The Self-Advocacy Strategy

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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_at_stcloudstate.edu

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www.thelearningcoach.org
Inference
The Fundamentals of Summarizing and Paraphrasing
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https//www.youtube.com/watch?vur4BsSYfNic
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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

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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

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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.

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Transition Services Defined

1. Coordinated set of activities
2. Outcome-oriented process
3. Promotes movement from school to post-school
   activities

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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

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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

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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

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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

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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.

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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

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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

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Not Very Motivated
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Review Manual
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Student's Name
Self-Advocacy Strategy Progress Chart
Goal Date Completion Date
Mastery Met (Teachers
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
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Education Conferences
Transition Conferences
Stage 1
Stage 3B
Stage 5
Stage 7
Stage 7
Stage 2
Stage 3A
Stage 4
Stage 6
Stage 7
STUDENT NAMES
Model
Model
Group
Generalization
Generalization
Individual
Generalization
Verbal
Practice
Prepare
Describe
Practice
Practice
Practice
Part III
(Education)
(Transition)
Part II
Feedback
Feedback
Part I
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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).

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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.

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Success Formula

• Self-Advocacy Success

Effort
Make a commitments to learn (student) and teach
(teacher) the strategy.
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Stage 2 Describe

• Pages 21-45 in manual

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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 students education

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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.

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Results
Percentage of Goals Appearing on IEP Specified by
Student During IEP Conference 86 13

• Trained Students
• Comparison Group

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Not Very Motivated
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Not At All Motivated
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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

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Steps of the Self-Advocacy StrategyI PLAN Cue
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

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I PLAN Cue Card 3 pg. 137
Talk about the term inventory

• 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.

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Educational Inventories
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Reading Skills List pg 159
pg. 152
Page 159-166 Can include other skills if
appropriate i.e. paraphrasing strategy, Word
Identification Strategy
Use meaning of 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
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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
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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
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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. Read for different purposes?

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

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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?

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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?

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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.

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

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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
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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.

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Page 183 here
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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
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I PLAN Cue Card 4 pg. 138

• Step 2 Provide your inventory information
• When The discussion centers on your
• strengths
• areas to improve or learn
• goals
• choices for learning or accommodations
• How 1. Use the "SHARE" Behaviors.
• 2. Use your Inventory.
• 3. Make complete statements.

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I PLAN Cue Card 5 pg. 139

• Step 3 Listen and respond
• When
• Listen when
• someone is making a statement
• someone is asking a question
• Respond when
• someone asks you a question
• you have information to add

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I PLAN Cue Card 5 pg. 135

• Step 3 Listen and respond
• How
• 1. Be an active listener.
• Use head nods
• Paraphrase to yourself
• Ask yourself questions
• 2. Use the "SHARE" Behaviors.
• 3. Use your Inventory.
• 4. Use positive statements.
• 5. Negotiate agreement.

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I PLAN Cue Card 6 pg. 140

• Step 4 Ask questions
• When You need information.
• You don't understand what people are saying.

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I PLAN Cue Card 6 pg. 140

• Step 4 Ask questions
• How 1. Use the "SHARE" Behaviors.
• 2. Use "Who," What," "When," "Where,"
  "Why," "Which," or "How to begin questions.
• 3. Ask complete questions.
• 4. Ask one question at a time.

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I PLAN Cue Card 7 pg. 141

• Step 5 Name your goals
• When Near the end of the conference.
• How 1. Use the "SHARE" Behaviors.
• 2. For each goal tell
• What you want to do.
• When you want to complete it.

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• Model and Prepare

Go through the inventory and do a think aloud
to help the students think about how to fill out
the forms.
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The Self-Advocacy Strategy
Stage 3 Model And Prepare for Education and/or
Transition Planning Conference
Lesson 1 Do Complete Inventory Strengths and
Areas to Improve or Learn Complete
Worksheet Need Inventory Skill
Lists Worksheet Lesson 2 Do Teacher models
"PLAN" and "SHARE Need Model Cards Lesson 3
Do Complete the Inventory Need Inventory Sk
ill Lists Worksheet
Developed by Ann Hoffman, Cedar Rapids, Iowa, and
Conn Thomas, Amarillo, Texas
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Education Conference Model Cards page 168-169
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Basic Civil Rights forIndividuals with
Disabilities Cue Card 14 pg. 148

• Basic Rights
• 1. The right to service
• 2. The right not to be subjected to
  discrimination
• 3. The right to an individual education and
  transition program
• 4. The right to be served in the least
  restrictive environment
• 5. The right to procedural due process
• 6. The right to parent participation

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Basic Civil Rights forIndividuals with
Disabilities Cue Card 14 pg. 148

• Sources of Legal Rights
• U.S. Constitution
• Civil Rights Act of 1964
• Individuals with Disabilities Education Act
  (IDEA)
• Section 504 of the Vocational Rehabilitation Act
• Americans with Disabilities Act (ADA)

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• Simulated Education Planning Conference and
  Transition Conference
• Group and Individual practice and feedback
• Pgs. 98-118
• Jigsaw!
• Groups of 4
• Number 1-4
• 1 and 2 read 98-107 Group
• 3 and 4 read 108-118 Individual
• Group find another Group to work with
• Individual find another Individual to work with
• Discuss how to present to original group
• Go back and present to original group

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The Self-Advocacy Strategy Verbal Practice
Checklist
pg 187
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Scoring
Group Practice Activity - score SHARE and PLAN
steps. Award 1 point of criteria is
met Award 0 points if criteria is not met
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The SHARE Behavior page 132-133 Sit up
straight (S) 1 point if the student is sitting
up straight and feet are flat on the floor Have
a pleasant tone of voice (H) 1 point if
students voice is pleasant - loud enough, but
not harsh. Serious or happy tone rather than
sarcastic or belligerent Activate your thinking
(A) 1 point if student shows evidence of
thinking. Student is on task, ready to listen
and respond, pays attention, respond
appropriately Relax (R) 1 point if student
appears relaxed. Calm voice, smiles
occasionally, students body is relatively
motionless Engage in eye communication (E) 1
point if student looks into eyes of person they
are speaking with. Student should not stare, but
look in others eyes the majority of interaction.
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The SHARE Behavior page 132-133 Sit up
straight (S) 1 point if the student is sitting
up straight and feet are flat on the floor Have
a pleasant tone of voice (H) 1 point if
students voice is pleasant - loud enough, but
not harsh. Serious or happy tone rather than
sarcastic or belligerent Activate your thinking
(A) 1 point if student shows evidence of
thinking. Student is on task, ready to listen
and respond, pays attention, respond
appropriately Relax (R) 1 point if student
appears relaxed. Calm voice, smiles
occasionally, students body is relatively
motionless Engage in eye communication (E) 1
point if student looks into eyes of person they
are speaking with. Student should not stare, but
look in others eyes the majority of interaction.
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The SHARE Behavior page 132-133 Sit up
straight (S) 1 point if the student is sitting
up straight and feet are flat on the floor Have
a pleasant tone of voice (H) 1 point if
students voice is pleasant - loud enough, but
not harsh. Serious or happy tone rather than
sarcastic or belligerent Activate your thinking
(A) 1 point if student shows evidence of
thinking. Student is on task, ready to listen
and respond, pays attention, respond
appropriately Relax (R) 1 point if student
appears relaxed. Calm voice, smiles
occasionally, students body is relatively
motionless Engage in eye communication (E) 1
point if student looks into eyes of person they
are speaking with. Student should not stare, but
look in others eyes the majority of interaction.
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The SHARE Behavior page 132-133 Sit up
straight (S) 1 point if the student is sitting
up straight and feet are flat on the floor Have
a pleasant tone of voice (H) 1 point if
students voice is pleasant - loud enough, but
not harsh. Serious or happy tone rather than
sarcastic or belligerent Activate your thinking
(A) 1 point if student shows evidence of
thinking. Student is on task, ready to listen
and respond, pays attention, respond
appropriately Relax (R) 1 point if student
appears relaxed. Calm voice, smiles
occasionally, students body is relatively
motionless Engage in eye communication (E) 1
point if student looks into eyes of person they
are speaking with. Student should not stare, but
look in others eyes the majority of interaction.
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The SHARE Behavior page 132-133 Sit up
straight (S) 1 point if the student is sitting
up straight and feet are flat on the floor Have
a pleasant tone of voice (H) 1 point if
students voice is pleasant - loud enough, but
not harsh. Serious or happy tone rather than
sarcastic or belligerent Activate your thinking
(A) 1 point if student shows evidence of
thinking. Student is on task, ready to listen
and respond, pays attention, respond
appropriately Relax (R) 1 point if student
appears relaxed. Calm voice, smiles
occasionally, students body is relatively
motionless Engage in eye communication (E) 1
point if student looks into eyes of person they
are speaking with. Student should not stare, but
look in others eyes the majority of interaction.
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The PLAN Behavior page
132-133 Provide your inventory information
(P) 1 point if student looks at inventory
during response or to check information
forgotten. N/A if question does not require
information from the inventory Listen (L) 1
point if the students actively listens to what is
being said. Nod head, and show thoughtful
expression on face. Respond (R) 1 point if
student responds to your question within 5-10
seconds Ask Questions (A) 1 point if
student asks questions with a W or H word in
a complete sentence. N/A is student obviously
understands the question or statement Name your
goals (N) 1 point if student names at least
one goal using a complete statement that
includes what the students wants to learn and
when she wants to learn it
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The PLAN Behavior page
132-133 Provide your inventory information
(P) 1 point if student looks at inventory
during response or to check information
forgotten. N/A if question does not require
information from the inventory Listen (L) 1
point if the students actively listens to what is
being said. Nod head, and show thoughtful
expression on face. Respond (R) 1 point if
student responds to your question within 5-10
seconds Ask Questions (A) 1 point if
student asks questions with a W or H word in
a complete sentence. N/A is student obviously
understands the question or statement Name your
goals (N) 1 point if student names at least
one goal using a complete statement that
includes what the students wants to learn and
when she wants to learn it
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The PLAN Behavior page
132-133 Provide your inventory information
(P) 1 point if student looks at inventory
during response or to check information
forgotten. N/A if question does not require
information from the inventory Listen (L) 1
point if the students actively listens to what is
being said. Nod head, and show thoughtful
expression on face. Respond (R) 1 point if
student responds to your question within 5-10
seconds Ask Questions (A) 1 point if
student asks questions with a W or H word in
a complete sentence. N/A is student obviously
understands the question or statement Name your
goals (N) 1 point if student names at least
one goal using a complete statement that
includes what the students wants to learn and
when she wants to learn it
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The PLAN Behavior page
132-133 Provide your inventory information
(P) 1 point if student looks at inventory
during response or to check information
forgotten. N/A if question does not require
information from the inventory Listen (L) 1
point if the students actively listens to what is
being said. Nod head, and show thoughtful
expression on face. Respond (R) 1 point if
student responds to your question within 5-10
seconds Ask Questions (A) 1 point if
student asks questions with a W or H word in
a complete sentence. N/A is student obviously
understands the question or statement Name your
goals (N) 1 point if student names at least
one goal using a complete statement that
includes what the students wants to learn and
when she wants to learn it
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The PLAN Behavior page
132-133 Provide your inventory information
(P) 1 point if student looks at inventory
during response or to check information
forgotten. N/A if question does not require
information from the inventory Listen (L) 1
point if the students actively listens to what is
being said. Nod head, and show thoughtful
expression on face. Respond (R) 1 point if
student responds to your question within 5-10
seconds Ask Questions (A) 1 point if
student asks questions with a W or H word in
a complete sentence. N/A is student obviously
understands the question or statement Name your
goals (N) 1 point if student names at least
one goal using a complete statement that
includes what the students wants to learn and
when she wants to learn it
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When appropriate, score other behaviors
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Page 201
Page 200
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Page 202
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Generalization pgs. 112-130
Can use this type of form to report
generalization of the strategy
Outcome of using the strategy or part of the
strategy? ________________________________________
____ ____________________________________________
____________________________________________ _____
_______________________________________
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How and when are you going to use the strategy or
part of the strategy?