1. Exemplary, Research-Based Thematic Transition Instruction DCDT Conference Albuquerque, NM October 21, 2005 Albuquerque, NM October 21, 2005 Pamela Luft, Ph.D. Kent State University pluft@kent.edu

2. October 21, 2005Transition Services Preparation & Training Rationale for Thematic Instruction Transition’s scope should be broad and life-long Transition’s scope should be broad and life-long Transition often is limited to separate classes: Transition often is limited to separate classes: home ec home ec career development career development world of work world of work functional or life skills functional or life skills Instruction becomes delimited and fragmented Instruction becomes delimited and fragmented

3. October 21, 2005Transition Services Preparation & Training Thematic Instruction Overcome fragmentation through Overcome fragmentation through Integrated Thematic Instructional Units Design units across the full range of academic content areas Design units across the full range of academic content areas Incorporate a transition focus to “anchor” units in relevance and meaning Incorporate a transition focus to “anchor” units in relevance and meaning

4. October 21, 2005Transition Services Preparation & Training Research-Based Unit Design Thematic instructional units: Thematic instructional units: Increase redundancy and retention of key concepts Increase redundancy and retention of key concepts Enhance learning of cross-curricular relationships and processes Enhance learning of cross-curricular relationships and processes Life cycles: of people, animals, plants, cities, countries, solar systems Life cycles: of people, animals, plants, cities, countries, solar systems

5. October 21, 2005Transition Services Preparation & Training Understanding by Design Understanding by Design (Wiggins & McTighe, 2005) Utilizes research-based processes Utilizes research-based processes Bloom’s research and learning theories http://www.ubdexchange.org/resources.html Bloom’s research and learning theories http://www.ubdexchange.org/resources.html http://www.ubdexchange.org/resources.html Project-specific research results and outcomes Project-specific research results and outcomes Used at: Used at: Teachers College at Columbia University, Teachers College at Columbia University, Penn State University Penn State University Old Dominion University Old Dominion University Vanderbilt University Vanderbilt University University of Maryland. University of Maryland.

6. October 21, 2005Transition Services Preparation & Training Unit Design and Transition Design process that focuses on: Design process that focuses on: Authentic, relevant, and enduring learnings Authentic, relevant, and enduring learnings The “heart” of each curricular area The “heart” of each curricular area Transition provides: Transition provides: The conceptual link among these learnings through… The conceptual link among these learnings through… The authentic, relevant, and enduring topics The authentic, relevant, and enduring topics

7. October 21, 2005Transition Services Preparation & Training Understanding by Design “Backward design” process “Backward design” process Stage 1: Stage 1: Review external standards and student needs, to… Review external standards and student needs, to… Stage 2: Stage 2: Develop assessments to evaluate achievement of the standards and needs, that ends with… Develop assessments to evaluate achievement of the standards and needs, that ends with… Stage 3: Stage 3: Develop lessons and instructional activities that Develop lessons and instructional activities that Prepare the student to adequately perform on the assessments and Prepare the student to adequately perform on the assessments and Demonstrate thorough understanding. Demonstrate thorough understanding.

8. October 21, 2005Transition Services Preparation & Training Stage 1: Incorporate Transition Issues State standards are “unpacked” into meaningful and teachable chunks according to elements that are State standards are “unpacked” into meaningful and teachable chunks according to elements that are (a) worth being familiar with, (a) worth being familiar with, (b) important to know and understand, and (b) important to know and understand, and (c) what is authentic and relevant and of life-long value to the student (i.e., transition needs) (c) what is authentic and relevant and of life-long value to the student (i.e., transition needs)

9. October 21, 2005Transition Services Preparation & Training Transition-Focused Units Transition Services Preparation Project Years 1-2: Teachers identified topics and units Years 1-2: Teachers identified topics and units Years 3-4: Transition units based on research results Years 3-4: Transition units based on research results Student participation in IEP meetings: MS and HS unitsStudent participation in IEP meetings: MS and HS units Vocational preparation and courseworkVocational preparation and coursework Career Development units (Brolin’s LCCE)Career Development units (Brolin’s LCCE) Career AwarenessCareer Awareness Career ExplorationCareer Exploration Career PreparationCareer Preparation Career AssimilationCareer Assimilation

10. October 21, 2005Transition Services Preparation & Training Project Website Project Website http://www.educ.kent.edu/fundedprojects/TSPT/grant.htm Units are found: Transition Teaching Units Research-Based Priorities

11. October 21, 2005Transition Services Preparation & Training Transition Teaching Units Unit Design Processes Unit Examples

12. October 21, 2005Transition Services Preparation & Training Research-Based Priorities and Practices Summary: Literature Review of Research Grant Activities: Yearly listing with unit development process

13. October 21, 2005Transition Services Preparation & Training References Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529.Benz, M. R., Lindstrom, L., Yavonoff, P. (2000). Improving graduation and employment outcomes of students with disabilities: Predictive factors and student perspectives. Exceptional Children, 66, 509-529. Kohler, P.(1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121.Kohler, P.(1993). Best practices in transition: Substantiated or implied? Career Development for Exceptional Individuals, 16, 107-121. Wiggins, G., & McTighe, J. (2005). Understanding by design (2 nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.Wiggins, G., & McTighe, J. (2005). Understanding by design (2 nd ed). Alexandria, VA: Association for Supervision and Curriculum Development.