Kent State University Dr. Pamela Luft Lindsey Cecala and Amy Massey-Norton OSERS Funded Grant Project - PowerPoint PPT Presentation

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Kent State University Dr. Pamela Luft Lindsey Cecala and Amy Massey-Norton OSERS Funded Grant Project

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Research-Based Instructional Units on IEP Participation and Vocational ... Donn Brolin: Life Centered Career ... Developed by Donn Brolin. Organized ... – PowerPoint PPT presentation

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Title: Kent State University Dr. Pamela Luft Lindsey Cecala and Amy Massey-Norton OSERS Funded Grant Project


1
Kent State University Dr. Pamela Luft Lindsey
Cecala and Amy Massey-Norton OSERS Funded Grant
Project
  • Research-Based Instructional Units on IEP
    Participation and Vocational Training and Work
    Skills

Feb 2007 Transition Service Preparation
Training
2
Why use Research based methods?
  • No Child Left Behind Act of 2001 (NCLBA)
  • Places pressure to schools
  • Must document students educational progress
  • State Benchmarks
  • Vague in outcomes
  • Overwhelming in number
  • Academic Standards
  • Difficult to organize
  • Hard to place into coherent and relevant
    instruction

Feb 2007 Transition Service Preparation
Training
3
Research Based Practices
  • Wiggins McTighe Understanding by Design (2005)
  • Martin and Marshall Self Determined IEP Program
    (1998)
  • Donn Brolin Life Centered Career Education
    Series (1997)
  • Kohler Factors Leading to Positive Transition
    Outcomes. (1993)
  • Benz, Lindstrom, and Yovanoff Improving
    Students Transition Outcome (2000)

Feb 2007 Transition Service Preparation
Training
4
4 Key Factors
  • Vocational training
  • Participation in vocational education classes
  • Participation in paid work experiences
  • Participation in transition planning

Career Development Units
IEP Unit
Feb 2007 Transition Service Preparation
Training
5
Understanding by Design
  • Wiggins McTighe (2005)
  • Develops a cohesive, authentic, and relevant
    instructional units
  • Hooks the students by using life-long and
    enduring issues
  • Begin with goals identified from state standards.

Feb 2007 Transition Service Preparation
Training
6
Implementing the Research
  • Teachers don't have training in career areas
  • Implement work experience into the curriculum
  • Many DHH students need knowledgeable services
    from deaf ed teachers
  • Vocational/work experience teachers don't
    understand the issues of deafness
  • Two Comprehensive Units For Teachers
  • Career Development
  • IEP Participation

Feb 2007 Transition Service Preparation
Training
7
Life Centered Career Education (LCCE) series
  • Developed by Donn Brolin
  • Organized within three domains
  • Daily Living Skills (preparing meals, washing
    clothes, getting around the community, etc)
  • Personal-Social Skills (maintaining
    relationships, expressing feelings of self worth,
    etc)
  • Occupational Guidance and Preparation (making
    realistic occupational choices, searching and
    applying for a job, interviewing, etc)

Feb 2007 Transition Service Preparation
Training
8
Career Development Series
  • Developed by Brolin in 1997
  • The 4 units, using Brolins stages are
  • 1)Career Awareness (elementary/middle school)
  • 2)Career Exploration (middle school)
  • 3)Career Preparation (high school)
  • 4)Career Assimilation (high school)
  • Each unit builds off information provided in the
    previous units

Feb 2007 Transition Service Preparation
Training
9
Tips for Teachers
Sample from the Career Awareness Unit
  • Setting Up a Career Awareness Program
  • Contact other work study or transition
    coordinators who may also be setting up work
    sites or visitations. Piggy-back and share
    responsibilities for sites and transportation
    arrangements when possible.
  • Combine site visits with short presentations from
    people in the communityhave them bring in
    slides, videos, and materials when they present.
    Use these to supplement, extend, or expand the
    site visits.
  • Try to cover the major career categories in your
    site visits and classroom presentations also use
    guest speakers, videos, etc. to expand students
    exposure to the breadth of careers across each
    category.
  • Let the students choose, when possible, the
    people and sites they will learn about for
    example choose among 2-3 possibilities (this
    builds engagement and motivation).
  • Have students become involved in the site
    visitations and guest speakers by writing
    invitations and helping to make arrangements, as
    is appropriate (at times accompanied by a letter
    of explanation from the teacher) do things that
    help involve the students in what will be their
    future career decision!

Feb 2007 Transition Service Preparation
Training
10
Key Learnings (A synthesis of Career
Assimilation goals.)
Sample from the Career Assimilation Unit
  • Maintaining a job by meeting job requirements and
    meeting personal needs and preferences (Minn Work
    Adjustment Theory job satisfaction and job
    satisfactoriness)
  • Adjusting to the work culture, work expectations
    and conditions, and changes over time
  • Problem solving, OJT, use of employment
    resources, participation in work-related
    activities
  • Meeting personal needs and preferences through
    work, and adjusting as these change over time
  • Problem solving, use of community and personal
    resources

Feb 2007 Transition Service Preparation
Training
11
Participation in Transition Planning
11 Steps of a Self-Determined IEP
  • 1. Tell everyone the reason for the meeting.
  • 2. Introduce everyone sitting at the table
  • 3. Talk about the goals set for you in the past.
  • 4. Talk about why you were (or were not) able to
    finish the goals.
  • 5. Describe your transition goals and school
    goals for this year.
  • 6. Rememberask questions when
  • you dont understand

Feb 2007 Transition Service Preparation
Training
12
Participation in Transition Planning cont.
  • 7. If someone has a different opinion Listen to
  • their idea, and explain maturely and
  • professionally why you want to do something
  • else, and why this supports your goals
  • 8. Tell everyone what you need from them so
    that you can finish your new goals.
  • 9. Discuss/review your new goals again so that
    everyone understands the same way.
  • 10. Thank everyone for coming to your meeting.
  • 11. After the meeting, work with your teachers
    all year so that you can finish your goals.

Feb 2007 Transition Service Preparation
Training
13
For more information on
  • Middle school and High School instructional units
    developed using Understanding by Design format
  • Career Development Units
  • LCCE activities corresponding with content
    standards
  • Visit the Transition Services Website
    http//www.educ.kent.edu/fundedprojects/TSPT/units
    /units.htm
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