Take Action: Making Goals Happen

James Martin - University of Oklahoma, Zarrow Center

Agenda

Goal Attainment: Its role in SD and Transition

Goal Attainment Concepts Take Action Lessons Take Action Research Middle School Study Implications

Student Development

Interagency Collaboration

Program Structures

Family Involvement

Kohler’s Taxonomy for Transition Programming

Student-Focused Planning

Seven Transition Steps

1. Involve student in IEP Planning Process2. Student completes a three-part transition assessment

process.3. Student writes own transition summary of educational

performance4. Student develops course of study5. Student becomes involved in attaining postschool

linkages6. Students attain own IEP and personal goals7. Students develop own summary of performance

Step 6

Teach students to attain their own Goals - both IEP and personal

Use Take Action to teach goal attainment QuickTime™ and a

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Goal Attainment Is The Most Important Self-Determination

Component (Wehmeyer, 1994)

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

Self-Determination

Martin & Huber Marshall, 1993

Self-Determination Constructs

• Self-awareness• Self-advocacy• Self-efficacy• Decision-making• Independent performance• Self-evaluation• Adjustment

Dream

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

GOAL ATTAINMENT

Goal Attainment

From an awareness of personal needs individuals will choose goals, then doggedly pursue them (Martin & Huber Marshall, 1993)

SD is a person’s 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)

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)

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 person’s 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).

Self-Management

Take Action teaches students a self-management 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

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

ChoiceMaker SD Lesson Packages

Goals Lessons1. Choosing Goals

A. Student Interests • Choose & Take Ac tion• Choosing Employment Goals

B. Student Skills & Limits • Choosing Personal GoalsC. Student Goals • Choosing Education Goals

2.Expressing GoalsD. Student Leading Meeting • Self-Directed IEPE. Student Reporting

3. Taking ActionF. Student Plan • Take Act ionG. Student ActionH. Student EvaluationI. Student Adjustment

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Take Action Available From

Sopris West Publishers 4093 Specialty Place Longmont, CO 80504

Phone: (303) 651-2829 Fax: (888) 819-7767 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.

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

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

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

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

Introduction

Introduces the Take Action process Plan Act Evaluate Adjust

Goals: long and short-term Break long-term goals into short-term

goals

Write The Steps in the Correct Order from 1 to 4.

Introducing Plan Parts

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

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

Each Plan Part has an Associated Question

What are they?

Same Goal - Different Standards

What are the standards for the runner, weight lifter, and dog walker?

More Plan Parts

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

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?

Feedback

Feedback: information you get on your performance

What feedback did the driver get in the video?

Trace exercise Sources of feedback

Critiquing Plans

• Review long & short term goals

• Puzzle Quiz

• Take Action Critique Tool

• Sample Plans

Match word to question

Sample Plan

Writing a Plan

Students develop a plan to accomplish a goal Complete cumulative quiz Critique Michelle’s Plan Breakdown “get good grades in class” goal Complete plan for “get good grades in class”

goal Complete plan aloud in class

Critique Michelle Pass’ Plan

Evaluating & Adjusting Plans

Review and complete 3 example case studies from plan through evaluate and adjust

Apply evaluation and adjustment concepts to own plan

First Review Michelle Pass’ Plan to Get Good Grade

Use Take Action Process

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

Student Take Action Sample

Student Take Action Sample

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

Modified Plan Example Form

Take ActionInstructional Package

Withdrawal of Instruction

Maintenance with S+

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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.

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!

Middle School Study

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?

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

Setting

Middle School in a medium-sized Southwestern city

Two teachers completed ChoiceMaker Assessment

One teacher taught the ChoiceMaker lessons

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

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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Pre Q1 Q2 Q3 Q4

Assessment

Average score

Group 1

Group 2

ChoiceMaker Take Action Instruction

Design Described

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

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.

Results

We conducted data analyses through:

- Whole sample

- Four classes

- Students in General, Special, or

Gifted Ed

- Male and Female

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

- Teacher’s ChoiceMaker Assessment Taking

Action Section scores

- Number of long-term goals set

- Number of long-term goals met

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 < .01, multivariate 2 = .22

the first teacher’s Taking Action ChoiceMaker Assessment, Wilks’ = .21, F(4, 42) = 39.75, p < .01, multivariate 2 = .79

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

Whole Sample

The repeated measure ANOVAs also indicated significant effects for:

the second teacher’s ChoiceMaker Assessment, Wilks’ = .27, F(4, 36) = 24.15, p < .01, multivariate 2 = .73;

the number of long-term goals set, Wilks’ = .30, F(3, 84) = 66.95, p < .01, multivariate 2 = .71;

and the number of long-term goals met, Wilks’ = .30, F(3, 84) = 66.95, p < .01, multivariate 2 = .71.

Four Classes

- The repeated measure ANOVAs indicated significant effects for students’ AIR Self-Determination Assessment results for three classes out of four, Wilk’s 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.

Four Classes

- On the teacher’s ChoiceMaker Assessment Taking Action Section ANOVAs indicated significant effects for seven assessments out of eight, Wilk’s

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.

Four Classes

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

Four Classes

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

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 < .01, multivariate 2 = .35;

the first teacher’s ChoiceMaker Taking Action Section, Wilks’ = .18, F(4, 30) = 33.47, p < .01, multivariate 2 = .82;

General Education Program

The repeated measure ANOVAs also indicated significant effects for:

- the second teacher’s ChoiceMaker Taking Action Section, Wilks’ = .19, F(4, 27) = 29.52, p < .01, multivariate 2 = .81;

- the number of long-term goals set, Wilks’ = .22, F(3, 61) = 71.73, p < .01, multivariate 2 = .78;

- and the number of long-term goals met, Wilks’ = .29, F(3, 61) = 49.57, p < .01, multivariate 2 = .7.

Gifted and Talent Program

The repeated measure ANOVAs indicated significant effects for:

the student’s AIR Self-Determination Assessment pre-intervention and fourth quarter, Wilks’ = .70, F(1, 13) = 5.52, p = .04, multivariate 2 = .30;

the first teacher’s Taking Action ChoiceMaker, Wilks’ = .15, F(3, 4) = 7.45, p = .04, multivariate 2 = .85;

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 < .01, multivariate 2 = .76;

and the number of long-term goals met, Wilks’ = .22, F(3, 11) = 13.27, p < .01, multivariate 2 = .78.

Average Of Long-Term Goals Met for Gifted Student

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Average Number of Long-Term Goals SET & MET (Gifted)

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Number of Long-TermGoals "SET"

Number of Long-TermGoals "MET"

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.

Average Of Long-Term Goals Met for Sp.Ed. Student

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Average of first two Quarters

Average of Last two Quarters

Average Number of Long-Term Goals SET & MET(SP.Ed. Student)

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Assessment

Average Number

Long-Term Goals "SET"Long-Term Goals "MET"

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 < .01.

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Pre Q1 Q2 Q3 Q4

Assessment

Average score

Group 1

Group 2

ChoiceMaker Take Action Instruction

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.

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.

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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Correspondence

Growth Percentage

General Ed.

Gifted Ed.

Special Ed.

Growth Percentage by Program

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Correspondence

Growth Percentage

Male

Female

Growth Percentage and Gender

Gender Differences

The ANOVAs indicated significant differences for females over males with p < .01 for the five students’ AIR Self-Determination Assessments and nine out of 10 teacher’s 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.

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”

“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

“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

“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

Implications?

Questions