waterstreet final project

EFFECTIVE SOCIAL SKILLS CURRICULUM FOR STUDENTS WITH EMOTIONAL AND

BEHAVIORAL DISORDERS THAT FOCUSES ON SKILL GENERALIZATION ACROSS

SETTINGS

by

Jessica L. Waterstreet

A capstone project submitted in partial fulfillment of the

Requirements for the degree of Master of Arts in Education.

Hamline University

Saint Paul, Minnesota

August 2021

Capstone Project Facilitator: Kelly Killorn

Content Expert: Becky Kopischke

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Project Description

Finding creative and engaging ways to effectively teach social skills to students with

emotional and behavioral disorders is a common goal for many special education teachers.

Additionally, finding ways to increase the generalization of these skills across setting and

post-high school, is another important goal area that student teams work to address as they

develop meaningful transition plans. This capstone project answers the question, what specific

research based practices can be used in the development of a curriculum that focuses on both

social skill acquisition and generalization across settings?

This capstone project includes a six week unit that focuses on specific social skill

acquisition, creative and engaging methods for practice and experiences that foster the

generalization of these skills across settings. Guiding students to become self-determined and

involved members of their individualized education plan (IEP) team through student-led IEP

meetings culminates the unit. This capstone project provides teachers with a daily lesson plan,

identifies specific materials needed, and outlines options for assessing student learning and

progress.

This unit was designed for students in grades 9 - 12. They attend school in a setting four,

behavior support building and all of the students receive special education services for 100% of

their school day. Students participating in this unit qualify for special education services under

the disability category of emotional and behavioral disorders.

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Using Social Skills and Self Determination to Access the Community and GainIndependenceA Six Week Unit

Point System Summary:- Students will earn points for in class participation, for using the social skills taught and

reviewed, and for demonstrating appropriate classroom behavior.- Students will keep a point sheet on their desk and will be rewarded points throughout

class. This point sheet can be unique to each teacher. It should include a column for thestudent to write the demonstrated skill name, a column for the points awarded and acolumn for staff initials.

- Staff will award students 500 points for displaying average/satisfactory participation andclassroom behavior. Example: John, thank you for following that instruction to open upyour computer and log in, please record 500 points for following instructions.

- Staff will award students 1000 points for displaying excellent participation and classroombehavior. Example: Jennifer, I really like how you got started on your own, for stayingon task please record 1000 points.

- Point amounts awarded are arbitrary and can be modified based on what works best forthe teacher and the students in the class.

- During Week 1 points will be non-contingent and will be awarded as a whole group.Example: Everyone can write down 1000 points for listening to the steps to followinginstructions and for recording them in your document.

- Beginning Week 2, points will be contingent on participation and appropriate classroombehavior and the fading of non-contingent group points will take place.

- This process can be slow or fast, depending on the student group.- Students will record their points and staff will sign off on them once they have been

recorded.- At the end of each class period, students should total up earned points and spend their

points on preferred items in the class store. Students can save points as well and shoulddocument in a ledger.

- Items for purchase should be determined with student interest in mind! Pricing should bedone in a way that makes sense for potential daily point totals. Items should be priced in away that is attainable for students. For example: a receipt for skipping an assignment, areceipt for 20 minutes of free computer time, packs of gum, snack items, bottles ofgatorade.

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Week One:

Monday:

Objectives:

Students learn thesteps to followinginstructions.

Students will reviewreasons for using theskill, followinginstructions and willrecord the reasons ina shared document.

Assessment:

Use the studentgenerated skill ofthe week shareddocument as aformativemeasure for skillunderstanding.

Materials:

Skill of the Week,Steps (AppendixB)

Software forstudents to createand share adocument withtheir teacher.

Lesson Plan:1. Introduce the skill of the week, following

instructions.2. Describe how to follow each step in detail

and the importance of following each of thesteps.

a. For example: How should you say“okay” when someone gives youdirections? Would eye contact and anod be sufficient? What should yourtone of voice sound like?

b. For example: Think of a time whenyou might need to check back? Howcould you check back?

c. This conversation can go manydifferent directions depending on theage of your students. It can befocused on being a good citizen,following laws/posted signs andrules, etc.. as well.

3. Have the students start a shared GoogleFolder. Label it with the student’s last nameand the name of your class. Describe thatthis document will be ongoing and is aplace to store information related to eachskill, the community outings and willeventually contain the agenda for theirstudent led IEP meeting.

4. Have students create a document withintheir folder and label it: FollowingInstructions.

5. Create headings:a. Skill Nameb. Skill Stepsc. Reasons for Usingd. Examplese. Community Outing

6. Once steps three - five are complete, moveon to a group conversation that follows upyour introduction to the skill and detailswhy this skill is important to use. Giveexamples of where and how students candemonstrate the skill. Students will use thisinformation to complete their document.

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7. Preview the community outing for theweek. Students will be choosing a recipe tomake at home over the weekend. They willuse the recipe to create a shopping list andwill shop for the items during thecommunity outing. Set an approximateprice limit for each student (Example: $15per student). Go to the website for the localbusiness. Give students basic informationabout the location and expectations whileshopping.

Tuesday:Objectives:

Students willcomplete a briefrole-playing activityrelated to followinginstructions.

Students willcomplete a socialskills, self-inventorychecklist.

Students will choosea recipe to cook athome over theweekend and willemail to the teacherfor printing.

Students will createa grocery list thatthey will use to shopduring Friday’scommunity visit.

Assessment:

Social SkillsSelf-Assessment(Appendix E)

Materials:

Social Skills, SelfAssessment(Appendix E)*Teachers mayuse a social skillsself-assessmenttool that theschool district haspurchased andhas approved foruse.

Lesson Plan:1. Begin class by reviewing the steps to

following instructions.2. Role-Playing Activity:

a. Place students in groups of two.b. Give students pre-scripted, brief

scenarios for following instructions,or have the students write their ownbrief scenarios for followinginstructions.

c. Example: Pretend you areattempting to get your car washedand an employee asks you to use adifferent lane other than the one youare in. Write a short dialogue thatincludes a business employee givinga customer a direction and includethe customer’s response.

d. Guide students as they complete thisactivity.

3. Explain to students that throughout this unit,gaining and practicing social skills inreal-life settings is one the primary goals.One way to specifically target skills, is tofirst identify areas of strength and areas ofneed. Define self-assessment to students.

4. Show students the Skills Self-Assessment.Explain how to complete it and model it tothe whole group. Reassure students that theinformation will remain confidential.

5. Allow students time to complete the SkillsSelf-Assessment. Once complete, askstudents to turn it in. The teachers shouldscan each self-assessment and upload it to

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each student’s shared, electronic folder.6. Wrap up class by allowing students time to

begin looking for recipes that will be usedduring the community outing. Keeping inmind budget, avoiding frozen items andstorage, etc.. Show sample recipes thatmight be good for this activity. (Example:homemade pizza with boxed dough, saucein a jar and shredded cheese.)

Wednesday:Objectives:

Students willcomplete a CareerInterest Profiler.

Assessment:

Student CareerInterest Profilercompletion andresults.

Materials:

Student CareerInterest Profiler*Teachers mayuse a career orinterest inventorytool that theschool district haspurchased andhas approved foruse.

Lesson Plan:1. Review the steps for following instructions

and discuss ways in which this skill willneed to be used during Friday’s communityouting to the grocery store. Remind studentsthat one of the objectives is to purchaseingredients to make a recipe at home overthe weekend.

2. Throughout this unit, communityexploration will spark student interest infuture jobs, careers, and areas of interest.Explain to students the value of acareer/interest inventory in helping themidentify potential career options that wouldbest suit their strengths and skills.

3. Provide students with their logininformation to your district’s career/interestinventory tool.

4. Model using the tool and explain the ratingscale.

5. Allow students 30+ minutes to complete thetool. Once students receive their results,give directions for saving to the shared,electronic folder and for labeling thedocument.

6. Wrap up class by previewing Thursday’slesson.

Thursday:Objectives:

Students will listento an outside staffmember about theirexperiences with theskill of the week.

Assessment:

Check theelectronic sharedfolder for thefollowing itemsto be used forformative

Lesson Plan:1. Begin today’s lesson by inviting an outside

staff member to discuss followinginstructions with the class. This staffmember should revisit the steps and speakabout personal experiences related to usingthis skill in the community. Encourage thisstaff member to bring an activity of their

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Students will choosea simple recipe toprepare at homeover the weekend.

Students will makea shopping list.

Students will write ashort paragraphdescribing how theywill use the skill ofthe week during thecommunity outing.

assessment andunderstanding:recipe, groceryshopping list,three - fivesentencesdescribing theskill of the week

Materials:

Students willneed access tosoftware formaking apresentation ordocument.

Students willneed access to aweb browser.

choosing related to the skill.2. Give students an overview of Friday’s

community outing. Describe expectationsfor the bus ride, their time at the grocerystore and for their return to school. Relatethese expectations to the skill of the week.Allow for students to ask questions.

3. Demonstrate finding a simple recipe onlineand provide students with three websitesthat are easy to use and access. Demonstratetaking a recipe and turning it into a grocerylist that is in the electronic, shared folder.Label it with the recipe name.

4. Give students time to search for a recipeand time to generate a shopping list basedon their choice. Print these for students afterclass.

5. Once students have chosen their recipe, givethem the following writing prompt: Pleasewrite three-five complete sentencesdescribing how you will use the skill offollowing instruction during tomorrow’scommunity outing. Please be specific.

6. Wrap up class by giving any last minutereminders and information about Friday.

Friday:Objectives:

Students will attenda community outingto a local grocerystore and willpurchase items for arecipe of theirchoosing.

Assessment:

Take time forreflection anddebriefing uponreturning toschool.

Materials:

Students willneed theirgrocery shoppinglist.

Lesson Plan: Community Outing1. Connect with students prior to the trip

regarding behavioral expectations.Overview what to expect at the grocerystore. Overview the process for purchasingitems, this may vary by school district andgrocery store. (One idea would be to havegift cards purchased ahead of time for eachstudent.)

2. Hand out printed grocery shopping lists.3. Go on the community outing.4. Upon return, debrief with students. Discuss

what went well, what could have beendifferently and ask students how they arefeeling.

5. If needed, continue this reflection time firstthing on Monday morning. Make debriefingand reflection a priority.

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Week Two:

Monday:Objectives:

Students learn thesteps to asking forhelp.

Students will reviewreasons for using theskill, asking for helpand will record thereasons in a shareddocument.

Assessment:

Use the studentgenerated skill ofthe week shareddocument as aformative measurefor skillunderstanding.

Materials:



Lesson Plan:1. Introduce the skill of the week, asking for

help.2. Describe how to follow each step in detail

and the importance of following each ofthe steps.

a. For example: What should yourtone of voice sound like whenasking for help? How do you knowif you need help or not?

b. This conversation could go manydifferent directions depending onthe age of your students. It can befocused on asking for help at home,in the community or on the job.

3. Have the students go to their shared,electronic folder. Have students create adocument within their folder and label it,Asking for Help.


5. Once steps three - five are complete, moveon to a group conversation that follows upyour introduction and details why this skillis important to use. Give examples ofwhere and how students can demonstratethe skill. Students will use this informationto complete their document.

6. Additionally, have students either make alist or participate in a group activity thatidentifies activities or places where theymight need help and activities or placeswhere they might not need help.

7. Preview the community outing for theweek. Go to the website for the local retailstore. Give students basic informationabout the location and expectations while

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shopping. Students will be given $10 tobuy personal care items they need. If thereis extra time, students can browse thewebsite and can begin pricing items forpurchase.

Tuesday:Objectives:

Students will reviewthe steps for askingfor help.

Students willpractice asking forhelp via roleplaying, videoself-modeling andpractice with staffmembers and peers.

Students will setgoals usinginformationobtained in thesocial skills,self-inventory andthe interestinventory.

Students will createa document used torecord theinformation fromtheir two selfassessments and fordocumenting theirgoals.

Students willcomplete the goaldocument and willreview progressweekly with theteacher.

Assessment:

Participation in therole-playingactivity.

Goal settingshared document.

Materials:

Students will needaccess to softwarefor making apresentation ordocument.


asking for help.2. Have a class conversation about ways in

which students can increase the likelihoodof someone getting the help that they need.

3. Role-Playing Activity:a. Place students in groups of two.b. Give students pre-scripted, brief

scenarios for asking for help, orhave the students write their ownbrief scenarios for asking for help.

c. Example: Pretend you at aself-checkout machine at the storeand it begins giving you an errormessage. Role-play asking the storeemployee for assistance. Consideryour tone of voice, voice volumeand the words that you choose tosay.

d. Guide students as they completethis activity.

4. Explain to students that throughout thisunit, gaining and practicing social skills inreal-life settings is one the primary goals.One way to do so is through goal setting.Ask students if they have done goal settingbefore and to list examples.

5. Review the results of the social skillsself-assessment and of the career/interestinventory tool used in Week 1.

6. Discuss basic information about goalsetting. Goals should be: specific, simpleand attainable. Describe what each of thesedescriptors mean while modeling goalwriting.

7. Ask students to create a shared documentand title it.

8. Ask students to write two-three personalgoals related to the results of their two

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self-assessments. Provide examples.9. Relate goal setting to the skill of the week.10. Wrap up class by asking if anyone would

like to share a goal that they have written.


Students will beginplanning for thecommunity trip.

Students willpractice asking forhelp via roleplaying, videoself-modeling andpractice with staffmembers and peers.

Students willpractice and roleplay asking for help.

Assessment:

Student createdself-modelingvideos.

Materials:

Students will needaccess to a videorecording device.


Lesson Plan:1. Review the steps for asking for help and

discuss ways in which this skill will needto be used during Friday’s communityouting to a retail store. Remind studentsthat one of the objectives is to purchasepersonal care items.

2. As a group, identify questions that mightneed to be asked during the communityouting. Write them on the board. Once thelist is complete, have students break intosmall groups or partners and practiceasking each of the questions identified.

3. Next, describe video self-modeling.Describe to students that they need toproduce two videos of themselves askingfor help. They can choose to do thisindependently or with a partner.

4. Model to students how to complete thisactivity.

5. Allow students work time and ask them toupload their videos to the shared,electronic folder.

6. Wrap up class by previewing Thursday andby reminding students about thecommunity outing on Friday.



Students will chooseand price personalcare items topurchase at thestore.

Assessment:

Check theelectronic sharedfolder for thefollowing items tobe used forformativeassessment andunderstanding:shopping list,three-fivesentencesdescribing the skill

Lesson Plan:1. Begin today’s lesson by inviting an outside

staff member to discuss asking for helpwith the class. This staff member shouldrevisit the steps and speak about personalexperiences related to using this skill in thecommunity. Encourage this staff memberto bring an activity of their choosingrelated to the skill.

2. Give students an overview of Friday’scommunity outing. Describe expectationsfor the bus ride, their time at the store andfor their return to school. Relate theseexpectations to the skill of the week.

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Students will make ashopping list.

Students will write ashort paragraphdescribing how theywill use the skill ofthe week during thecommunity outing.

of the week

Materials:


Students will needaccess to a webbrowser.

Allow for students to ask questions.3. Demonstrate finding and pricing personal

care items online. Demonstrate making ashopping list that is in the electronic,shared folder.

4. Give students time to search for items andtime to generate a shopping list based ontheir choices. Print these for students afterclass.

5. Once students have made their shoppinglist and it has been approved, give them thefollowing writing prompt: Please writethree-five complete sentences describinghow you may use the skill of asking forhelp during tomorrow’s community outing.Please be specific. Also, please attach orlink your self-modeling videos at the endof this paragraph.


Friday:Objectives:

Students will attenda community outingto a local retailstore.

Assessment:


Materials:

Students will needtheir groceryshopping list and apre-purchased giftcard.


regarding behavioral expectations.Overview what to expect at the store.Overview the process for purchasingitems, this may vary by school district andgrocery store. (One idea would be to havegift cards purchased ahead of time for eachstudent.)

2. Hand out printed shopping lists.3. Go on the community outing.4. Upon return, debrief with students. Discuss

what went well, what could have beendifferently and ask students how they arefeeling.

5. If needed, continue this reflection time firstthing on Monday morning. Makedebriefing and reflection a priority.

Week Three:

Monday:Objectives:

Assessment: Lesson Plan:1. Introduce the skill of the week, working

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Students learn thesteps to workingwith others.

Students will reviewthe reasons for usingthe skill, workingwith others and willrecord the reasons ina shared document.

Students will revisittheir goal documentand will reviewprogress weeklywith the teacher.


Materials:



with others.2. Describe how to follow each step in detail


a. For example: How could you goabout assigning tasks? Whatshould you do if someone doesn’twant to do the assigned task?

3. Have the students go to their sharedelectronic folder. Have students create adocument within their folder and label it,Working With Others.


5. Once steps three and four are complete,move on to a group conversation thatfollows up your introduction and detailswhy this skill is important to use. Giveexamples of where and how students candemonstrate the skill. Students will usethis information to complete theirdocument. Discuss why or why notstudents like working with others.

6. Preview the community outing for theweek. This week’s outing should take intoconsideration the results of the interestinventories and should be chosen ahead oftime by the staff. Go to the website for thelocal business. Give students basicinformation about the location andexpectations of this particular communityouting. For example: Is it just a tour? Willstudents be able to participate in anactivity while there or will it be purelyinformational?

7. Goal Setting Check-In: Ask students toreview the goals they set in Week Two.Have they met any of those goals yet?What progress has been made towardsachieving these goals? During this 1:1conference, the teacher will guide studentsat re-writing goals if they have been met

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or if they need to be modified.

Tuesday:Objectives:

Students will reviewthe steps for workingwith others.

Students will workwith a partner tocreate an electronicpresentation thatfeatures all of theskills taught in thisunit.

Assessment:

Skill of the Weekelectronicpresentation andgroup work.

Materials:



working with others.2. Role-Playing Activity:


scenarios for followinginstructions, or have the studentswrite their own brief scenarios forworking with others.

c. Guide students as they completethis activity.

3. Cup Stacking Activity:a. Place students in pairs. Give each

student group 20 plastic cups andask them to work together to buildthe tallest pyramid they can, takingturns and working together.

b. Review the steps for working withothers one more time prior to thisactivity.

c. Debrief: What went well? Whatdidn’t go well and how can it bedone differently next time?

4. Skill of the Week Presentation:a. Students will work with a partner

to create an electronic presentationthat showcases each of the skillstaught during this unit. Thepresentation must include:

i. The name of each skill andthe steps.

ii. Reasons for Usingiii. Examplesiv. Community Outing

information.v. Self-modeling videos

and/or photographs of eachstudent demonstrating theskill.

vi. Students can refer to theindividual document theyhave been adding to eachweek as a new skill is

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introduced.vii. Allow for 30+ minutes of

work time.

Wednesday:Objectives:Objective:


Students will workwith a partner tocreate an electronicpresentation thatfeatures all of theskills taught in thisunit.

Assessment:


Materials:



working with others.2. Allow class time to work on the Skill of

the Week Presentation.3. Wrap up class by previewing Thursday

and reminding students about thecommunity outing on Friday.



Students will write ashort paragraphdescribing how theyhave used the skill ofthe week during thisweek’s lessons.

Assessment:

Check theelectronic sharedfolder for thefollowing items tobe used forformativeassessment andunderstanding:progress made onthe electronicpresentation

Materials:


Students will needaccess to a web

Lesson Plan:1. Begin today’s lesson by inviting an

outside staff member to discuss workingwith others with the class. This staffmember should revisit the steps and speakabout personal experiences related tousing this skill in the community.Encourage this staff member to participatein the next activity.

2. Pyramid Building Activity:a. Put students in pairs or groups of

three.b. Give each group the following

supplies: 30 toothpicks, 15 largemarshmallows and 30 smallmarshmallows.

c. Ask each group to work together tobuild a structure that can stand onits own with the materials providedwithin an allotted amount of time.

d. Debrief: What went well? Whatcould have been done differently?

3. Give students an overview of Friday’scommunity outing. Describe expectations

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browser. for the bus ride, their time at the localbusiness and for their return to school.Relate these expectations to the skill of theweek. Allow for students to ask questions.

4. Give students the following writingprompt: Please write three-five completesentences describing how you have usedthe skill of the week in this week’sactivities. Please be specific.


Friday:Objectives:

Students will attenda community outingto a local business.

Assessment:


Materials:


regarding behavioral expectations.Overview what to expect at the business.

2. Go on the community outing.3. Upon return, debrief with students.

Discuss what went well, what could havebeen differently and ask students how theyare feeling.

4. If needed, continue this reflection timefirst thing on Monday morning. Makedebriefing and reflection a priority.

Week Four:

Monday:Objectives:

Students learn thesteps to acceptingdecisions ofauthority.

Students will reviewthe reasons for usingthe skill, acceptingdecisions ofauthority and willrecord the reasons ina shared document.

Students will revisit

Assessment:


Materials:


Software for

Lesson Plan:1. Introduce the skill of the week, accepting

decisions of authority.2. Describe how to follow each step in detail


a. For example: If you are unable toremain calm, what else can you doat that time? Is this a challengingskill for you? Why is that?

3. Have the students go to their sharedelectronic folder. Have students create adocument within their folder and label it,Accepting Decisions of Authority.

4. Create headings:a. Skill Nameb. Skill Steps

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their goal documentand will reviewprogress weeklywith the teacher.

students to createand share adocument withtheir teacher.

c. Reasons for Usingd. Examplese. Community Outing

5. Once steps three and four are complete,move on to a group conversation thatfollows up your introduction and detailswhy this skill is important to use. Giveexamples of where and how students candemonstrate the skill. Students will usethis information to complete theirdocument.

6. Preview the community outing for theweek. This week’s outing should take intoconsideration the results of the interestinventories and should be chosen ahead oftime by the staff. Go to the website for thelocal business. Give students basicinformation about the location andexpectations of this particular communityouting. For example: Is it just a tour? Willstudents be able to participate in anactivity while there or will it be purelyinformational?

7. If this week’s community outing is abusiness that could be a potential job site,encourage the employee or manager youare working with to tie their informationinto the skill of the week.

8. Goal Setting Check-In: Ask students toreview the goals they set in Week Two.Have they met any of those goals yet?What progress has been made towardsachieving these goals? During this 1:1conference, the teacher will guide studentsat re-writing goals if they have been metor if they need to be modified.

Tuesday:Objectives:

Students will reviewthe steps foraccepting decisionsof authority.

Students will work

Assessment:


Materials:


accepting decisions of authority.2. Role-Playing Activity:


scenarios for followinginstructions, or have the studentswrite their own brief scenarios for

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with a partner tocreate an electronicpresentation thatfeatures all of theskills taught in thisunit.


working with others.c. Examples:

i. You are driving and arepulled over for not makinga complete stop at a stopsign. You disagree with thepolice officer because youremember making acomplete stop, how canyou accept decisions ofauthority in this situation?

ii. You asked your Mom ifyou can go out of townwith a friend over theweekend and she says no,because she isn’tcomfortable with it. Howcan you accept herdecision?

d. Guide students as they completethis activity.

e. Have students document one of therole-playing scenarios either byphotograph or by video. This willbe used in their electronicpresentation.

3. Skill of the Week Presentation:a. Students will continue working on

their presentation.



Students will listento a guest speakerdiscuss skills neededto obtain and holdemployment, as wellas current local jobopportunities.

Students will take

Assessment:


Materials:

Students will needthe materials totake notes duringthe speaker.

Students will needaccess to their goal


accepting decisions of authority.2. Guest Speaker:

a. Invite the school district’s workcoordinator to speak to the classabout the skills needed to obtainand hold employment.

b. Ask this staff member to bring asample job application, resume andcover letter to review with theclass.

c. Ask this staff member to talkspecifically about ways thatemployees might have to acceptdecisions of authority, work with

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notes during theguest speaker’spresentation and willask or write downone question at theend of thepresentation.

Students will revisittheir goal documentand will reviewprogress weeklywith the teacher.

setting document. others, follow instructions and askfor help on the job.

d. Preview current employmentopportunities in the community.

e. During the speaker, have thestudents take notes. Each studentshould either ask or write downone question at the end of thepresentation.

3. Goal Setting Check-In:a. Review the goals written during

Week Two. After listening to thespeaker, do you want to make anychanges? Are these goals stillrelevant to you? During this 1:1conference, the teacher will guidestudents at re-writing goals if theyhave been met or if they need to bemodified.

4. Wrap up class by previewing Thursdayand by reminding students about thecommunity outing on Friday.




Assessment:

Check theelectronic sharedfolder for thefollowing items tobe used forformativeassessment andunderstanding:progress made onthe electronicpresentation,paragraph thatanswers thisweek’s writingprompt.

Materials:

Students will needaccess to softwarefor making a


outside staff member to discuss workingwith others with the class. This staffmember should revisit the steps, butshould also speak about personalexperiences related to using this skill inthe community. Encourage this staffmember to bring an activity to go alongwith their discussion.

2. Give students an overview of Friday’scommunity outing. Describe expectationsfor the bus ride, their time at the localbusiness and for their return to school.Relate these expectations to the skill of theweek. Allow for students to ask questions.

3. Give students the following writingprompt: Please write three-five completesentences describing how you have usedthe skill of the week in your life. Describewhat you would do if you find yourself ina situation in which you are unable to becalm. Please be specific.

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presentation ordocument.



Friday:Objectives:

Students will attenda community outingto a local business.

Assessment:


Materials:


regarding behavioral expectations.Overview what to expect at the business.

2. Go on the community outing.3. Upon return, debrief with students.

Discuss what went well, what could havebeen differently and ask students how theyare feeling.


Week Five:

Monday:Objectives:

Students learn aboutand understand whatself-determinationmeans.

Students will look atand explore theirown IndividualizedEducation Plans(IEP).

Assessment:Skill of the Weekelectronicdocument.

Class discussionparticipation.

Materials:



Students will need

Lesson Plan:1. Review the skills taught so far during this

unit.2. Define self-determination for students.3. Understanding what self-determination is:

know yourself, value yourself, plan, actand experience outcomes and learn(Ankeny & Lehmann, 2011).

4. Read the article, “Self-DeterminationTheory and Motivation” by KendraCherry as a whole group.

5. After reading, discuss the following:a. Why is self-determination

important and relevant to highschool students?

b. What are ways individuals canwork towards beingself-determined?

c. How does attitude affectself-determination?

d. How does an IEP relate to

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a copy of their ownIEP.

self-determination and post-schoolgoal setting/outcomes?

6. Add self-determination and a definition ofself-determination to the shared electronicdocument.

7. Provide students with an overview of themain sections of an IEP and giveexamples of what a student might read orfind in that section. This may vary bydistrict. Create an outline of an IEP basedon your district’s IEP format.

8. Wrap up today’s lesson by reviewingself-determination and the maincomponents of an IEP.

Tuesday:Objectives:

Students willconference 1:1 withthe teacher and willdiscuss and describetheir strengths,challenges andpreferredaccommodations.

Students willcontinue to work insmall groups on theirSkill of the WeekPresentation.

Assessment:

During the studentconference, theteacher shouldcheck in regardingwhether or not thestudents have asolidunderstanding oftheir own IEP.

Materials:


Students will needa copy of their ownIEP.

Lesson Plan:1. Pass out IEPs and give students a chance

to read theirs over. Ask them to break itinto sections and staple or paperclipaccordingly. Encourage students to ask forhelp reading complicated portions and toask questions. If you have enough staff,this would be a good time to put students1:1 with a staff.

2. Have students highlight parts of their IEPthat describe their strengths.

3. Choose a different color, and havestudents highlight each of their specificaccommodations.

4. Choose another color and have studentspick out items within their IEPs thatdescribe things that could be challengingto them.

5. Next, allow students to have time to workon their Skill of the Week Presentationand to add self-determination.

6. During work time, conference 1:1 withstudents about their IEPs. Ask questions,answer questions and help studentsdevelop a more thorough understanding ofthe IEP component and their specificgoals, objectives and accommodations.

7. Wrap up today’s lesson by previewing thecommunity outing for this week.

Wednesday: Assessment: Lesson Plan:

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Objectives:

Students will reviewand understand thecomponents of anIEP.

Students will planfor their visit to alocal communitycollege.

During the studentconference, theteacher shouldcheck in regardingwhether or not thestudents have asolidunderstanding oftheir own IEP.

Materials:


Students will needa copy of their ownIEP.

1. Continue with Tuesday’s lesson. Allowstudents time to either finish reading theirIEP and conferencing with a staff memberand/or to continue adding skills to theirSkill of the Week Presentation.

2. Preview the community outing for thisweek. Students will be visiting a localcommunity college and will be going on atour. Help each student access the websiteand give them time to explore it andanswer any questions students may have.

3. Preview and describe a college campustour. Give example questions the studentsmay ask the tour guide. Go overbehavioral expectations for this trip.




Assessment:


Materials:



outside staff member to discussself-determination with the class. Thisstaff member should revisit the definition,but should also speak about personalexperiences related to using this skill.Encourage this staff member to bring anactivity to go along with their discussion.

2. Give students an overview of Friday’scommunity outing. Describe expectationsfor the bus ride, their time at the localcollege and for their return to school.Relate these expectations to the skill ofthe week. Allow for students to askquestions.

3. Give students the following writingprompt: Please write three-five completesentences describing how you can beself-determined. Please be specific.


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Friday:Objectives:

Students will attenda community outingto a local universityortechnical/communitycollege.

Assessment:

Take time forreflection anddebriefing uponreturning to school.

Materials:


regarding behavioral expectations.2. Go on the community outing and campus

tour.3. Upon return, debrief with students.

Discuss what went well, what could havebeen differently and ask students howthey are feeling.


Week Six:

Monday:Objectives:

Students willcomplete the StudentIEP Input Sheet andwill take home theFamily IEP InputSheet.

Students will learnhow to write an IEPmeeting agenda andwill write an agendaoutline for their ownIEP meeting.

Assessment:

Student IEP InputSheet. (AppendixC)

Student createdIEP agendas.

Materials:

Students will needaccess to theStudent IEP InputSheet. (AppendixC)

Parent, guardian orfamily membermost involved willneed access to theFamily IEP Input

Lesson Plan:1. Review previously taught Skills of the

Week, including reviewing the definitionof self-determination.

2. Remind students that one of the unit goalsis to teach students how to facilitate andlead their own IEP meeting. Preview thisweek’s activities/lessons. Reassure andsimplify tasks for students that seem to beoverwhelmed.

3. Show an example IEP agenda to the classand discuss each of the components. Usean agenda used by actual specialeducation teachers within your district(don’t use any real students names orinformation).

4. Make a copy of your IEP agenda andshare it electronically with each student.

5. Next, go over both the Student andFamily Input Sheets. Reading informationfrom both sheets should be a part of youragenda. It can be a great way to start off

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Sheet. (AppendixD)

Students will needa copy of theirown IEP.

the meeting.6. Allow students time to complete the

Student IEP Input Sheet.7. Send email to parent/guardian/family

member with information regarding theFamily IEP Input Sheet and ask them tocomplete it prior to the student’s next IEPmeeting.

Tuesday:Objectives:

Students willcomplete the StudentIEP Input Sheet andwill take home theFamily IEP InputSheet.

Students will observea mock student-ledIEP meeting.

Assessment:

Student IEP InputSheet. (AppendixC)

Student createdIEP agendas.

Materials:


Parent, guardian orfamily membermost involved willneed access to theFamily IEP InputSheet. (AppendixD)


Lesson Plan:1. Begin class by allowing time for

questions/comments/general thoughtsrelated to this unit, IEP meetings,self-determination or anything thatstudents are thinking about.

2. Invite another staff member to class andhold a mock IEP meeting between twostaff members, one acting as the teacher,and one acting as the student. Use a mockagenda to lead the meeting. Pass out themock agenda to each student ahead oftime and ask them to follow along.

3. Hold and record a mock IEP meeting.4. Debrief with students. What went well?

Do students have any questions? Whatparts did students like, what parts did theynot like or think were necessary?

5. Outline the student’s role in the meeting:a. Create the agenda.b. Facilitate the agenda (the case

manager will give the teamprogress report information, willpropose new goals and objectivesand any other changes necessary).

c. To read the information from theIEP Input Sheet to the IEP team.

d. Will end the meeting.6. Wrap up today’s lesson by previewing the

lesson for Wednesday, Thursday andFriday.

Wednesday:Objective:

Students will createtheir own IEP

Assessment:

Use the studentcreated IEPmeeting agenda to

Lesson Plan:5. Begin class by reviewing the template for

an IEP meeting agenda.6. Give students ample time to create an IEP

meeting agenda. Conference 1:1 with

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meeting agenda.

Students will reviewtheir personal goalsduring a 1:1conference with theteacher.

check forunderstanding.

Materials:


Parent, guardian orfamily membermost involved willneed access to theFamily IEP InputSheet. (AppendixD)


students during this work time regardingthe particular progress.

7. Goal Setting Check-In:a. Review the goals written during

Week Two. Do you want to makeany changes? Are these goals stillrelevant to you? During this 1:1conference, the teacher will guidestudents at re-writing goals if theyhave been met or if they need tobe modified. Facilitate aconversation about what it couldlook like to translate theseshort-term goals into long-termgoals.

8. Wrap up class by previewing Thursdayand by reminding students about thecommunity outing on Friday.


Students will listento an outside staffmember or formerstudent about theirexperiences leadingan IEP meeting.

Students will practiceleading their ownIEP meeting usingthe agenda theycreated.


Assessment:


Materials:



outside staff member or a former studentto discuss leading an IEP meeting. Askthe speaker to give tips and tricks for asuccessful IEP meeting.

2. Place students in pairs. Allow them timeto practice leading an IEP meeting.Encourage them to watch the mock IEPmeeting one more time as an example.

3. Give students an overview of Friday’scommunity outing. Describe expectationsfor the bus ride, their time at the localcollege and for their return to school.Relate these expectations to thepreviously taught skills of the week.Allow for students to ask questions.

4. Give students the following writingprompt: Please write three-five completesentences describing how you are feelingabout the IEP process. Please be specific.


25



Friday:Objectives:

Students will eachlunch at a localrestaurant. Studentswill order and payfor their own meal.

Assessment:


Materials:

Pre-purchased giftcards.


regarding behavioral expectations.Overview what to expect at the restaurant.Overview the process for purchasingitems, this may vary by school district.(One idea would be to have gift cardspurchased ahead of time for each student.)

2. Go on the community outing andcelebrate the culmination of this unit.Encourage students to order and payindependently.

3. Upon return, debrief with students.Discuss what went well, what could havebeen differently and ask students howthey are feeling.


Additional ways to assess student understanding:● Throughout this unit students created a Skill of the Week Presentation. If there is time,

encourage students to present their projects. The staff member can also meet with eachindividual group and conference regarding their projects.

● Students should be given the opportunity to take the Social Skills Self-Assessmentpost-unit. Staff should conference 1:1 with students and facilitate a conversation aboutgrowth, areas of strength and areas for growth.

● At the end of this unit, students should be prepared to facilitate and lead their own IEPmeeting using the agenda they created. However, their next IEP team meeting might beseveral months after this unit is complete. Please meet individually with students andreview this process, offer them time to practice and answer any questions they may havecloser to their actual IEP team meeting date.

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Appendix B

Following Instructions

1. Look at the person.

2. Show that you understand. Say, “Ok.”

3. Do what is asked.

4. Check back with the person to let them know you have finished.

(Lamke et al., 2015)

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Working With Others

1. Identify the task to be completed.

2. Assign tasks to each person.

3. Discuss ideas in a calm, quiet voice and let everyone share his or

her ideas.

4. Work on tasks until completed.


28

Asking For Help


2. Ask the person if he or she has time to help you.

3. Clearly explain the kind of help that you need.

4. Thank the person for helping.


29

Accepting Decisions ofAuthority


2. Remain calm and monitor your feelings and behavior.

3. Use a pleasant or neutral tone of voice.

4. Acknowledge the decision by saying “Okay” or “Yes, I

understand.”

5. If you disagree, do so at a later time.

6. Refrain from arguing, pouting, or becoming angry.


30

Self-Determination

Definition: A person’s ability to make choices and manage their own life. Know

yourself, value yourself, plan, act and experience outcomes and learn.

Why is this important: Feeling in control and intrinsically motivated can help

people feel more committed, passionate, interested, and satisfied with the things

that they do. Being self-determined can improve relationships personally and

professionally.

Places self-determination is important:

● At home

● With friends and in social situations

● At school

● At work

Ways to improve self-determination:

● Engage in goal setting and base actions on goals

● Believe in oneself

● Take responsibility for one’s own actions

(Cherry, 2021)

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Appendix CStudent IEP Input SheetName: _____________________ Date:_______________

What do you like to do at home?

What do you like to do atschool?

Where do you like to visit or gowhen you aren’t at school?

What are you really good atdoing?

What schoolwork do you likebest?

What schoolwork do you likeleast?

What is easy for you at school?

32

What is hard for you at school?

What helps you do better atschool?

Is there anything at school thatisn’t working?

What do you want life to looklike after you graduate?

● Where do you want tolive?

● Where do you want towork?

● What do you want to dofor fun?

Are there some things you needto learn that you feel are moreimportant than other things?

Is there anything else you wouldlike the team to know aboutyou?

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Appendix D

Family IEP Input SheetName: _____________________ Date:_______________

What are your child’s favoritethings to do at home?

What are your child’s favoritethings to do at school?

What does your child like doingin the community?

What is your child really good atdoing?

What does your child strugglewith at home?

What are your child's strengthsat school?

What parts of school does yourchild find challenging?

34

What helps your child learnbetter?

Is there anything at school thatisn't working?

What do you want for yourchild's future?

● Where do you see themliving, working?

● What do you see themdoing for fun?

Are there any supports orservices you think your childwould benefit from that hedoesn't have now?

Is there anything else you wouldlike the team to know?

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Appendix E

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References

Cherry, K. (2021, March 15). How does self-determination theory explain motivation? Verywell

Mind. https://www.verywellmind.com/what-is-self-determination-theory-2795387.

Lamke, S., Pratt, D., Meeks, M., & Perhamus, A. (2015). Specialized classroom management.

Boys Town Press.

Mendoza, L. P. (2013). Elementary self-assessment. The School Counseling Files.

https://www.schoolcounselingfiles.com/elementary-self-assessment.html.

https://www.verywellmind.com/what-is-self-determination-theory-2795387

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