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

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Kent State UniversityDr. Pamela LuftLindsey
Cecala and Amy Massey-NortonOSERS Funded Grant
Project

• Research-Based Instructional Units on IEP
  Participation and Vocational Training and Work
  Skills

Feb 2007 Transition Service Preparation
Training
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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

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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)

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4 Key Factors

• Vocational training
• Participation in vocational education classes
• Participation in paid work experiences
• Participation in transition planning

Career Development Units
IEP Unit
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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.

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Implementing the Research

• Teachers don't have trainingin 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

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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)

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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

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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!

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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

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Participation in TransitionPlanning
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

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Participation in TransitionPlanning 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.

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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