SURVEY LINK
ASPIRE @ CGCA
2019-2020 - Year 5!
ActiveStudentParticipationInspiresReal Engagement |
Participating in ASPIRE, students take an active role in evaluating their strengths and determining their areas of need when it comes to their academic and transitional needs.
The skills they learn in this process will enable them to advocate effectively for themselves now and in the future. |
STEP ONE!
PARENT BROCHURE - Send home Parent Letter and ASPIRE Brochure with students right away!
Then, send monthly reminders of the Self- Determination skills that the student is currently working on.
Then, send monthly reminders of the Self- Determination skills that the student is currently working on.
| aspire_brochure.docx |
| cgcaparent_letter.doc |
| SCCPSS Parent Letter |
STEP TWO!
Lesson plan and teach the skills
What are Self-Determination Skills?
SLDMI -Self-Determined Learning Model of Instruction
SDLMI separates the self determination skills into 3 categories of Self-Determined Actions.
Volitional Actions: Making intentional, conscious choices based on one’s preferences and interests. Teaching and creating opportunities for choice-making, decision-making, goal setting, problem solving, and planning skills enables volitional action to develop.
Teaching strategies: • Autonomy: Integrate opportunities to explore activities to develop interests and preferences. • Provide frequent opportunities to make choices. • Promote participation in group decision-making (IEP meetings, person-centered planning, etc.) Self-Initiation: Support participation in community activities and volunteer opportunties. • Discuss and explore job interests, hobbies, and personal strengths. • Encourage developing a person-centered plan based on interests and goals.
Agentic Actions: Self-directing and managing actions toward goals. Teaching and creating opportunities for self-management and goal attainment. problem solving, and self-advocacy skills enables agentic action to develop.
Teaching strategies: Self-Direction: Allow students to make and learn from mistakes. • Teach language that can be used to advocate for personal rights and aspirations. • Provide opportunities for leadership roles.
Pathways Thinking: Teach how to weigh potential costs, benefits, and outcomes of choices. • Encourage ownership of challenges and solutions in problem solving. Create opportunities for students to problem solve in structured and naturally occurring environments.
Action-Control Beliefs: Recognizing your own abilities and believing they will help you achieve your goal. Teaching and creating opportunities for self-awareness and self-knowledge. enable Action-Control Beliefs to develop.
Teaching strategies: Psychological Empowerment: Set high expectations. •Encourage students to identify their strengths and apply them. •Support students in selfevaluation to encourage belief in abilities and increase self-confidence.
Self-Realization: •Teach students to understand their strengths and support needs •Encourage students to Identify and utilize personal support systems (i.e., friends, family, teachers). •Provide opportunities for students to become knowledgable about available supports and to advocate for them.
Volitional Actions: Making intentional, conscious choices based on one’s preferences and interests. Teaching and creating opportunities for choice-making, decision-making, goal setting, problem solving, and planning skills enables volitional action to develop.
Teaching strategies: • Autonomy: Integrate opportunities to explore activities to develop interests and preferences. • Provide frequent opportunities to make choices. • Promote participation in group decision-making (IEP meetings, person-centered planning, etc.) Self-Initiation: Support participation in community activities and volunteer opportunties. • Discuss and explore job interests, hobbies, and personal strengths. • Encourage developing a person-centered plan based on interests and goals.
Agentic Actions: Self-directing and managing actions toward goals. Teaching and creating opportunities for self-management and goal attainment. problem solving, and self-advocacy skills enables agentic action to develop.
Teaching strategies: Self-Direction: Allow students to make and learn from mistakes. • Teach language that can be used to advocate for personal rights and aspirations. • Provide opportunities for leadership roles.
Pathways Thinking: Teach how to weigh potential costs, benefits, and outcomes of choices. • Encourage ownership of challenges and solutions in problem solving. Create opportunities for students to problem solve in structured and naturally occurring environments.
Action-Control Beliefs: Recognizing your own abilities and believing they will help you achieve your goal. Teaching and creating opportunities for self-awareness and self-knowledge. enable Action-Control Beliefs to develop.
Teaching strategies: Psychological Empowerment: Set high expectations. •Encourage students to identify their strengths and apply them. •Support students in selfevaluation to encourage belief in abilities and increase self-confidence.
Self-Realization: •Teach students to understand their strengths and support needs •Encourage students to Identify and utilize personal support systems (i.e., friends, family, teachers). •Provide opportunities for students to become knowledgable about available supports and to advocate for them.
Assess the student's awareness of their own skills.
| Self-Determination Check List |
| air-self-determination-scale-student-form.pdf |
This Inventory (SDI) is used to give students a scale score on their current level of self-determination.
Self- Determination Lessons and Information
Mini-Lesson on Self Determination
| Lesson: Intro-to-Self-Determination |
| intro_to_self-determination_lp_2.docx |
Resources!
| sdi-student-report-guide_small.final_.pdf |
ChoiceMaker Self-Determination Curriculum
I'm Determined
Self-Advocacy at Understood.org
| iep_scavenger_hunt__1_.doc |
| ASPIRE Rubric |
Self-Advocacy Goals
| Helping Students Develop Their IEPS |
STEP THREE
Help Students Set Goals and Make a
Plan to Attain Them!
Help Students Set Goals and Make a
Plan to Attain Them!
| Goal Plan |
| One-Pager-template |
STEP Four
Plan for the IEP Meeting
Plan for the IEP Meeting
Self-Directed IEP Steps
1. Begin meeting by stating the purpose
2. Introduce everyone
3. Review past goals and performance
4. Ask for others’ feedback
5. State your school and transition goals
6. Ask questions if you don’t understand
7. Deal with differences in opinion
8. State what support you’ll need
9. Summarize your goals
10. Close meeting by thanking everyone
11. Work on IEP goals all year
1. Begin meeting by stating the purpose
2. Introduce everyone
3. Review past goals and performance
4. Ask for others’ feedback
5. State your school and transition goals
6. Ask questions if you don’t understand
7. Deal with differences in opinion
8. State what support you’ll need
9. Summarize your goals
10. Close meeting by thanking everyone
11. Work on IEP goals all year
Helpful Teaching Tools & Resources
ASPIRE for Students w/ Cognitive Disabilities
| ASPIRE For SWSCD |
| Student Preference Indicators |
TIMELINE OF IMPLEMENTATION
Year of Implementation 2017-2018
All CGCA Students are ASPIRE Students
With too much confusion with which students are or are not ASPIRE students, CGCA decided to scale-up to Full Implementation this year.
Refresher Teacher Training – August 2, 2017 1:00 to 2:30
New Teacher Training - 2 teachers - TBD
Student Pre-tests – to be done by September 30th, 2017.
PARENT TRAINING - October 28th
With too much confusion with which students are or are not ASPIRE students, CGCA decided to scale-up to Full Implementation this year.
Refresher Teacher Training – August 2, 2017 1:00 to 2:30
New Teacher Training - 2 teachers - TBD
Student Pre-tests – to be done by September 30th, 2017.
PARENT TRAINING - October 28th
| cgca_aspire_information_and_scale_up_plan_17-18.docx |
Year of Implementation 2016-2017
All teachers at CGCA will participate with three students.
Teacher Training – Pre-Planning Fall 2016
ASPIRE School Contact & Parent Contact Kickoff Training on August 29th, 2016.
Student Pre-tests – to be done by September 30th, 2016.
Student Training – Done by the Teacher with the student.
This includes teaching self-determination skills.
Parent Training - We are partnering with SCCPSS for the Parent Training.
December 8th @ Islands High School.
December 9th @ Groves High School.
Refresher - New Info Training - October 6th 2016 - New Date (Hurricane) = 10-26-16
Post –Surveys for Educator, Parent & Student - After the IEP meeting
Scale-up Plans - Next year teachers will assist 5 students each through
the ASPIRE process. A more thorough review of needs for
next year will be discussed at the end of this one.
All teachers at CGCA will participate with three students.
Teacher Training – Pre-Planning Fall 2016
ASPIRE School Contact & Parent Contact Kickoff Training on August 29th, 2016.
Student Pre-tests – to be done by September 30th, 2016.
Student Training – Done by the Teacher with the student.
This includes teaching self-determination skills.
Parent Training - We are partnering with SCCPSS for the Parent Training.
December 8th @ Islands High School.
December 9th @ Groves High School.
Refresher - New Info Training - October 6th 2016 - New Date (Hurricane) = 10-26-16
Post –Surveys for Educator, Parent & Student - After the IEP meeting
Scale-up Plans - Next year teachers will assist 5 students each through
the ASPIRE process. A more thorough review of needs for
next year will be discussed at the end of this one.
October 26th Training PowerPoint
| aspire10-26-16.pptx |
| cgca-5yearscaleup.docx |
Year of Implementation 2015-2016
Select Teachers – Summer of 2015.
All teachers at CGCA will participate with at least one student.
Teacher Training – Pre-Planning Fall 2015
Student Pre-tests – to be done by September 25th, 2015.
Teachers will send an email verification when completed.
Student Training – Done by the Teacher with the student.
This includes teaching self-determination skills.
Parent Training - TBD
Post –Surveys for Educator, Parent & Student - After the IEP meeting
Scale-up Plans - What will be the plan for ASPIRE for next year?
Select Teachers – Summer of 2015.
All teachers at CGCA will participate with at least one student.
Teacher Training – Pre-Planning Fall 2015
Student Pre-tests – to be done by September 25th, 2015.
Teachers will send an email verification when completed.
Student Training – Done by the Teacher with the student.
This includes teaching self-determination skills.
Parent Training - TBD
Post –Surveys for Educator, Parent & Student - After the IEP meeting
Scale-up Plans - What will be the plan for ASPIRE for next year?
Year of Readiness 2014-2015
Readiness Checklist
Building Contact sent to GLRS
Train the Trainer Session at GLRS
Readiness Checklist
Building Contact sent to GLRS
Train the Trainer Session at GLRS
| cgca_gnets_aspire_implementation_and_scale-up_plan__003_.docx |
| cgca_gnets_aspire_info_sheet.docx |