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

Kent State UniversityKent State UniversityDr. Pamela LuftDr. Pamela Luft

Lindsey Cecala and Amy Massey-Lindsey Cecala and Amy Massey-NortonNorton

OSERS Funded Grant ProjectOSERS Funded Grant Project

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

SkillsSkills

Feb 2007 Transition Service Preparation & Training

Why use Research based Why use Research based methods?methods?

No Child Left Behind No Child Left Behind Act of 2001 (NCLBA) Act of 2001 (NCLBA) Places pressure to Places pressure to

schools schools Must document Must document

student’s educational student’s educational progress progress

State Benchmarks State Benchmarks Vague in outcomesVague in outcomes Overwhelming in Overwhelming in

numbernumber

Academic Academic StandardsStandards Difficult to organizeDifficult to organize Hard to place into Hard to place into

coherent and coherent and relevant instructionrelevant instruction


Research Based PracticesResearch Based Practices Wiggins & McTighe: Understanding Wiggins & McTighe: Understanding

by Design (2005)by Design (2005) Martin and Marshall: Self Determined Martin and Marshall: Self Determined

IEP Program (1998)IEP Program (1998) Donn Brolin: Life Centered Career Donn Brolin: Life Centered Career

Education Series (1997)Education Series (1997) Kohler: Factors Leading to Positive Kohler: Factors Leading to Positive

Transition Outcomes. (1993) Transition Outcomes. (1993) Benz, Lindstrom, and Yovanoff: Benz, Lindstrom, and Yovanoff:

Improving Student’s Transition Improving Student’s Transition Outcome (2000) Outcome (2000)


4 Key Factors4 Key Factors

Vocational trainingVocational training Participation in Participation in

vocational education vocational education classesclasses

Participation in paid Participation in paid work experienceswork experiences

Participation in Participation in transition planningtransition planning


Career Development Units

IEP Unit

Understanding by DesignUnderstanding by Design

Wiggins & McTighe Wiggins & McTighe (2005)(2005)

Develops a cohesive, Develops a cohesive, authentic, and relevant authentic, and relevant instructional units instructional units

Hooks the students by Hooks the students by using life-long and using life-long and enduring issues enduring issues

Begin with goals Begin with goals identified from state identified from state standards.standards.


Implementing the ResearchImplementing the Research

Teachers don't have trainingTeachers don't have trainingin career areasin career areas Implement work experience Implement work experience

into the curriculuminto the curriculum Many DHH students need Many DHH students need

knowledgeable services from knowledgeable services from deaf ed teachersdeaf ed teachers

Vocational/work experience Vocational/work experience teachers don't understand the teachers don't understand the issues of deafnessissues of deafness

Two Comprehensive Units Two Comprehensive Units For TeachersFor Teachers Career DevelopmentCareer Development IEP ParticipationIEP Participation


Life Centered Career Life Centered Career Education (LCCE) seriesEducation (LCCE) series

Developed by Donn Brolin Developed by Donn Brolin Organized within three domains Organized within three domains

Daily Living SkillsDaily Living Skills (preparing meals, washing (preparing meals, washing clothes, getting around the community, etc)clothes, getting around the community, etc)

Personal-Social SkillsPersonal-Social Skills (maintaining (maintaining relationships, expressing feelings of self worth, relationships, expressing feelings of self worth, etc)etc)

Occupational Guidance and PreparationOccupational Guidance and Preparation (making realistic occupational choices, (making realistic occupational choices, searching and applying for a job, interviewing, searching and applying for a job, interviewing, etc)etc)


Career Development SeriesCareer Development Series

Developed by Brolin in 1997Developed by Brolin in 1997 The 4 units, using Brolin’s stages are::The 4 units, using Brolin’s stages are::

1)Career Awareness1)Career Awareness (elementary/middle school)(elementary/middle school)

2)Career Exploration2)Career Exploration (middle school) (middle school)

3)Career Preparation3)Career Preparation (high school) (high school)

4)Career Assimilation4)Career Assimilation (high school) (high school) Each unit builds off information Each unit builds off information

provided in the previous unitsprovided in the previous units


Tips for TeachersTips for Teachers Setting Up a Career Awareness ProgramSetting Up a Career Awareness Program

Contact other work study or transition coordinators who may also be Contact other work study or transition coordinators who may also be setting up work sites or visitations. Piggy-back and share setting up work sites or visitations. Piggy-back and share responsibilities for sites and transportation arrangements when possible.responsibilities for sites and transportation arrangements when possible.

Combine site visits with short presentations from people in the Combine site visits with short presentations from people in the community—have them bring in slides, videos, and materials when they community—have them bring in slides, videos, and materials when they present. Use these to supplement, extend, or expand the site visits.present. Use these to supplement, extend, or expand the site visits.

Try to cover the major career categories in your site visits and classroom Try to cover the major career categories in your site visits and classroom presentations; also use guest speakers, videos, etc. to expand students’ presentations; also use guest speakers, videos, etc. to expand students’ exposure to the breadth of careers across each category.exposure to the breadth of careers across each category.

Let the students choose, when possible, the people and sites they will Let the students choose, when possible, the people and sites they will learn about; for example choose among 2-3 possibilities (this builds learn about; for example choose among 2-3 possibilities (this builds engagement and motivation).engagement and motivation).

Have students become involved in the site visitations and guest speakers Have students become involved in the site visitations and guest speakers by writing invitations and helping to make arrangements, as is by writing invitations and helping to make arrangements, as is appropriate (at times accompanied by a letter of explanation from the appropriate (at times accompanied by a letter of explanation from the teacher); do things that help involve the students in what will be teacher); do things that help involve the students in what will be theirtheir future career decision!future career decision!

Sample from the Career Awareness Unit


Key Learnings Key Learnings (A synthesis of Career Assimilation goals.)(A synthesis of Career Assimilation goals.) Maintaining a job by meeting job requirements Maintaining a job by meeting job requirements

and meeting personal needs and preferences and meeting personal needs and preferences (Minn Work Adjustment Theory: job satisfaction (Minn Work Adjustment Theory: job satisfaction and job satisfactoriness)and job satisfactoriness) Adjusting to the work culture, work Adjusting to the work culture, work

expectations and conditions, and changes over expectations and conditions, and changes over timetime Problem solving, OJT, use of employment Problem solving, OJT, use of employment

resources, participation in work-related resources, participation in work-related activitiesactivities

Meeting personal needs and preferences Meeting personal needs and preferences through work, and adjusting as these change through work, and adjusting as these change over timeover time Problem solving, use of community and Problem solving, use of community and

personal resourcespersonal resources

Sample from the Career Assimilation Unit


Participation in TransitionParticipation in TransitionPlanningPlanning

1.1. Tell everyone the reason for the meeting.Tell everyone the reason for the meeting.

2.2. Introduce everyone sitting at the table: Introduce everyone sitting at the table:

3. 3. Talk about the goals set for you in the past.Talk about the goals set for you in the past.

4.4. Talk about why you were (or were not) able to Talk about why you were (or were not) able to finish the goals.finish the goals.

5.5. Describe your transition goals and school Describe your transition goals and school goals for this year.goals for this year.

6.6. Remember—ask questions when Remember—ask questions when

you don’t understandyou don’t understand


11 Steps of a Self-Determined IEP

Participation in TransitionParticipation in TransitionPlanning cont.Planning cont.

7.7. If someone has a different opinion: Listen to If someone has a different opinion: Listen to their idea, and explain maturely and their idea, and explain maturely and professionally why you want to do somethingprofessionally why you want to do somethingelse, and why this supports your goalselse, and why this supports your goals

8. 8. Tell everyone what you need from them Tell everyone what you need from them so that you can finish your new goals.so that you can finish your new goals.

9. 9. Discuss/review your new goals again so Discuss/review your new goals again so that everyone understands the same way.that everyone understands the same way.

10.10. Thank everyone for coming to your meeting.Thank everyone for coming to your meeting.

11. After the meeting, work with your teachers 11. After the meeting, work with your teachers all year so that you can finish your goals.all year so that you can finish your goals.


For more information on:For more information on: Middle school and High School Middle school and High School

instructional units developed using instructional units developed using Understanding by Design formatUnderstanding by Design format

Career Development UnitsCareer Development Units LCCE activities corresponding with LCCE activities corresponding with

content standards content standards

Visit the Transition Services Visit the Transition Services Website: Website: http://http://www.educ.kent.edu/fundedprojects/Twww.educ.kent.edu/fundedprojects/TSPT/units/units.htmSPT/units/units.htm

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

Documents

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