Teaching Goal Attainment in an Inclusive Middle School General Educational Setting

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Teaching Goal Attainment in an Inclusive Middle
School General Educational Setting

• James Martin - University of Oklahoma, Zarrow
  Center
• Laura Marshall - University of Colorado at
  Colorado Springs
• Nidal El-Kazimi - University of Oklahoma, Zarrow
  Center

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Agenda

• Goal Attainment Its role in SD and Transition
• Goal Attainment Concepts
• Take Action Lessons
• Take Action Research
• Middle School Study
• Implications

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Kohlers Taxonomy for Transition Programming
Family Involvement
Student-Focused Planning
Program Structures
Student Development
Interagency Collaboration
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Seven Transition Steps

• Involve team in IEP Planning Process
• Team completes a three-part transition assessment
  process.
• Team writes own transition summary of educational
  performance
• Team develops course of study
• Team develops postschool linkages
• Students attain own IEP and personal goals
• Students develop own summary of performance

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Step 6

• Teach students to attain their own Goals - both
  IEP and personal
• Use Take Action to teach goal attainment

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Goal Attainment Is The Most Important
Self-Determination Component (Wehmeyer, 1994)
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Self-Determination
Self-Determined People Will

• Make choices and set goals based upon an
  understanding of their interests, skills, and
  limits
• Express their goals to help build support
• Establish a plan to attain their goal
• Evaluate their plan
• Adjust their goal or plan

Martin Huber Marshall, 1993
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Self-Determination Constructs
Self-awareness Self-advocacy
Self-efficacy Decision-making Independent
performance Self-evaluation Adjustment
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Dream

• Its fun to dream, but how do dreams become
  reality?
• GOAL ATTAINMENT

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Goal Attainment
From an awareness of personal needs individuals
will choose goals, then doggedly pursue them
(Martin Huber Marshall, 1993) SD is a persons
ability to define and achieve goals from a base
of knowing and valuing oneself (Field Hoffman,
1994, 1995) SD is the repeated use of skills
necessary to act on the environment in order to
attain goals that satisfy self-defined needs and
interests (Mithaug, 1996)
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Goal Attainment Facts

• Students ability to problem solve, which includes
  goal attainment, predicts students enrollment
  into postsecondary education (Halpern, Yavanoff,
  Doren, Benz, 1995)
• Students with learning and other disabilities
  lack goal attainment skills (Fuchs, Fuchs, Karns,
  Hamlett, Katzaroff, Dutka, 1997)
• Students with high incidence disabilities differ
  significantly from nondisabled peers in their
  ability to choose and attain goals (Mithaug,
  Campeau, Wolman, 2003)

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Autonomy Competence

• The more autonomous (self-determined) a person
  believes their behavior to be the greater the
  personal satisfaction and enjoyment from engaging
  in that behavior (Deci Ryan, 2000)
• Feelings of competence (self-efficacy) shape a
  persons willingness to actively engage and
  persist in different behaviors (Bandura, 1997)
• Diminished perception of competence leads to
  lower motivation and a decrease in willingness to
  pursue goals and persist in their attainment.
  This limits overall educational growth (Bandura,
  1997).

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Self-Regulation

• Take Action teaches students a self-regulatory
  process to reach goals and aspirations. This
  involves breaking down goal attainment process
  into many teachable component parts, including
• Proximal (short-term) goal framed as action
• Identifies standards to determine when goal
  reached
• Identifies strategies, schedules, source of
  motivation
• Self-evaluation of performance to standard
• Determines major factors associated with progress
  or lack of progress

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Result Learning Goal Orientation

• High levels of task engagement
• Increased willingness to exert effort to attain
  desired outcomes
• Tasks that must be completed to attain the
  outcomes become interesting and have value

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ChoiceMaker SD Lesson Packages
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Take Action Available From

• Sopris West Publishers
• 4093 Specialty Place
• Longmont, CO 80504
• Phone [phone]
• Fax [phone]
• www.sopriswest.com

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Take Action An Overview

• Teaches students to a process to attain their own
  goals.
• Seven lessons
• Seven to 10 days, 50 minutes a day
• Student will take info and infuse into his or her
  IEP meeting into academic coursework
• Designed for students with high incidence
  disabilities or for general ed students. One
  study modified Take Action for use by students
  with moderate mental retardation.

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Take Action Major Steps Plan

• Break goals down into doable steps
• Establish standards
• Determine how to get feedback
• Determine motivation to attain goal
• Determine strategies
• Determine support
• Schedule
• Express belief that goal can be attained

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Take Action Major Steps Action

• Record or report performance
• Perform to standard
• Obtain feedback on performance
• Motivate self to complete tasks
• Use strategies
• Obtain support as needed
• Follow schedule

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Take Action Major Steps Evaluate

• Determine if goal attained
• Compare performance to standard
• Evaluate usefulness of feedback
• Evaluate if motivation helped prompt my
  achievement
• Evaluate effectiveness of strategies
• Evaluate usefulness of support
• Evaluate usefulness of schedule
• Evaluate my belief

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Take Action Major Steps Adjust

• Adjust goal if needed
• Adjust or repeat standards
• Adjust or repeat feedback method
• Adjust or repeat motivation
• Adjust or repeat strategies
• Adjust or repeat support
• Adjust or repeat schedule
• Adjust belief statement

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Take Action An Overview

• Teaches students to a process to attain their own
  goals.
• Seven lessons
• Seven to 10 days, 50 minutes a day
• Student will take info and infuse into his or her
  IEP meeting into academic coursework
• Designed for students with high incidence
  disabilities or for general ed students

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Lesson
Introduction

• Introduces the Take Action process
• Plan
• Act
• Evaluate
• Adjust
• Goals long and short-term
• Break long-term goals into short-term goals

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Write The Steps in the Correct Order from 1 to 4.
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Introducing Plan Parts
Lesson
Watch a 10-minute video that introduces the Take
Action Process and overviews the six important
steps to make a plan
Lesson 2 Teaches - Standard - Strategy -
Motivation - Schedule
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Each Plan Part Answers a Question

• Standard what you will be satisfied with
• Motivation why you want to meet your standard
  and accomplish your goal
• Strategy how I accomplish my standard to meet my
  goal
• Schedule when will I do my strategy or work on
  my goal

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Each Plan Part has an Associated Question
What are they?
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Same Goal - Different Standards
What are the standards for the runner, weight
lifter, and dog walker?
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More Plan Parts
Lesson

• Review first four plan parts
• Teach Support
• Teach Feedback
• Case Study
• Review Quiz

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Support

• Support is help provided by other people or
  things
• The support question is What Help Do I Need?
• What support did the car driver need in the
  video?
• What support does the runner or weight lifter
  need?

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Feedback

• Feedback information you get on your performance
• What feedback did the driver get in the video?
• Trace exercise
• Sources of feedback

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Critiquing Plans
Lesson
Review long short term goals Puzzle Quiz
Take Action Critique Tool Sample Plans
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Match word to question
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Sample Plan
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Writing a Plan
Lesson

• Students develop a plan to accomplish a goal
• Complete cumulative quiz
• Critique Michelles Plan
• Breakdown get good grades in class goal
• Complete plan for get good grades in class goal
• Complete plan aloud in class

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Critique Michelle Pass Plan
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Evaluating Adjusting Plans
Lesson

• Review and complete 3 example case studies from
  plan through evaluate and adjust
• Apply evaluation and adjustment concepts to own
  plan

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First Review Michelle Pass Plan to Get Good Grade
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Use Take Action Process
Lesson

• Apply Take Action Process to
• IEP Goals
• Personal Goals
• Employment Goals
• School Goals

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Student Take Action Sample
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Student Take Action Sample
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Modified Lessons

• Four lessons teach a simplified version of the
  Take Action Process
• Choose a goal that can be accomplished in a day
  or two
• Plan consists of three parts strategy, schedule,
  support
• Evaluate and adjust within one or two days rather
  than a week
• Many of the same teaching strategies are used

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Modified Plan Example Form
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German, et al., 2000 Study
Students with 6 high school students with
moderate mental retardation used the modified
version of Take Action to learn to attain their
daily IEP goals.
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Walden (2002)

• College Students with LD acquired and generalized
  goal attainment skills using Take Action, but
  without continued use their skills decreased over
  time.
• The Take Action process must be used to be
  remembered!

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Middle School Study
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Research Questions

• Does Take Action increase students AIR
  Self-Determination and ChoiceMaker Taking Action
  assessment scores?
• Does Take Action increase the number of long-term
  goals set and the number of goals met?

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Students

• Students in four 8th grade middle school English
  classes
• 101 students completed the study
• Number in General Ed 81
• Number in Gifted Ed 14
• Number with an IEP 4
• Number with 504 plan 2

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Setting

• Middle School in a medium-sized Southwestern city
• Two teachers completed ChoiceMaker Assessment
• One teacher taught the ChoiceMaker lessons

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Dependent Measures

• Score from the AIR Self-Determination Assessment
  (Student Version)
• Score from the ChoiceMaker Self-Determination
  Assessment (Taking Action Section)
• Number of long-term goals set
• Number of long-term goals met

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Design

• Combination Quantitative and Qualitative Design
• Repeated measure multiple baseline
• Pre/post AIR and ChoiceMaker Assessments
• Completed 5 times over 9 months of the academic
  year at the end of each quarter
• Long-term goal set and met collected four times
  at the end of each quarter

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Design Described
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Instructional Procedures

• Baseline
• Completed AIR and ChoiceMaker Assessments first
  two days
• Students completed goal sheets
• Students identified long-term goals for first
  9-weeks
• Intervention
• During the first quarter two classes taught and
  practiced Take Action over five weeks
• During second quarter remaining two classes
  received Take Action instruction
• During the third quarter classes worked on Take
  Action goal attainment process twice a month
• During the fourth quarter classes moved to once a
  month

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Collecting Data and Scoring

• The teacher and researcher independently scored
  the Take Action goal attainment forms to assess
  number of long-term goals set and met. They
  resolved any differences.
• Sample of the AIR and ChoiceMaker Assessment
  results independently scored for accuracy, with
  discrepancies corrected.

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Results

• We conducted data analyses through
• - Whole sample
• - Four classes
• - Students in General, Special, or
• Gifted Ed
• - Male and Female

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Results

• A one-way within-subject ANOVA was conducted
  with the factor being quarters of the school year
  and the dependent variable being the
• - Students AIR Self-Determination Assessment
• scores
• - Teachers ChoiceMaker Assessment Taking
• Action Section scores
• - Number of long-term goals set
• - Number of long-term goals met

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Whole sample

• The repeated measure ANOVAs indicated significant
  effects for
• the students AIR Self-Determination Assessment
  results, Wilks ? .78, F(4, 86) 6.20, p lt
  .01, multivariate ?2 .22
• the first teachers Taking Action ChoiceMaker
  Assessment, Wilks ? .21, F(4, 42) 39.75, p lt
  .01, multivariate ?2 .79

NOTE For ?2, values of .01, .06, .14 are, by
convention, interpreted as small, medium, and
large effect sizes, respectively.
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Whole Sample

• The repeated measure ANOVAs also indicated
  significant effects for
• the second teachers ChoiceMaker Assessment,
  Wilks ? .27, F(4, 36) 24.15, p lt .01,
  multivariate ?2 .73
• the number of long-term goals set, Wilks ?
  .30, F(3, 84) 66.95, p lt .01, multivariate ?2
  .71
• and the number of long-term goals met, Wilks ?
  .30, F(3, 84) 66.95, p lt .01, multivariate ?2
  .71.

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Four Classes

• - The repeated measure ANOVAs indicated
  significant effects for students AIR
  Self-Determination Assessment results for three
  classes out of four, Wilks ? for the three
  classes varies from .43 to .64, p-value varies
  from less than .01 to .04, and multivariate ?2
  varies from .36 to .58.

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Four Classes

• - On the teachers ChoiceMaker Assessment Taking
  Action Section ANOVAs indicated significant
  effects for seven assessments out of eight,
  Wilks ? for the seven assessments varies from
  .02 to .29, p-value varies from less than .01 to
  .04, and multivariate ?2 varies from .72 to .98.

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Four Classes

• - The number of long-term goals sets ANOVAs
  indicated high significant effects for the four
  classes, Wilks ? for the four classes varies
  from .15 to .22, all p-values were less than .01,
  and multivariate ?2 varies from .78 to .85.

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Four Classes

• - The ANOVAs for the number of long-term goals
  met also indicated high significant effects for
  the four classes, Wilks ? for the four classes
  varies from .20 to .30, all p-values were less
  than .01, and multivariate ?2 varies from .70 to
  .80.

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General Education Program

• The repeated measure ANOVAs indicated significant
  effects for
• the students AIR Self-Determination results,
  Wilks ? .65, F(4, 64) 8.52, p lt .01,
  multivariate ?2 .35
• the first teachers ChoiceMaker Taking Action
  Section, Wilks ? .18, F(4, 30) 33.47, p lt
  .01, multivariate ?2 .82

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General Education Program

• The repeated measure ANOVAs also indicated
  significant effects for
• the second teachers ChoiceMaker Taking Action
  Section, Wilks ? .19, F(4, 27) 29.52, p lt
  .01, multivariate ?2 .81
• the number of long-term goals set, Wilks ?
  .22, F(3, 61) 71.73, p lt .01, multivariate ?2
  .78
• and the number of long-term goals met, Wilks ?
  .29, F(3, 61) 49.57, p lt .01, multivariate ?2
  .7.

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Gifted and Talent Program

• The repeated measure ANOVAs indicated significant
  effects for
• the students AIR Self-Determination Assessment
  pre-intervention and fourth quarter, Wilks ?
  .70, F(1, 13) 5.52, p .04, multivariate ?2
  .30
• the first teachers Taking Action ChoiceMaker,
  Wilks ? .15, F(3, 4) 7.45, p .04,
  multivariate ?2 .85

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Gifted and Talent Program

• The repeated measure ANOVAs also indicated
  significant effects for
• the number of long-term goals set, Wilks ?
  .24, F(3, 11) 11.50, p lt .01, multivariate ?2
  .76
• and the number of long-term goals met, Wilks ?
  .22, F(3, 11) 13.27, p lt .01, multivariate ?2
  .78.

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Special Education Program

• The repeated measure ANOVAs indicated significant
  effect for number of long-term goals met during
  the first to fourth quarters, Wilks ? .07,
  F(1, 2) 27.00, p .04, multivariate ?2 .93.

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Effect of Instruction

• We conducted a one-way analysis of variance to
  evaluate the relationship between Take Action
  instruction and students AIR self-Determination
  Assessment scores, The ANOVAs indicated no
  significant differences between the intervention
  group (group 2) and the control group (group 1)
  on the pre-intervention AIR assessment scores,
  F(1, 107) 0.23, p .63, ?2 lt .01.

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Average Score of Students AIR Self-Determination
Assessment
Note. Group 1 class A and B Group 2 class C
and D Pre pre-intervention Q quarter.
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Effect of Instruction

• During the first quarter, teacher taught only
  group 2 the Take Action lessons. At the end of
  the first quarter, ANOVAs indicated statistically
  significant differences on the AIR assessment
  scores for the favor of the intervention group
  (group 2), F(1, 106) 4.34, p .04, ?2 .04.

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Growth Percentage Comparisons

• We defined the mean growth percentage of a
  repeated measure as the difference between the
  highest and the lowest mean (of the repeated
  measure) multiplied by hundred and divided by the
  lowest mean.
• We used this growth percentage to make
  comparisons between different students programs
  and between the two genders.

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Growth Percentage by Program
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Growth Percentage and Gender
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Gender Differences

• The ANOVAs indicated significant differences for
  females over males with p lt .01 for the five
  students AIR Self-Determination Assessments and
  nine out of 10 teachers ChoiceMaker Assessment
  Taking Action Section.
• ANOVAs indicated no significant differences
  between males and females on the measures of the
  number of long-term goals set and the number of
  long-term goals met.

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Student Survey

• Eighty-two students answered three open-ended
  questions about this academic year-long Take
  Action study
• What did you like about Take Action process
• What did you NOT like about the Take Action
  process
• What changes would you suggest to make it better

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What did you like about Take Action process
Yielded Six Major Themes

• Help in becoming more organized
• Enable focus on tasks
• Motivate
• Set priorities
• Remember assignments
• Help in planning and accomplishing goals

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What did you NOT like about the Take Action
process Yielded Four Themes

• Difficulties in remembering goals
• Too tedious, time consuming, and boring
• Too repetitive
• Complicated

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What changes would you suggest to make it
better Yielded Four Themes

• Make it more simple
• Add a reminder system to help remember goals
• Raise the period of time for short-term goals
• Make the process more interest

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Implications?
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Questions