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Research-Based Instructional Units on IEP Participation and Vocational Training and Work Skills Kent State University Dr. Pamela Luft Lindsey Cecala and Amy MasseyNorton OSERS Funded Grant Project Feb 2007 Transition Service Preparation & Training Why use Research based methods? No Child Left Behind Act of 2001 (NCLBA) Academic Standards Difficult to organize Hard to place into coherent and relevant instruction State Benchmarks Feb 2007 Places pressure to schools Must document student’s educational progress Vague in outcomes Overwhelming in number Transition Service Preparation & Training Research Based Practices Feb 2007 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 Student’s Transition Outcome (2000) Transition Service Preparation & Training 4 Key Factors Feb 2007 Vocational training Participation in vocational education classes Participation in paid work experiences Participation in transition planning Transition Service Preparation & Training Career Development Units IEP Unit Understanding by Design Feb 2007 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. Transition Service Preparation & Training 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 Two Comprehensive Units For Teachers Feb 2007 Vocational/work experience teachers don't understand the issues of deafness Career Development IEP Participation Transition Service Preparation & Training Life Centered Career Education (LCCE) series Feb 2007 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) Transition Service Preparation & Training Career Development Series Feb 2007 Developed by Brolin in 1997 The 4 units, using Brolin’s 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 Transition Service Preparation & Training Sample from the Career Awareness Unit Tips for Teachers Setting Up a Career Awareness Program Feb 2007 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 community—have 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! Transition Service Preparation & Training Sample from the Career Assimilation Unit Key Learnings (A synthesis of Career Assimilation goals.) Feb 2007 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 Transition Service Preparation & Training 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. Remember—ask questions when you don’t understand Feb 2007 Transition Service Preparation & Training Participation in Transition Planning cont. 7. 8. 9. 10. 11. Feb 2007 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 Tell everyone what you need from them so that you can finish your new goals. Discuss/review your new goals again so that everyone understands the same way. Thank everyone for coming to your meeting. After the meeting, work with your teachers all year so that you can finish your goals. Transition Service Preparation & Training 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/TSP T/units/units.htm