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) No Child Left Behind Act of 2001 (NCLBA) Places pressure to schools Places pressure to schools Must document student’s educational progress Must document student’s educational progress State Benchmarks State Benchmarks Vague in outcomes Vague in outcomes Overwhelming in number 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) Wiggins & McTighe: Understanding by Design (2005) Martin and Marshall: Self Determined IEP Program (1998) Martin and Marshall: Self Determined IEP Program (1998) Donn Brolin: Life Centered Career Education Series (1997) Donn Brolin: Life Centered Career Education Series (1997) Kohler: Factors Leading to Positive Transition Outcomes. (1993) Kohler: Factors Leading to Positive Transition Outcomes. (1993) Benz, Lindstrom, and Yovanoff: Improving Student’s Transition Outcome (2000) Benz, Lindstrom, and Yovanoff: Improving Student’s Transition Outcome (2000) Feb 2007 Transition Service Preparation & Training

4. 4 Key Factors Vocational training Vocational training Participation in vocational education classes Participation in vocational education classes Participation in paid work experiences Participation in paid work experiences Participation in transition planning Participation in transition planning Feb 2007 Transition Service Preparation & Training Career Development Units IEP Unit

5. Understanding by Design Wiggins & McTighe (2005) Wiggins & McTighe (2005) Develops a cohesive, authentic, and relevant instructional units Develops a cohesive, authentic, and relevant instructional units Hooks the students by using life-long and enduring issues Hooks the students by using life-long and enduring issues Begin with goals identified from state standards. 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 Teachers don't have training in career areas Implement work experience into the curriculum Implement work experience into the curriculum Many DHH students need knowledgeable services from deaf ed teachers Many DHH students need knowledgeable services from deaf ed teachers Vocational/work experience teachers don't understand the issues of deafness Vocational/work experience teachers don't understand the issues of deafness Two Comprehensive Units For Teachers Two Comprehensive Units For Teachers Career Development Career Development IEP Participation IEP Participation Feb 2007 Transition Service Preparation & Training

7. Life Centered Career Education (LCCE) series Developed by Donn Brolin Developed by Donn Brolin Organized within three domains Organized within three domains Daily Living Skills (preparing meals, washing clothes, getting around the community, etc) Daily Living Skills (preparing meals, washing clothes, getting around the community, etc) Personal-Social Skills (maintaining relationships, expressing feelings of self worth, 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) 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 Developed by Brolin in 1997 The 4 units, using Brolin’s stages are:: 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 Each unit builds off information provided in the previous units Feb 2007 Transition Service Preparation & Training

9. Tips for Teachers Tips for Teachers Setting Up a Career Awareness Program 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. 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. 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. 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). 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! 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! Sample from the Career Awareness Unit Feb 2007 Transition Service Preparation & Training

10. Key Learnings (A synthesis of Career Assimilation goals.) Maintaining a job by meeting job requirements and meeting personal needs and preferences (Minn Work Adjustment Theory: job satisfaction and job satisfactoriness) 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 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 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 Meeting personal needs and preferences through work, and adjusting as these change over time Problem solving, use of community and personal resources Problem solving, use of community and personal resources Sample from the Career Assimilation Unit Feb 2007 Transition Service Preparation & Training

11. Participation in Transition Planning 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 11 Steps of a Self-Determined IEP

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 Middle school and High School instructional units developed using Understanding by Design format Career Development Units Career Development Units LCCE activities corresponding with content standards LCCE activities corresponding with content standards Visit the Transition Services Website: http://www.educ.kent.edu/fundedprojects/TSP T/units/units.htm http://www.educ.kent.edu/fundedprojects/TSP T/units/units.htm http://www.educ.kent.edu/fundedprojects/TSP T/units/units.htm