://iris.peabody.vanderbilt.edu/module/fid/

– ImplementingaPracticewithFidelity:http://iris.peabody.vanderbilt.edu/module/ebp_02/#content

– EvaluatingLearnerOutcomesandFidelity:http://iris.peabody.vanderbilt.edu/module/ebp_03/#content

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AFewResourcesforEBPs

• NationalTechnicalAssistanceCenteronTransition(NTACT)http://www.transitionta.org/

• NationalAutismProfessionalDevelopmentCenterhttp://www.autisminternetmodules.org/user_login.php

• NationalAutismCenterhttp://www.nationalautismcenter.org/

• BestEvidenceEncyclopediahttp://www.bestevidence.org/

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InvitesYouto…

§ Exploreourwebsite:www.transitionta.org

§ Signupforourlistserv:http://uncc.surveyshare.com/s/AYASDJA

§ FollowusonFacebook:attransitionta

§ …andonTwitter:attransitionta

§ …andonPinterest:attransitionta

§ Contactus:[email protected]

ContactInformation

ValerieL.Mazzotti,Ph.D.ResearchAssociateProfessor

UniversityofOregonNationalTechnicalAssistanceCenteronTransition(NTACT)

Phone:[email protected]

Research to Practice Lesson Plan Starter

Using SDLMI to Teach Goal Setting and Problem-Solving

Objective: To teach students to set goals, make a plan for achieving them, and adjust their plan as needed.

Setting and Materials:

Settings: General Education Classroom Materials: None

Content Taught Self-Determined Learning Model of Instruction (SDLMI) is an instructional process that includes the following:

Instructional Phase 1: What is My Goal? Student Questions

Instructional Phase 2: What is My Plan? Student Questions

Instructional Phase 3: What Have I learned? Student Questions

Teacher Objectives for each Instructional Phase

Teaching Procedures

1. Make appropriate changes to the wording of student questions, based on needs of students.

2. Refer to the teacher objectives to ensure the problem-solving intent of the questions remain intact. For example, changing student question 1 from "What do I want to learn?" to "What is my goal?" changes the nature of the question.

3. Provide students with visual copy of questions for Phase 1. 4. Read the questions with or to the students. 5. Discuss what the questions mean. Possibly rephrase questions if students

struggle with the wording. 6. Direct students to choose a goal they want to work towards. This could be an

academic or functional goal, possibly an IEP goal. 7. Direct students to answer the student questions in Phase 1 based on what goal

they selected to work toward. 8. Once students identify a goal, identify possible goal outcomes for each goal using

a 5-point scale ranging from the most unfavorable possible outcome to the most


favorable possible outcome (see example of Goal Attainment Scaling form in evaluation section below).

9. Provide students with visual copy of questions for Phase 2. 10. Read the questions with or to the students. 11. Discuss what the questions mean. Possibly rephrase questions if students

struggle with the wording. 12. Direct students to answer the student questions in Phase 2 based on what goal

they selected to work toward. 13. Provide students with visual copy of questions for Phase 3. 14. Read the questions with or to the students. 15. Discuss what the questions mean. Possibly rephrase questions if students

struggle with the wording. 16. Direct students to answer the student questions in Phase 3 based on how they

answered the questions in Phase 2. 17. When instruction has been completed on all three phases, continue collecting

progress data on the goal students selected to work toward. 18. Complete the GAS scoring form to determine improvement or attainment of

goal. Instructional Phase 1 for Self-Determined Learning Model of Instruction

Set a Goal: Problem for Student to Solve: What is my Goal?

Student Questions Teacher Objectives

1) What do I want to learn? Enable students to identify specific strengths and instructional needs.

Enable students to communicate preferences, interests, beliefs, and values.

Teach students to prioritize needs.

2) What do I know about it now? Enable students to identify their current status in relation to the instructional need.

Assist students to gather information about opportunities and barriers in their environments.

3) What must change for me to learn what I don’t know?

Enable students to decide if action will be focused toward capacity building, modifying the environment, or both.

Support students to choose a need to


address from prioritized list.

4) What can I do to make this happen?

Teach students to state a goal and identify criteria for achieving goal.

Instructional Phase 2 for Self-Determination Learning Model of Instruction

Take Action: Problem for Students to Solve: What is my Plan?


5) What can I do to learn what I don’t know?

Enable student to self-evaluate current status and self-identified goal status.

6) What could keep me from taking action?

Enable student to determine plan of action to bridge gap between self-evaluated current status and self-identified goal status.

7) What can I do to remove these barriers?

Collaborate with student to identify most appropriate instructional strategies.

Teach student needed student-directed learning strategies.

Support student to implement student-directed learning strategies.

Provide mutually agreed upon teacher-directed instruction.

8) When will I take action? Enable student to determine schedule for action plan.

Enable student to implement action plan.

Enable student to self-monitor progress.

Instructional Phase 3 for Self-Determined Learning Model of Instruction

Adjust Goal or Plan: Problem for Student to Solve: What have I Learned?


9) What actions have I taken? Enable student to self-evaluate progress toward goal achievement.

10) What barriers have been removed?

Collaborate with student to compare progress with desired outcomes.

11) What has changed about what I Support student to reevaluate goal if


don’t know? progress is insufficient.

Assist student to decide if goal remains the same or changes.

Collaborate with student to identify if action plan is adequate or inadequate given revised or retained goal.

Assist student to change action plan if necessary.

12) Do I know what I want to know? Enable student to decide if progress is adequate, inadequate, or if goal has been achieved.

Evaluation

Results of GAS scores and/or compare pre/post-tests of AIR Self-Determination Scale or Arc Self-Determination Scale.

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/air-self-determination-assessment.html

http://www.ou.edu/content/education/centers-and-partnerships/zarrow/self-determination-assessment-tools/arc-self-determination-scale.html


Sample GAS Scoring Form

Blank GAS Scoring Form

Goal Attainment Scaling Goals

Goals Goal 1:

Goal 2: Goal 3:

Time Line

Level of Attainment

Much less progress than expected (-2)

Somewhat less progress than expected (-1)


Expected level of progress (0)

Somewhat more progress than expected (+1)

Much more progress than expected (+2)

Comments:

Lesson Plan Based on: Wehmeyer, M. L., & Palmer, S. B. (2000). Promoting causal agency: The self-determined

learning model of instruction. Exceptional Children, 66, 439-453. Coffe, G. & Ray-Subramanian, C.E., (2009). Goal attainment scaling: a progress monitoring tool for behavioral interventions. School Psychology Forum: Research in Practice, 3, 1-12. This Lesson Plan Starter was developed by The National Technical Assistance Center on Transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). This document has been reviewed and approved by the OSERS. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke. RSA Project Officer: Kristen Rhinehart-Fernandez. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Technical Assistance Center on Transition (2017). Using SDLMI to Teach Goal Setting and Problem Solving.

Using the Self-Determined Learning Model of Instruction to Teach Goal Attainment

What is the level of evidence? This is an Evidence-Based Practice based on one high quality group study.

Where is the best place to find out how to do this practice? The best place to find out how to implement the SDLMI is through the following research to practice lesson plan starter:

With whom was it implemented? Students with

o ADHD (1 study, n=2)

o autism (1 study, n=1)

o emotional and behavioral disabilities (1 study, n=2)

o learning disabilities (1 study, n=14)

o other health impairment (1 study, n=1)

Ages ranged from 14 to 19

Males (n=14), females (n=6)

Ethnicity

o White (n=15)

o Not identified (n=5)

What is the practice?

The Self-Determined Learning Model of Instruction (SDLMI) is a curriculum that teaches students to engage in self-directed and self-regulated learning. The curriculum is comprised of three units:

1. Set a goal

2. Take action

SDLMI to Teach Goal Setting and Problem Solving (Coffe & Ray-Subramanian, 2009;

Wehymeyer & Palmer, 2000)

http://transitionta.org/system/files/resourcetrees/LP_SDLMI_SD.pdf?file=1&type=node&id=1311&force=

http://transitionta.org/system/files/resourcetrees/LP_SDLMI_SD.pdf?file=1&type=node&id=1311&force=

3. Adjust goal or plan

Students are required to solve the problems through a series of four steps: 1. Identify the problem

2. Identify potential solutions to the problem

3. Identify barriers to solving the problem

4. Identify consequences of each solution

Each question is linked to a set of Teacher Objectives that describe the student outcomes for each question. Each phase includes a list of Educational Supports that teachers can implement to enable students to engage in self-directed learning.

How has the practice been implemented? The SDLMI has been used to teach students to attain goals.

Where has it been implemented? High school (1 study)

How does this practice relate to Indicator 13? Indicator 13 Checklist Item #6: Teaching students to achieve their goals may be an

annual IEP goal that supports a student’s postsecondary goals How does this practice relate to Common Core Standards? Presentation of Knowledge and Ideas (Anchor Standards for Speaking and Listening,

Grades 9-12) o Adapt speech to a variety of contexts and communicative tasks, demonstrating

command of formal English when indicated or appropriate.

Comprehension and Collaboration (Anchor Standards for Speaking and Listening, Grades 9-12) o Prepare for and participate effectively in a range of conversations and

collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

How does this practice relate to the State’s Career Cluster Initiative: Essential Knowledge and Skills? Employ critical thinking skills independently and in teams to solve problems and

make decisions (Problem Solving and Critical Thinking)

o Use structured problem-solving methods when developing proposals and solutions

Employ teamwork skills to achieve collective goals and use team members' talents effectively (Leadership and Teamwork)

Develop a personal career plan to meet career goals and objectives. (Employability and Career Development)

References used to establish this evidence base:

Lee, S., Wehmeyer, M. L., Palmer, S. B., Soukup, J. H., & Little, T. D. (2008). Self-determination and access to the general education curriculum. The Journal of Special Education, 42, 97-107.

Additional References: Palmer, S. B., & Wehmeyer, M. L. A Teacher's Guide to Implementing the Self-

Determined Learning Model of Instruction: Early Elementary Version. Retrieved

http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?Type=book&intResourceID=2599.

This Practice Description was developed by The National Technical Assistance Center on transition (NTACT), Charlotte, NC, funded by Cooperative Agreement Number H326E140004 with the U.S. Department of Education, Office of Special Education and Rehabilitative Services (OSERS). This document has been reviewed and approved by the OSERS. Opinions expressed herein do not necessarily reflect the position or policy of the U.S. Department of Education nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. Department of Education. OSEP Project Officer: Dr. Selete Avoke. RSA Project Officer: Kristen Rhinehart-Fernandez. This product is public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be: National Technical Assistance Center on Transition (2016). Using the Self-Determined Learning Model of Instruction to Teach Goal Attainment.

http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?Type=book&intResourceID=2599

http://www.beachcenter.org/resource_library/beach_resource_detail_page.aspx?Type=book&intResourceID=2599

Adapted from: Mazzotti, V. L., Test, D. W., &Wood, C. L. (2013). Effects of multimedia goal setting instruction on students’ knowledge of the self-determined learning model of instruction and disruptive behavior. Journal of Positive Behavior Interventions, 15, 90-102. doi: 10.1177/1098300712440452

1Self-Determined Learning Model of Instruction (SDLMI) Instructional Script

Overview of the SDLMI:

• An instructional model that teaches students to engage in self-regulated and self-directedlearning (Wehmeyer et al., 2000)

• Specific strategy for teaching self-determination skills (e.g., goal-setting, decision-making,problem-solving)

• Self-determination skills taught include:• Goal-setting• Problem-solving• Decision-making• Self-regulation/self-management

Student Objective: • To teach students to set and attain goals• To teach students to develop an action plan to achieve goals• To teach students to self-evaluate progress towards goals to identify goal attainment or goal

revision needs

Materials: • SDLMI script• SDLMI worksheet• Slides (optional)• Data collection sheet (to assess student knowledge of SDLMI)• Student self-monitoring sheets• Lesson supplemental handouts

Alignment with the Common Core State Standards: ELA-Literacy.SL.9-10.1 (Speaking and Listening)

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

ELA-Literacy.SL.9-10.4 (Speaking and Listening)

Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

ELA-Literacy.SL.11-12.1b (Speaking and Listening)

Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

ELA-Literacy.W.9-10.7 (Writing)

Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when


2appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Prior to beginning this lesson, the teacher and/or student planning team should have considered and discussed the following related to individual student needs:

• Defined and summarized critical skills needed to persist in middle and high school (e.g., time management, organization, academic content).

• Identified any discrepancies between the target individual’s current self-determination skill set and what is required to be successful in school (see self-determination outcomes across the continuum)

• Identified barriers to academic achievement (e.g., language deficits, social skills). • Identified risks for communicating needs faced by students. • Defined expanding self-determination skills for school success as a potential goal area for the

individual. • Prior to providing guided and independent practice opportunities following lesson:

o Determine level of staff involvement or support necessary to provide guided and independent practice opportunities.

o Identified some initial steps to increase the target student’s level of success within the setting (e.g., reinforcement strategies)

• The lesson plans follow a model-lead/model-lead-test format. T = teacher/instructor

instructions and script; S = anticipated student response.

• To assess fidelity of implementation, instructor should check off each step of the lesson plan, as it is delivered to students.

Lesson 1: Materials required for this lesson include a whiteboard or overhead, examples of strengths and needs handout, lesson 1 PowerPoint, and student notebook Step Lesson 1: Identify Strengths and Needs

1

T – “Are you ready to Learn how to Set Goals for School Success? Let’s Begin.”

2

T – “Goal setting lessons have three parts: Part 1 – set a goal, part 2 – make a plan, part 3 – adjust your goal” T – “What are the 3 parts of the Goal Setting Lessons? Say the 3 parts with me” (model-lead) S – “The 3 parts of the Goal Setting Lessons are: Part 1 – Set a GOAL, Part 2 – Make a PLAN, Part 3 – Adjust your GOAL”

3

T – “For the next couple of days, we are going to focus on Goal Setting lesson part 1 – set a goal”

4 T – “The question I ask myself to set a goal is - What is my GOAL?”

Pre-Planning


3 T – “Let’s Practice. Say it with me” (model-lead)

S – “The question I ask myself to set a goal is “What is my GOAL?” 5

T – “What question do you need to ask yourself to set a goal?”. Write response choices on whiteboard/overhead/SmartBoard. Provide students opportunity to choose a or b: a. “what is my goal?” b. “what is my name?” Prompt/Feedback: Based on student response if: a. is chosen – T – “great job a is the correct answer, the question I ask myself to set a goal is - what is my goal?” b. is chosen – T – “oops wrong answer, nice try, but try again”

6

T – “Let’s define goal: A goal is something I want to achieve. When I set a goal, I set out to do something.” T - “Let’s Practice. Say it with me” (model-lead) S - “A GOAL is something I want to achieve. When I set a goal, I set out to do something.” T – “now you say it” (test) S - “A GOAL is something I want to achieve. When I set a goal, I set out to do something.”

7

T – “At school, I am expected to achieve behavior goals like: • Following Teacher Directions • Completing My Assignments • Raising My Hand to Answer • Staying in My Seat During Instruction • Keeping My Hands to Myself • Being Prepared & Focusing on My Work”

8

T – “Now it’s time to start setting your behavior goals by identifying your strengths and needs”

9

T – “What are strengths? “Strengths are things I am good at”. Read each cartoon with students (refer to Student Strengths example handout). Cartoon 1: one of my strengths is keeping my hands to myself Cartoon 2: one of my strengths is listening to the teacher and raising my hand to answer Cartoon 3: Sara’s strength is completing assignments on time

10

T – “What are needs?” “Needs are things I need to do better”. Read each cartoon with students (refer to Student Needs example handout). Cartoon 1: I need to follow teacher directions Cartoon 2: I need to stay in my seat during instruction Cartoon 3: I need to not play with objects or make sounds during class


411

T – “Now It’s Your Turn to Identify 2 of your Strengths at school and 2 of your Needs for improving your behavior. Remember: Strengths are things you are good at and needs are things you need to do better”

12

T – “Strengths are things I am good at. Some of your strengths might be:

• Following directions • Reading • Being a good friend • Doing your homework

I want you to tell me what 2 of your strengths are. Go ahead and say 2 of your strengths” Provide students an opportunity to identify 2 strengths. Students should write strengths down and share out strengths.

o 13

T – “Needs are things you need to do better. Some of your needs might be:

• To not talk out in class • To follow teacher directions • To not talk to others

I want you to tell me 2 of your needs for improving your behavior. Go ahead and say 2 of your needs.” Provide students an opportunity to identify 2 needs. Students should write needs down and share out needs.

14

T – “To Work on My Needs, I can…Change my behavior. For example: If I am not doing my homework, then I need to do it” T - “To Work on My Needs, I can…Change my surroundings. For example: If I don’t understand my assignment, then I need to ask the teacher for help”

15

T – “You have done a great job today! You are getting to think about what you are good at and what you might need to improve. Being able to explain these things about yourself can help you make better decisions. Let’s review (use model-lead):

1. The 3 parts of the Goal Setting Lessons are: Set a GOAL, Make a PLAN, Adjust your GOAL

2. The question I ask myself to set a goal is “What is my GOAL?”

16 T – “Great Job! That is all for Today!”

Lesson 2: Materials required for this lesson include a whiteboard or overhead, changes handout, lesson 2 PowerPoint, and student notebook Step Lesson 2: Expected Behavior


51

T – “Are you ready to figure out how to work on getting better at your needs?”

2

T – “Welcome back to your Goal Setting Lessons. Let’s review: “Goal setting lessons have three parts: Part 1 – set a goal, part 2 – make a plan, part 3 – adjust your goal.” T – “What are the 3 parts of the Goal Setting Lessons? Say the 3 parts with me” (model-lead) S – “The 3 parts of the Goal Setting Lessons are: Part 1 – Set a GOAL, Part 2 – Make a PLAN, Part 3 – Adjust your GOAL”

3

T – “For the next couple of days, we are going to continue focusing on the Goal Setting Lessons Part 1 – set a goal”

4

T – “The question I ask myself to set a goal is - What is my GOAL?” T – “Let’s Practice. Say it with me” (model-lead) S – “The question I ask myself to set a goal is “What is my GOAL?”

5

T – “What question do you need to ask yourself to set a goal?”. Write response choices on whiteboard/overhead/SmartBoard. Provide students opportunity to choose a or b: a. “what is my goal?” b. “what is my name?” Prompt/Feedback: Based on student response if: a. is chosen – T – “great job a is the correct answer, the question I ask myself to set a goal is - what is my goal?” b. is chosen – T – “oops wrong answer, nice try, but try again”

6

T – “Let’s define goal: A goal is something I want to achieve. When I set a goal, I set out to do something.” T - “Let’s Practice. Say it with me” (model-lead) S - “A GOAL is something I want to achieve. When I set a goal, I set out to do something.” T – “now you say it” (test) S - “A GOAL is something I want to achieve. When I set a goal, I set out to do something.”

7

T – “Last time, you identified: 2 Strengths - things I am good at and 2 Needs - things I need to do better. Today, you will figure out how to get “better” at your needs.”

8

T – “When we talk about getting “better” at something, it could mean: I want to be the best or I want to do as well as my friends do or I want to do better than I did last time”

9

T – “When we talk about getting “better” at something, it could also mean: Completing all my assignments or Turning in my homework everyday or Not talking to others when I should be doing my work or Raising my hand to answer a question”

10 T – “Knowing exactly what to do about your needs helps you get better at your “needs”


6 In order to get better at your “needs” you need to know what the classroom expectations are

for behavior and compare them to your strengths and needs.” 11

T - Let’s compare your “strengths” to the class expectations. Remember: strengths are things you are good at. Your class expectations, which are the same as class rules are (these should be based on the classroom context):

1. Following teacher directions 2. Completing assignments 3. Staying in seat during instruction 4. Focusing on school work 5. Being prepared for class 6. Raising hand to answer 7. Respecting others

Now, let’s compare your strengths to the class expectations. Yesterday, you identified 2 strengths” You said…” (include the strengths the student identified in lesson 1; if lesson is being used for whole class instruction provide examples of strengths students identified and have students refer to the strengths they wrote down).

12

T – “Let’s compare your “needs” to the class expectations Remember: needs are things you need to do better Your class expectations, which are the same as class rules are:

1. Following teacher directions 2. Completing assignments 3. Staying in seat during instruction 4. Focusing on school work 5. Being prepared for class 6. Raising hand to answer 7. Respecting others

Now, let’s compare your needs to the class expectations. Yesterday, you identified needs. You said …” (include the needs the student identified in lesson 1; if lesson is being used for whole class instruction provide examples of needs students identified and have students refer to the needs they wrote down)

13

T – “To improve your needs changes need to happen. For example - to change your behavior so that you complete your assignments, you need to change what you do by having materials ready and focusing on your work; Or if you don’t understand you assignment, you could raise your hand and ask the teacher for help”

14

T – “Remember: To Work on My Needs, I can… Change my behavior, For example: If I am not doing my homework, then I need to do it or To Work on My Needs, I can… Change my surroundings, For example: If I don’t understand my assignment, then I need to ask the teacher for help”

15

T – “Listen. To improve my behavior, I ask myself 2 questions: 1. Do I need to change something that I do? 2. Do I need to have something change AROUND me? (model-lead) Now, say it with me:

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