The Arc's Self-Determination Scale

The purpose of converting this assessment is to increase use through efficiency. Michael L. Wehmeyer, PhD, from the University of Kansas granted permission to convert the assessment to a Google Doc Format. The Arc's Self-Determination Procedural Guideline by Wehmeyer is a must read for all who believe that self determination is as important if not more important than the traditional “core” academic disciplines such as reading. The guide not only describes how the scale should be used, it provides evidence that all people can be self-determined and stresses the importance of self determination for both productivity and happiness.

The scale was developed following a comprehensive evaluation of the self- determination of more than 400 adults with intellectual and developmental disabilities. The scale is measure of self-determination designed for use by adolescents with disabilities, particularly students with mild intellectual and learning disabilities, therefore, it was designed to empower students to become more self- determined by providing a vehicle by which they can self-report with appropriate supports and accommodations. It is extremely important that their answers not be influenced and/or judged by the administrator of the assessment.

While the assessment produces a scores in comparison to a normed sample which is attractive for reporting in Individual Education Plans and justifying and/or guiding services, Dr. Wehmeyer emphasizes that “no assumption about a “normal” or “expected” amount of self- determination” should be made based on the results of the assessment. Wehmeyer touches on a theme that I have discussed in previous blogs that often the process of the assessment is as important as the results of the assessment. In the procedural guide he writes “students could work collaboratively with the teacher to score the assessment (because of the need to make the assessment usable as a research tool, its scoring is most likely too complex for self-scoring) and discuss the outcomes, both in comparison with data from the Scale norms and looking at individual student strengths and areas of need.”

You must make a copy of the following spreadsheets (the associated forms will follow) as you will need to be able to copy the formulas to the next row after the results for each student are entered.

Arc Self-Determination Scale Data

Scoring Steps 1-2 and Interpretation Data

ARC Scoring Steps 3-5 Data

The following steps should be followed in using the assessment:

Step 1: Read The Arc's Self-Determination Procedural Guideline

Step 2: Administer the Arc Self-Determination Scale. The guide states that depending on needed accommodations and supports it can be administered to up to fifteen students at one time. However, the flexibility of the google form will allow it to be delivered more frequently under more environments.

Step 3: Open the data associated with the Arc Self-Determination Scale and complete Scoring Steps 1-2 and Interpretation. You will need to copy and paste the formulas to the next row for each new student.

Step 4: Open the data associated with Scoring Steps 1-2 and Interpretation and complete ARC Scoring Steps 3-5. You will need to copy and paste the formulas to the next row for each new student.

Step 5: Download ARC Scoring Steps 3-5 data as a spreadsheet and create graphs for Norm Sample and Positive Scores. It appears that you can create graphs in google docs but I experienced difficulty and found it easier to download and create graphs in Open Office. Update 6/20/2011 - Using Google Chrome I was able to produce graphs that are attached to ARC Scoring Steps 3-5 .  The graphs will update as you add students.

If you find any errors or have suggestions for improvement please contact me at kurtis.broeg@gmail.com

Numeric Parents of Teenagers Survival Checklist

The Numeric Parents of Teenagers Survival Checklist produces an average score out of four in the following areas: prepare cooked meals, comparison shopping, geography, math, reading, home maintenance, appliances, health, personal grooming, sexuality, communication, and employment. The Parents of Teenagers Survival Checklist assesses the student in environments outside of school and is a great way to get the parent involved in the discussion on transition. The numeric version allows for comparison of scores over time and the ability to summarize for an area such as stating that a student with an average score of 2 performs, on average, the skills in the area some of the time. When an area has a low average score, the report on the IEP can list the specific skills that need to be addressed. To make a copy of the numeric version go to my google site and follow the directions. The formulas will need to be copied as new students are added.

Forced-Choice Reinforcement Menu

While using the Forced-Choice Reinforcement Menu to determine what rewards to offer my students for desired behavior I stumbled upon data which I felt was useful in assessing motivation. I have never been a fan of using external rewards and after reading Daniel Pink's book, Drive, I became convinced the the most effective motivation is the task itself. The students who were completing a higher percentage of homework and exhibiting more mature behavior had higher scores in task oriented reinforcements compared to students that scored high in external reinforcements. The Forced-Choice Reinforcement Menu produces scores for Adult Approval, Competitive Approval, Peer approval, Independent Rewards, and Consumable Rewards. The students that scored higher in Independent Rewards than Consumable Rewards also exhibit a higher positive discrepancy in performance versus ability. I am not sure how I will use and/or present this data in IEPs but I do plan to compare each individuals score across time to see if motivation is shifting more towards task and away from external rewards. If you would like to make a copy, visit my google site. After each entry, the formulas will need to be copied to the next row.

Quality of Life Assessment

Deana Colbert, English Valley High School (North English IA) Resource & Alternative Programs, shared the Quality of Life Assessment that was shared with her in a Drake University graduate class taught by Kim Davis, Principal of Walnut Creek Alternative School. In addition to providing data for the IEP, Deana states the assessment is great vehicle to promote discussion with outside service providers on a student's future past high school. The associated spreadsheet produces scores in seven categories (Location, Education, Medical Services, Professional Supports, Leisure, Career, and Family& Social) when the formulas from the example student are copied to the next row. For instructions on how to copy the assessment go to Broeg Google Doc Transition Assessments.

AIR Self-Determination Scale

The AIR Self-Determination Scale was developed by the American Institutes for Research (AIR), in collaboration with Teachers College, Columbia University, with funding from the U.S. Department of Education, Office of Special Education Programs (OSEP). Discussion of how to use the scales, validity, reliability, and factor analysis can be found in the guide. All four scales, calculate the level of self determination. The authors of the scale argue that the scales can be used to promote discussion and measure progress over time. Three of the scales, Educator, Student, and Parent, can be found on my google site with the associated spreadsheets. I have entered formulas to calculate all of the scores as instructed in the guide. To use the scales, you need to make a copy of the spreadsheet (data file). After each entry, the formulas will need to be copied from the example student row to the new student.

Student Directed IEPrezi

After joining a forum on student directed IEPs, I was a greatly humbled to find that I was not doing near enough to encourage the self determination of my students. I found out that other teachers were having students run their IEPs. While I knew this was “best practice”, I had settled into thinking I was being successful if I could get the student to attend the meeting. The positive peer pressure forced me to change the way I approach the planning of the IEP. Over the last few years I have included students in the assessments, but when they attended the meeting, students were reluctant spectators. Based on Daniel Pink's theory that the most effective motivation is found in the task, I decided to have a student create a Prezi to guide their IEP. Based on the six critical elements I provided the student a template and a draft of their IEP. As the student went through their IEP, they asked me questions which facilitated discussions that probably would not have occurred. I was curious to see the Prezi but I waited till the meeting as the point of the Prezi was to give more control to the student. I will definitely use the Student Directed IEPrezi for both an assessment and scaffolding for student directed IEPs. Please view Kris's Directed IEP. I believe Kris has more ownership of his future and in case you are wondering, Kris will be in choir next year. The Prezi fostered a healthy discussion among all team members and a solution was found in which Kris could take both choir and more electives.

Wisconsin Transition Health Care Checklist

I have converted an extensive health assessment, Wisconsin Transition Health Care Checklist, that includes 18 areas and 168 skills. The assessment, originally a checklist, has been converted to indicate whether the skill is developed or needs to be developed. A description and rationale for the assessment can be found in Transition Health Care Checklist: Preparing for Life as an Adult. The authors of the assessment suggest annual assessment to denote progress and plan instruction. Given its length, you may want to consider breaking the assessment into multiple parts. To make your own version, copy Wisconsin Transition Health Care Checklist for Student Name Data and edit. Note if you have a google account within a domain you may not be able to copy. The quickest solution to this issue is to create a google account outside of the domain.