MIDDLE SCHOOL RANSIION ORFOLIO GUIDE q 6th Grade q 7th Grade q 8th Grade Dagnostc Center Northern Calforna
Acknowledgments he mportance of preparng students for adulthood and as productve ctzens can never be understated. hese Mddle and Hgh School ranston ortfolo Gudes are a means to such an end. However, gudes such as these would never see prnt f t were not for the behnd the scenes VIs. hank you to Mary Anne Nelsen, Drector of the Dagnostc Center North, for her unendng support and superb gft of edtng. Specal thanks to Lnda Hawkns and Erlnda Agoncllo who endured long hours of enterng pertnent changes and revsons, and fnally, a thank you to Jean Dedo for her focused proofng talents.
MIDDLE SCHOOL RANSIION ORFOLIO GUIDE ABLE OF CONENS SECION 1. SECION 2. SECION 3. SECION 4. SECION 5. INRODUCION urpose............................................. 1.1 ranston ortfolo Gude............................... 1.2 WHY A RANSIION ORFOLIO? Why ranston?....................................... 2.1 Why a ortfolo?...................................... 2.2 HOW O USE HIS GUIDE How to use ths Gude.................................. 3.1 6H GRADE CURRICULUM Coat of Arms Objectves........................................ 4.1 reparaton........................................ 4.2 Strateges......................................... 4.2 Aspratons/Dreams Objectves........................................ 4.4 reparaton........................................ 4.4 Strateges......................................... 4.5 Standards............................................ 4.6 Resources............................................ 4.7 7H GRADE CURRICULUM My Dream job would be... Objectves........................................ 5.1 reparaton........................................ 5.2 Strateges......................................... 5.2 Career Interests Objectves........................................ 5.4 reparaton........................................ 5.4 Strateges......................................... 5.5 What steps do I need to take? Objectves........................................ 5.6 reparaton........................................ 5.6 Strateges......................................... 5.7
MIDDLE SCHOOL RANSIION ORFOLIO GUIDE Standards............................................. 5.9 Resources............................................ 5.11 SECION 6. 8H GRADE CURRICULUM On the Move and akng Control Objectves........................................ 6.1 reparaton........................................ 6.1 Strateges......................................... 6.2 Goals for Growth - ranston to Hgh School: ersonal Vson Objectves........................................ 6.4 reparaton........................................ 6.4 Strateges......................................... 6.5 Goals I Have n rogress Objectves........................................ 6.7 reparaton........................................ 6.7 Strateges......................................... 6.8 Goals for Growth - ranston to Hgh School: Areas of Completon Checklst Objectves........................................ 6.10 reparaton........................................ 6.10 Strateges......................................... 6.11 Standards............................................ 6.12 Resources............................................ 6.16 SECION 7. ABOU HE AUHORS SECION 8. AENDIX
INRODUCION SECION 1 urpose: hs portfolo gude s desgned to accompany the Mddle School ranston ortfolo. Its purpose s to provde gudelnes for specal educaton teachers, general educaton teachers and desgnated nstructonal staff n mplementng the actvtes that support the concepts n the portfolo. he Mddle School ranston ortfolo Gude provdes sample teachng strateges that relate drectly to the requrements for transton as mandated n the Indvduals wth Dsabltes Educaton Act (IDEA, 1990) and n the IDEA Amendments (1997). In addton, the gude correlates the actvtes wth sklls development as dentfed from the followng sources: Calforna State Department of Educaton-Language Arts Standards (Calforna State Standards), Secretary of Labor s Commsson on Achevng Necessary Sklls (SCANS) and the Natonal Career Development Gudelnes (NCDG). Although the portfolo s desgned for specal educaton students, best practces ndcate that all students should be nvolved n these actvtes. hs portfolo and gude s not to be used exclusvely wth specal educaton students and teachers but mplemented n general educaton programs. 1.1
ranston ortfolo Gude: Includes: grade level transton expectatons for students wth dsabltes sample nstructonal objectves to support the Mddle School ranston ortfolo suggested materals for each objectve/actvty a grd dsplayng how each objectve/actvty supports IDEA transton language, SCANS, Calforna State Standards and NCDG lst of resources sample forms, handouts, actvtes It s the expectaton that the portfolos, accompaned by the gude, wll assst teachers n preparng students for the demands of post-secondary lfe. Although IDEA mandates transton language n all specal educaton students Indvdual Educaton lans by age 14, readers are encouraged to begn to use the portfolos wth students ages 12 years and up. 1.2
WHY A RANSIION ORFOLIO? SECION 2 Why ranston? ranston s a mandate of the IDEA 1990 and the reauthorzaton of the IDEA 97. he purpose of legslatng transton servces was to better prepare youth wth dsabltes for the workplace and to foster greater ndependence. he mportance of preparng our youth was hghlghted n the Natonal Longtudnal ranston Studes of 1988, 1990 and 1992. hese studes heghtened awareness and sparked educators across the naton to address the ssues of post-secondary lfe. oday the most popular strategy for preparng students for post-secondary lfe s work experence. Many other areas of successful adult lfe reman unaddressed. ror to enterng the world of work or post-secondary actvtes, promsng practces suggest that students wth dsabltes need to learn about themselves, ther preferences and nterests. It s crtcal for students wth dsabltes to know what challenges they may face and how they may be able to advocate for themselves, needed servces, accommodatons and supports. 2.1
Why a ortfolo? ortfolos are based on the concept that learnng s a lfe long, ongong process. ortfolos become personalzed planners desgned to gude students wth dsabltes n ther career development process. Inherent n the practce of usng portfolos s that students begn to develop the sklls needed for self-exploraton, dentfy ther ndvdual strengths and challenges and eventually narrow down alternatves for a career choce. In essence, the portfolo becomes a means to teach students wth dsabltes how to develop a plan of acton. he Mddle School ranston ortfolo focuses on self-knowledge, lfe role(s), career and educatonal exploraton. Inherent n the process are the tasks for gatherng nformaton, decson makng and problem solvng. From the actvtes that support these concepts, students begn to learn about themselves and begn to advocate for themselves. he benefts to students of completng portfolos are twofold: 1) they can be fun and 2) students leave wth a meanngful and tangble project that can be used for post-secondary plannng. he most promnent reason for usng a portfolo approach s that the portfolo makes t possble for educators to provde a vsble and concrete way of demonstratng the lnk between school-based learnng and preparaton for the world of work and adulthood. 2.2
HOW O USE HIS GUIDE SECION 3 How to use ths Gude hs gude corresponds to the Mddle School ranston ortfolo. It dscusses sample actvtes and resources to support each objectve and/or actvty found n the portfolo. he gude s dvded nto eght sectons. he frst three sectons are ntroductory and explan the whys and hows of the gude. In the Mddle School Gude, sectons 4 through 6 are currculum sectons that dscuss how to organze and supplement the currculum to support the portfolo contents. Secton 7 s about the authors and Secton 8, the appendx has useful forms and a lst of resources. Actvtes lsted n the gude are samples only. here are many other ways of developng these concepts found wthn transton law. he currculum sectons are dvded as follows: Grade Level ranston Expectatons Instructonal Objectves eacher reparaton/actvtes Strateges Standards Resources Wthn each secton s a lst of vocabulary words that wll need to be ntroduced to students pror to begnnng the actvtes. All sectons are desgned to assst the teacher n makng the 3.1
paradgm shft from drectng to the new role of facltatng. hs shft encourages students wth dsabltes to begn to take control of ther own lves and to explore who they are and what s ther dream. Actvtes lsted are samples. hey are not meant to be the only actvtes that can be used for each topc. eachers should modfy these suggestons to match both teachng and learnng styles. Any actvty that s employed should promote crtcal thnkng and decson makng sklls. Secton 8, whch provdes addtonal resources and sample forms, may be duplcated. 3.2
6th Grade ortfolo Expectatons: Develop Self-knowledge and Self-awareness
6H GRADE CURRICULUM SECION 4 Coat of Arms Who can mplement ths actvty? Specal Educaton Famly General Educaton DIS I. Instructonal Objectves Students wll: Develop self-knowledge and self-awareness sklls by explorng Strengths: thngs n whch the student feels successful. Learnng style: the sensory modalty (vsual, audtory, knesthetc/tactle) whch best serves the student across envronments. Favorte subjects: the currculum subjects the student most enjoys. New Vocabulary Challenges: barrers whch nterfere wth student success. Share the above nformaton at the IE meetng. 4.1
II. eacher reparaton: Materals/Actvtes Chart paper, pencl Mddle School ranston ortfolo Learnng Style Inventores Interest Inventores, e.g., Career argets - COIN CLUE ersonal Values Inventory (see Appendx) Magaznes, newspaper career sectons III. Strateges Openng Actvty: eacher presents self-knowledge nformaton through dscusson, branstormng and examples. Defne any unfamlar vocabulary. Introduce the Mddle School ranston ortfolo: purpose, content, mportance and relevance to lfe plannng. Ask students: Why s t mportant to know nformaton about yourself? Is t too early to start thnkng about who you are rght now? Does who you are now make a dfference n who you become later? Record students comments on chart paper posted n classroom. Have students complete nformaton on the front of the portfolo. Answer any questons that surface regardng confdentalty, e.g., wrtng Socal Securty (SS) number. Snce most students have lmted experences about what they know, help them explore who they are by: completng a learnng style nventory assessng strengths (personal lkes, people sklls, talents and abltes) assessng barrers (personal dslkes, obstacles that make lfe hard at home, school and communty) completng personal values nventory 4.2
Use the followng strateges to help students dscover Who they are group dscusson role play readng/wrtng queston/answer Internet webstes learnng and/or self-management strateges Students complete Mddle School ranston ortfolo pages. Outcome: Students share self-knowledge nformaton wth teachers, parents and other members of the IE eam. New Vocabulary: C Learnng Style - how one learns or processes nformaton Vsual learners - learn from seeng nformaton. Students wth ths style make use of pctures, charts, vdeos, etc. Audtory learners - learn from hearng nformaton. Lstenng to topcs, talkng and other lstenng actvtes are preferred. Knesthetc learners - learn by dong, touchng and movng. Actvtes such as hands-on projects or physcally movng about are preferred. C Interest Inventory - Students dentfy preferences for specfc actvtes C Values - thngs that are mportant n one s personal lfe and nfluences the way students make choces and decsons. C ortfolos - personal planners where students dentfy what they lke and dslke by begnnng to explore knowng about themselves. Included n the portfolo are those personal objectves and actvtes students engage n, n preparaton for post-hgh school years. C Barrers - personal dslkes or obstacles that make lfe hard and dffcult. C Socal Securty number - a means of governmental dentfcaton for workng and payng taxes; a system to track earnngs and eventual benefts of people who worked n jobs covered by ths program. Important houghts: 1. Have students learn about each other s nterests by engagng students n ntervewng each other and then wrtng about partners. 2. Remnd students that nterests change all the tme. As we get older we become nvolved n many dfferent actvtes that nfluence our nterests. 3. For students wth low vson problems, the portfolo can be used by enlargng graphcs. 4. On the Internet there are many webstes that are student-focused (.e., http://www.c.coled.umn.edu/all/students.html). See resource lst for more stes. 4.3
Aspratons/Dreams: Some day I want to be a... Who can mplement ths actvty? Specal Educaton Famly General Educaton DIS I. Instructonal Objectve Students wll: Express a dream goal for the future. Dscuss reason(s) to support dream choce(s). Identfy how ther abltes, learnng styles, nterests, challenges and school subjects are related to dream choces. Actvely partcpate n ther IE meetng. New Vocabulary II. eacher reparaton: Materals/Actvtes Chart paper, pencl, markers, scssors Magaznes Mddle School ranston ortfolo 4.4
III. Strateges Openng Actvty: eacher presents how dreams are the drvng force to achevng future goals, through dscusson, branstormng, examples and askng the followng questons: How do dreams and aspratons help us acheve our lfe goals? What s meant when we speak of dreams? Have students dentfy ther dream by answerng Some day I want to be a...? Students descrbe/express the dream by drawng, wrtng, creatng collages. Sklls to practce: lstenng, speakng, wrtng and turn takng. As a large group actvty, have students dscuss ther choces and why they chose them. Be sure to explan the rules for group work. Ask them to talk about how dreams change. ose the queston, When you were years old were your dreams the same? Outcome: Student shares hs/her dream at the IE meetng. New Vocabulary: C Dream - ablty to vsualze, magne, pretend about somethng. A dream s not affected by realty but nstead s everythng that an ndvdual wshes or wants to do. C Challenges/barrers - personal obstacles that one encounters when tryng to meet goals. Important houghts: 1. Some students may have dffculty defnng the concept of dreamng. Read stores about students who have dreams about becomng someone famous or partcpatng n varous actvtes. 2. Be creatve when ntroducng the concepts of dreams. lace chart paper all around the room, one sheet per student. Draw a cloud on the paper and wthn that cloud students can wrte, color or paste pctures that depct ther dreams of what they want to be. 3. Assstve technology can be an mportant tool for mprovng teachng and learnng. See Resource secton for more nformaton. 4.5
IV. 6 th Grade Standards Actvty IDEA- ranston SCANS Calforna Standards Language Arts NCDG Sheld C Instructon Basc Sklls: C Readng, wrtng, lstenng and speakng hnkng Sklls: C Make decsons, creatve thnkng, knows how to learn, and reasons ersonal Qualtes: C Self-esteem, responsblty, and socablty Readng: 1.0,1.2,2.0,2.1,2.3,2.4,2.5,3.3 Wrtng: 1.1,1,2b,1.3,2.2,2.4, Wrtten & Oral Englsh Language: 1.0,1.1,1.3,1.4,1.5 Lstenng & Speakng: 1.0,1.1,1.3,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0,2.2b,2.4,2.5 Competency I Knowledge of self-concept Aspratons C Instructon C Related Servces Basc Sklls: C Readng, wrtng, lstenng and speakng hnkng Sklls: C Make decsons, creatve thnkng, knows how to learn, and reasons ersonal Qualtes: C Self-esteem, responsblty, socablty, self-management and honesty Readng: 1.0,1.2,2.0,2.1,2.3,2.4,2.5,3.3 Wrtng: 1.1,1,2b,1.3,2.2,2.4 Wrtten & Oral Englsh Language: 1.0,1.1,1.3,1.4,1.5 Lstenng & Speakng: 1.0,1.1,1.3,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0,2.2b,2.4,2.5 Readng: 1.0,1.2,2.0,2.1,2.3,2.4, 2.5,3.3 Wrtng: 1.1,1,2b,1.3,2.2,2.4 Wrtten & Oral Englsh Language: 1.0,1.1,1.3,1.4,1.5 Lstenng & Speakng: 1.0,1.1,1.3,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0,2.2a & b,2.4,2.5 Competency I Knowledge of self-concept Competency II Sklls to nteract wth others Competency III Awareness of the mportance of growth and change 4.6
V. Resources (6 th Grade) Self Knowledge, Self-Awareness Learnng Styles: Aune, E.., Ness, J.E. (1991). ools for ranston - Unt 1 (Understandng My Learnng Style), AGS, Inc. Self-Determnaton: Student Strateges: facltatng student drected lfe plannng, Irvne, CA, 92714 (Dane DeBoer - contact person) Interest Surveys and Actvtes: Durgn, R.W., h.d. (1996). COIN CLUE (Careers: Learnng, Understandng, Exploraton). COIN Educatonal roducts, oledo, Oho 43606. Natonal Center for Research n Vocatonal Educaton - Unversty of Calforna (NCRVE) Slva, R. et al. reparng for the Future: A ranston lannng Gude for Students wth Learnng Dsabltes Webstes: Lndsay, N. (1998). Dream Catchers Actvtes. JIS Works, Inc., Indanapols, IN 46202-3490; http://www.jst.com. Schools of Calforna Onlne Resources for Educaton (SCORE): http//www.score.k12.ca.us Webste: http://slcon.com/~scmller/;sweb/dvclearn.htm (learnng styles assessment) Worksheet(s) ersonal Values Inventory (See Appendx) Addtonal Resources Assstve echnology for Students wth Mld Dsabltes - Erc Dagest E529, Behrmann, M. (Jan. 1995) 4.7
7th Grade ortfolo Expectatons: Educatonal and Career Exploraton
Dagnostc Center Northern Calforna 7 H GRADE CURRICULUM SECION 5 My Dream job would be... My dream job would be... Career Interests Area #1 Area #2 What steps do I need to take? Who can mplement ths actvty? Specal Educaton Famly General Educaton DIS I. Instructonal Objectve Students wll: New Vocabulary Revew self-awareness and self-knowledge components of Mddle School ranston ortfolo (grade 6). Understand mportance of havng dreams for the future: nspraton, motvaton to acheve lfe long goals. Branstorm and dscuss ther dreams for work, daly lvng and recreaton. Identfy and descrbe how abltes, learnng styles, challenges, nterests and school subjects are related to dream choces. Actvely partcpate n IE meetngs by sharng the above nformaton. 5.1
II. eacher reparaton: Materals/Actvtes encl, paper, chart paper (optonal) Newspaper clppngs, magaznes related to career and recreatonal actvtes College catalogues (students can collect) ape recorder, audo and vdeotapes, camera, computer Mddle School ranston ortfolo III. Strateges Openng Actvty: eacher presents nformaton through dscusson, branstormng and examples. Defne any unfamlar vocabulary. Have students thnk about dreams and futures by askng them the followng questons: Is t okay to have dreams about thngs I want to do n lfe? What s the dfference between dreams and realty? How can I make my dreams come true? What are roadblocks? (Introduce ths concept.) What happens when I encounter roadblocks on the way to fulfllng my dream? Have students dscuss n small groups ther dreams for the future n the areas of work, daly lvng and recreaton. Dscusson should nclude a ratonale for each area and how achevng ther dream matches wth an awareness of who they are, ther nterests, strengths, lkes/dslkes and obstacles. Have students answer: What type of job would I lke? How well do I get along wth my peers/adults? Do I lke actvtes that occur outsde or nsde? Students share the above nformaton wth the entre class through whatever modalty s best for them (e.g. vsual graphc, oral report). Students should wrte, take pctures, create collages and use audo or vdeo presentatons to express dream(s). hose students wth computer sklls can create representatons of ther dream(s) usng a owerpont applcaton. Include nformaton n Mddle School ranston ortfolo. 5.2
Outcome: Student shares dream(s) for the future at the IE meetng. New Vocabulary Roadblocks - ths s the same as barrers or challenges. Obstacles are barrers n a person s lfe that can nterfere n attanng lfe goals. Ideas 1. Expose students to varous forms of technology as they begn to look at ther dream job. Use of the Internet s an exctng medum to explore. 2. Check out the Internet ste: http://www.thegateway.org/ 5.3
Dagnostc Center Northern Calforna Career Interests Who can mplement ths actvty? My dream job would be... Career Interests Area #1 Area #2 Specal Educaton Famly General Educaton DIS What steps do I need to take? I. Instructonal Objectve Students wll: New Vocabulary Understand the relatonshp between work and learnng Identfy career nterest areas Complete and analyze career nterest surveys Identfy and learn vocabulary relevant to ther career survey Actvely partcpate at the IE meetng II. eacher reparaton: Materals/Actvtes encl, paper Career Interest Surveys, e.g., COIN Career argets Internet ste: Career Key (nterest survey) Reference materals on careers (see Resource secton) Classfed Ads Mddle School ranston ortfolo 5.4
III. Strateges Openng Actvty: eacher presents the connecton between career (work) and educaton (learnng) through dscusson, branstormng, defnng unfamlar vocabulary and examples. Students lst/match/dscuss ther abltes (physcal, creatve, academc, socal, mechancal) wth nterests. Have students answer: How many dfferent occupatons can you lst? What s a career cluster? Why s gong to school, makng good grades, dong your best work and gettng along wth other people mportant to havng a qualty adult lfe? Introduce and dscuss the COIN (or other) Career Interest Survey. Wth the results, have students: Lst three occupatons that nterest them. Identfy abltes (learnng styles, strengths, lkes/dslkes) that would help them acheve the selected career choces. Have students explore ther targeted career nterest choces through school, communty, or workste job shadowng, guest speakers and ntervews. Have students report career nformaton collected usng an actvty that matches ther ndvdual learnng styles (poster, wrtten report, class dscusson, vdeotape, tape recorder). Use reference materals to explore careers that nterest them and jobs they thnk they would lke to have. Outcome: Students share career nterest choces at IE meetngs. New Vocabulary C Career Cluster - Smlar jobs that are grouped together. C Career Interest Survey - A survey that helps students dentfy ther vocatonal nterest. Ideas 1. Use technology and fnd new ways of ntroducng actvtes for students to explore career nterests. Go to webste: http://www.thegateway.org/ndex2/vocatonaleducatoncareers.html 2. Have students use the Internet (A) to explore career nterest: http://www.ncsu.edu/careerkey/career-keyms.html 5.5
Dagnostc Center Northern Calforna What steps do I need to take? Who can mplement ths actvty? My dream job would be... Career Interests Area #1 Area #2 What steps do I need to take? Specal Educaton Famly General Educaton DIS I. Instructonal Objectves Students wll: New Vocabulary Revew classfed ads and match career nterests to avalable employment opportuntes n the local communty. Explore how career nterests connect wth plans for educaton, recreaton and world of work. Identfy sklls necessary for ndependent lvng. Understand and use decson makng sklls. Share nformaton at ther IE meetng. II. eacher reparaton: Materals/Actvtes aper, pen or pencl Lst of ntervew questons examples (see Appendx) Newspaper classfed secton Camera and tape recorder Mddle School ranston ortfolo 5.6
III. Strateges Openng Actvty: eacher presents questons for students to address the connecton between career and educaton. Use dscusson, branstormng, examples and role play. Defne unfamlar vocabulary. hs s an opportune tme to dscuss problem solvng strateges. Introduce the mportance of problem solvng and choce makng when explorng dreams/goals. Consder the followng ndvdual or group actvtes: Branstorm problems they have solvng problems when makng decsons. Have students complete problem-solvng actvty sheet. Dscuss solutons to overcome roadblocks. ractce problem solvng strateges as a group actvty. Collaborate wth resource personnel: WorkAblty I rogram staff Have students branstorm a lst of potental speakers workng n ther felds of nterest. Students need to lst possble ntervew questons to ask speakers. Speakers can come nto the classroom or students can job shadow to observe them at work. Students should take notes on ther lst of ntervew questons durng ther vst. (See Appendx for lst of possble ntervew questons.) For those students desrng to explore post-secondary educaton, arrangements should be made for students to observe and ntervew staff from four-year colleges, communty colleges, techncal schools and RO programs. Students should determne the steps necessary to arrange vsts wth teacher gudance. eacher can prearrange contact wth ndvduals at those post-secondary programs lsted above. Students should schedule ther own appontments. ror to makng telephone contact, students can partcpate n mock ntervews usng role play. Vdeotape the role play actvty for large group dscusson of dos and don ts of ntervewng. Encourage students to ask questons about the job requrements of ndvduals they meet. Role play n class to practce ntervewng and renforce socally acceptable behavors. As a follow-up, have the students keep a record of places they have been and speakers they have heard. Record these n ther Mddle School ranston ortfolo. One way to record vstatons s to have students nclude a photograph of themselves wth the person observed/ntervewed. 5.7
Outcome: Have students evaluate and share nformaton obtaned n the actvtes wth teacher, classmates, famly and other nterested persons. Students should share ths nformaton at IE meetngs. Vocabulary Revew defnton of a roadblock (see page 5.3). RO stands for Regonal Occupatonal rograms that offers job sklls classes. Ideas 1. Encourage students to use note cards wth questons wrtten on them. Leave enough space so students can record answers as they ntervew people n the communty. 2. Students who have dffculty wrtng can tape record the ntervew. (Remnd students they need to get permsson pror to the ntervew.) 5.8
IV. 7 th Grade Standards Actvty IDEA-ranston SCANS Calforna Standards Language Arts NCDG Dreams C Instructon C Related Servces Basc Sklls: C Readng, wrtng, lstenng and speakng hnkng Sklls: C hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: C Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.1,2.2 Wrtng: 1.0,1.1,1.4,2.3 Wrtng and Oral Englsh Language: 1.0,1.1,1.4,1.6,1.7 Lstenng & Speakng: 1.0,1.1,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0,2.4 Competency I ostve self-concept Competency II Sklls to nteract wth others Competency III Importance of growth and change Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Career Interests C Instructon C Related Servces C Employment/postschool adult lvng optons Basc Sklls: C Readng, wrtng, lstenng and speakng hnkng Sklls: C hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: C Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.1,2.2,2.3 Wrtng: 1.0,1.1,1.4,2.3 Wrtng and Oral Englsh Language: 1.0,1.1,1.4,1.6,1.7 Lstenng & Speakng: 1.0,1.1,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0,2.4 Competency II Sklls to nteract wth others Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency IX Sklls to make decsons 5.9
Actvty IDEA-ranston SCANS Calforna Standards Language Arts NCDG What Steps Do I Need to ake? C Instructon C Related Servces C Communty Experences C Employment/postschool adult lvng optons Basc Sklls: C Readng, wrtng, performs arthmetc and mathematcal operatons, lstenng and speakng hnkng Sklls: C hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: C Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.1,2.2,2.3 Wrtng: 1.0,1.1,1.3,1.4,1.7,2.3 Wrtng and Oral Englsh Language: 1.0,1.1,1.2,1.4,1.6,1.7 Lstenng & Speakng: 1.0,1.1,1.2,1.3,1.4,1.5,1.6,1.7 Speakng Applcatons: 2.0, 2.2b & 2.2c, 2.4 Competency II Sklls to nteract wth others Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency VII Knowledge of sklls necessary to seek and obtan jobs Competency IX Sklls to make decsons 5.10
V. Resources (7 th Grade) Educatonal and Career Exploraton Interest Inventory and Actvtes: Durgn h.d., R.W., (1990). COIN Career argets, COIN Educatonal roducts, oledo, Oho 43606 Natonal Center for Research n Vocatonal Educaton - Unversty of Calforna (NCRVE) Self-Determnaton: Student Strateges: facltatng student drected lfe plannng, Irvne, CA 92714 (Dane DeBoer - contact person) Webstes: Jones, L. he Career Key webste: ncsv.edu/careerkey/ndex.html Lndsay, N. (1998). Dream Catchers Actvtes. Jst Works, Inc., Indanapols, IN 46202-3490; http://www.jst.com Schools of Calforna Onlne Resources for Educaton (SCORE): http://www.score.k12.ca.us Erc Clearnghouse on Dsabltes and Gfted Educaton: http://www.thegateway.org/ Career Handbook: Young erson s Occupatonal Outlook Handbook (1996). Based on the U.S. Department of Labor s Occupatonal Outlook Handbook. ublshed by Jst Works, Inc. 5.11
8th Grade ortfolo Expectatons: Develop Self-knowledge Self-awareness and Career Exploraton
Dagnostc Center Northern Calforna Met wth my counselor Developed my hgh school plan Vsted local colleges and vocatonal schools artcpated n my 8H GRADE CURRICULUM SECION 6 On the Move and akng Control On he Move and akng Control My learnng style s My personal strengths and unque qualtes are My nterests and values are Opportuntes I had to explore my career nterests I have completed: Research on my dream career Who can mplement ths actvty? Specal Educaton Famly General Educaton DIS IE/I meetng I. Instructonal Objectves Students wll: Revew self-awareness, self-knowledge and career nterests components of Mddle School ranston ortfolo (grades 6 & 7): Learnng style ersonal strengths and unque qualtes Interests and values Career nterests exploraton New Vocabulary Actvely partcpate n IE meetng and share the nformaton outlned above. II. eacher reparaton: Materals/Actvtes aper, pencl, chart paper ersonal Values Inventory (see Appendx) Students Only webste (see Resource secton) Mddle School ranston ortfolo 6.1
III. Strateges Openng Actvty: eacher presents through dscusson, branstormng and examples. Identfy and defne unfamlar vocabulary. Have students complete the followng nformaton ndvdually and dscuss wth entre class. My learnng style s. My personal strengths and unque qualtes are. My nterests and values are. My career nterests exploraton opportuntes are. NOE: If students have forgotten what values are, complete the ersonal Value Inventory actvty from Sxth Grade Mddle School ranston ortfolo secton or complete ersonal Values Inventory survey (see Appendx). Make sure students understand that values are only one part of the pcture. Other factors such as ther nterests and abltes also nfluence future goals. Ask students questons such as: Why do people work? What do people need money for? Why dd you choose the career named? Where do you want to lve? What knd of house, car or clothes do you want? Wth the entre class, ask students: Has anyone changed ther mnds about... (see above areas)? Why mght changes occur? Is change okay? Is there a specfc tme n your lfe when changes mght happen? What are the postve and negatve consequences of change? NOE: he purpose of ths actvty s to have students talk about reasons changes mght happen and to understand that change s okay and s sometmes a good thng. In small groups, gve students the opportunty to revew each area n the secton and report to the large group any changes dentfed. Students can branstorm and chart nformaton to present to the class usng chartng, pctures and wrtng actvtes. Students can also fnd addtonal nformaton on the Students Only webste (see resource secton). Students record/revse nformaton n ndvdual Mddle School ranston ortfolo. 6.2
Outcome: Students artculate/share nformaton at IE meetngs. Vocabulary: Revew the term values (see page 4.3). Ideas 1. As a math actvty, have class chart the varous career nterests dentfed. 2. Students can read varous bographes of famous people and dscuss the personal strengths of the person or hero that played a role n the person s lfe. 6.3
Dagnostc Center Northern Calforna Goals for Growth - ranston to Hgh School: ersonal Vson ranston to Hgh School ersonal Vson Who can mplement ths actvty? Classes I need and want to take Supports n Hgh School I have establshed Extracurrcular actvtes I would lke to partcpate n Accommodatons I need Specal Educaton Famly General Educaton DIS 3 Goals I have n progress!! Goals Re-checked Date Revsed Completed I. Instructonal Objectve Students wll: Revew: On the Move and akng Control New Vocabulary Develop further knowledge and understandng of hs/her role/rghts/responsbltes n the Indvdual Educatonal lan/indvdual ranston lan (IE/I) process. Identfy, descrbe and develop specfc strateges to ncrease partcpaton n hs/her educatonal and career plannng through the IE process. Identfy, descrbe and plan ways the IE team can support hs/her ersonal Vson pror to enterng hgh school by plannng the followng: classes I need and want to take extracurrcular actvtes I would lke to partcpate n supports I have establshed n hgh school accommodatons I need (self-advocacy strateges) Share ersonal Vsons at hs/her IE/I meetng. 6.4
II. III. eacher reparaton: Materals/Actvtes Strateges aper, pencl/pen, gluestck Hgh school materals that lst and descrbe classes, staff postons and extracurrcular actvtes Student Acton lan or ranston lannng rofle (see Appendx) Self-Advocacy actvty sheet: It s About Your Lfe... (see Appendx) Mddle School ranston ortfolo Openng Actvty: eacher presents nformaton through dscusson, branstormng and examples. Students defne personal vson by branstormng or drawng. Focus on the mportance of havng a personal vson, ts mplcaton at the hgh school level and beyond. Identfy and defne unfamlar vocabulary. Ask such questons as: What s a personal vson? Why do you need one? How does self-knowledge/awareness, nterests, values and personal vsons work together? Use the self-advocacy actvty pages to dscuss students rghts/roles/responsbltes (see Appendx). hs actvty wll help students talk about IEs, ntroduce I language and mportance of both n plannng for the future. Ask students questons lke: What s an IE? (Show students an IE and dentfy/dscuss ts mportance.) What does I mean? (Dscuss how the I helps students and the IE eam plan for hs/her future academc and career goals/actvtes.) What s mportant about an IE/I? Have students explore the advantages of havng a plan and how t helps to make good choces now and n the future. Students can map out mportant components of plannng (see ranston lannng rofle n Appendx). Introduce Student Acton lan concept. Use the Acton lan and hgh school nformaton catalogue to address the followng areas: Classes I need and want to take: Dscuss the requred and electve courses needed to meet graduaton requrements and the personal vson. Let students know that electves may be changed as they progress through school. Extracurrcular actvtes I would lke to partcpate n: Have students dentfy and lst the extracurrcular actvtes they would lke to know more about, ncludng all organzatons, sports, muscal groups, tutorng and honor socetes. 6.5
Supports n hgh school I have establshed: Have students dentfy and lst all the possble supports avalable at the hgh school. Dscuss why these ndvduals (hgh school counselor, teacher, nstructonal assstant, parent or hgh school frend) would be supports n hgh school. Accommodatons I need: Defne accommodaton and the reasons that they are mportant to ndvduals wth dsabltes. Have students dentfy and lst areas of need. Students can create an ndvdual Student Acton lan on the computer, use real lfe pctures, tape record plan or have a peer wrte a plan for them. See Appendx for other examples. hs actvty can be completed ndvdually or as a class. Students record nformaton n Mddle School ranston ortfolo. Informaton can be recorded n each of the four sectons by wrtng, drawng or usng a computer (glue to page). Outcome: Have students use Student Acton lan or ranston lannng rofle to share ersonal Vson nformaton at IE meetngs. New Vocabulary C ersonal Vson - your ndvdual goal of what you want to do. C Self-advocacy - understandng your rghts and responsbltes. C I - Indvdual ranston lan C Student Acton lan - graphc format that helps student outlne where they are and where they want to go by dentfyng the steps needed. C Accommodatons - adaptatons or modfcatons to the envronment that are necessary n order for student to learn, work, lve and play. C Supports - those people who can help student succeed n the communty (school and home). Some supports are parents, teachers, counselors, mnsters, etc. Ideas Assstve echnology can be used to help students perform better. Use a computer for wrtng tasks, tape recorder and calculator for math. 6.6
Dagnostc Center Northern Calforna Goals I Have n rogress! Who can mplement ths actvty? ranston to Hgh School ersonal Vson Specal Educaton Famly Classes I need and want to take Extracurrcular actvtes I would lke to partcpate n General Educaton DIS Supports n Hgh School I have establshed Accommodatons I need 3 Goals I have n progress!! Goals Re-checked Date Revsed Completed I. Instructonal Objectve Students wll: New Vocabulary Identfy volunteer opportuntes Explore Summer Youth Employment opportuntes Explore recreaton opportuntes Artculate/share nformaton at IE/I meetng II eacher reparaton: Materals/Actvtes encl, paper Reference materals Classfed ads Student webstes (see Resource secton) Mddle School ranston ortfolo 6.7
III. Strateges Openng Actvty: eacher presents nformaton through dscusson, branstormng, role play and other examples so students can choose three goals to expand ther knowledge and understandng as they prepare for the transton to hgh school. Identfy and defne any new vocabulary. Students nvestgate and partcpate n volunteer postons wthn the local communty. he purpose of ths actvty s to let students know there s value n all job exploraton experences not just those for whch they are pad. Let students know that many employers and colleges look for non-pad experences. Investgaton should nclude: branstormng types of volunteer jobs that exst. gatherng job nformaton from the school lbrary resources. readng the classfed ads. talkng wth frends, parents and other relatves. follow-up dscussons how volunteerng benefts the students as well as the communty. consderng a school-based project or servce learnng actvty. Students vst, obtan brochures, dentfy and enroll n a recreatonal actvty that matches dentfed nterests and needs. Have students vst varous stes wth a peer or famly member. Students arrange wth famly and/or others to vst places of employment durng the summer. hs actvty wll provde opportuntes for students to see what sklls they need to learn. Students arrange to meet resource personnel: school counselor, WorkAblty I teacher (f avalable at school ste) and work experence teacher to obtan Summer Youth Employment nformaton. If student needs to attend summer school, an applcaton and parent approval should be secured pror to begnnng of sesson. Dscuss the reason for attendng summer school wth student. Students are responsble for checkng, revsng (as approprate) and recordng the completon date of any selected goal(s) n progress. Record nformaton n Mddle School ranston ortfolo. 6.8
Outcome: Students share goals n progress wth members of ther IE/I teams. New Vocabulary C C C School-Based project - goods or servces are produced by students as part of a school program. urpose of project s for students to approach real problems or needs and develop, dentfy and mplement solutons. Recreaton - lesure actvtes (those thngs you do for fun) that are relaxng and enjoyable. Servce learnng - combnes a structured school project and communty servce for the purpose of experence communty servce and academc learnng. 6.9
Dagnostc Center Northern Calforna Developed my hgh school plan Vsted local colleges and vocatonal schools artcpated n my Goals for Growth - ranston to Hgh School: Areas of Completon Checklst On he Move and akng Control My learnng style s My personal strengths and unque qualtes are My nterests and values are Opportuntes I had to explore my career nterests I have completed: Research on my dream career Met wth my counselor Who can mplement ths actvty? Specal Educaton Famly General Educaton DIS IE/I meetng I. Instructonal Objectves Students wll: Revew Mddle School ranston ortfolo contents Revew and complete checklst: New Vocabulary Researched on my dream career Met wth my counselor Developed my hgh school plan Vsted local colleges and vocatonal schools Actvely partcpate n IE/I meetng II. eacher reparaton: Materals/Actvtes encl, chart paper Overhead projector Mddle School ranston ortfolo 6.10
III Strateges Openng Actvty: eacher revews Mddle School ranston ortfolo completon checklst areas through dscusson, branstormng and examples. Refer students to the revew lst n the begnnng of ths secton. Dvde students nto small groups of two or three to check the content of each other s portfolos. Use the checklst n ths secton. ost checklst on large chart paper or on overhead projector so students can refer to each tem. Gve students extra tme to complete unfnshed tems. Students prepare to present completed Mddle School ranston ortfolo at end-ofyear transton meetng. Vdeotape a mock meetng so students can analyze the presentaton. Outcome: Students present Mddle School ranston ortfolo at end-of-year transton meetng wth IE/I team. Idea hs can be an empowerng experence by encouragng students to plan and prepare for ther IE/I meetng. Have students determne who they would lke to nvte to ther IE/I meetng and have them prepare letters of nvtaton. 6.11
IV. 8 th Grade Actvty IDEA- ranston SCANS Calforna Standards Language Arts NCDG On the Move and akng Control Instructon Related Servces Communty Experences Basc Sklls: Readng, wrtng, lstenng and speakng hnkng Sklls: hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0 Wrtng: 1.0,1.4,1.5,1.6 Wrtng and Oral Englsh Language: 1.0,1.1,1.3,1.5,1.6 Lstenng and Speakng: 1.0,1.1,1.2,1.3,1.4,1.5,1.6,1.7a&b Speakng Applcatons: 2.0 Competency I ostve self-concept Competency II Sklls to nteract wth others Competency III Importance of growth and change Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency IX Sklls to make decsons 6.12
Actvty IDEA- ranston SCANS Calforna Standards Language Arts NCDG Goals for Growth: ersonal Vson Instructon Related Servces Basc Sklls: Readng, wrtng, lstenng and speakng, performs arthmetc and mathematcal operatons hnkng Sklls: hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.6,2.7 Wrtng: 1.0,1.4,1.5,1.6 Wrtng and Oral Englsh Language: 1.0,1.1,1.3,1.5,1.6 Lstenng and Speakng: 1.0,1.1,1.2,1.3,1.4,1.5,1.6,1.7a&b Speakng Applcatons: 2.0 Competency I ostve self-concept Competency II Sklls to nteract wth others Competency III Importance of growth and change Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency IX Sklls to make decsons 6.13
Actvty IDEA- ranston SCANS Calforna Standards Language Arts NCDG Goals I Have n rogress Instructon Related Servces Communty Experences Employment/ post-school adult lvng optons Basc Sklls: Readng, wrtng, lstenng and speakng, performs arthmetc and mathematcal operatons hnkng Sklls: hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.6,2.7 Wrtng: 1.0,1.4,1.5,1.6 Wrtng and Oral Englsh Language: 1.0,1.1,1.3,1.5,1.6 Lstenng and Speakng: 1.0,1.1,1.2,1.3,1.4,1.5,1.6, 1.7a&b Speakng Applcatons: 2.0 Competency I ostve self-concept Competency II Sklls to nteract wth others Competency III Importance of growth and change Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency VII Awareness of personal responsblty and good work habts Competency IX Sklls to make decsons Competency XI Awareness of dfferent occupatons Competency XII Awareness of the career plannng process 6.14
Actvty IDEA- ranston SCANS Calforna Standards Language Arts NCDG Goals for Growth- ranston to Hgh School: Areas of Completon Checklst Instructon Related Servces Communty Experences Employment/ post-school adult lvng optons Basc Sklls: Readng, wrtng, lstenng and speakng, performs arthmetc and mathematcal operatons hnkng Sklls: hnk creatvely, make decsons, solve problems, and reasons ersonal Qualtes: Dsplays responsblty, socablty, honesty, and self-esteem Readng: 1.0,1.3,2.0,2.6,2.7 Wrtng: 1.0,1.4,1.5,1.6 Wrtng and Oral Englsh Language: 1.0,1.1,1.3,1.5,1.6 Lstenng and Speakng: 1.0,1.1,1.2,1.3,1.4,1.5,1.6,1.7a&b Speakng Applcatons: 2.0 Competency I ostve self-concept Competency II Sklls to nteract wth others Competency III Importance of growth and change Competency IV Knowledge of the benefts of educatonal achevement to career opportuntes Competency V Understand the relatonshp between work and learnng Competency VI Understand and use career nformaton Competency VII Awareness of personal responsblty and good work habts Competency IX Sklls to make decsons Competency XI Awareness of dfferent occupatons Competency XII Awareness of the career plannng process 6.15
V. Resources (8 th Grade) Self-Knowledge, Self-Awareness and Career Exploraton Career Exploraton Actvtes and Informaton: Klburn, J., Rechle, J. (1999). It s About Your Lfe... about lfe after hgh school: What Students n Specal Educaton Need to Know About the ranston Years. CDE, Specal Educaton Dvson. Lndsay, N. (1998). Dream Catchers Actvtes. JIS Works, Inc., Indanapols, IN 46202-3490; http://www.jst.com. Natonal Center for Research n Vocatonal Educaton - Unversty of Calforna (NCRVE) Self-Determnaton: Student Strateges: facltatng student drected lfe plannng, Irvne, CA 92714 (Dane DeBoer - contact person) Webstes: Realty Check - Lnkng Mddle School and Communty Resources for Learnng. Http://www.nwrel.org/edwork/realty/sample.html Schools of Calforna Onlne Resources for Educaton (SCORE): http//www.score.k12.ca.us SUDENS ONLY! A School-toWork webste desgned by students for other students. Http://www.c.coled.umn.edu/all/students.html Worksheets: (found n Appendx) ersonal Values Inventory Worksheet Student Acton lan (Harvell & Hatter - 1997); CDE/Dagnostc Center, Northern Calforna ranston lannng rofle (Curts & Dcecco - 1998); CDE/Dagnostc Center, Southern Calforna Self-Advocacy Actvty Worksheet It s About Your Lfe... about lfe after hgh school. 6.16
ABOU HE AUHORS SECION 7 Renee A. Dawson, Cathy hon, and rsclla Harvell work for the Calforna State Department of Educaton, Dagnostc Center North (DCN). Under the supervson of Mary Anne Nelsen, Drector of the Dagnostc Center North, ths project was developed as a means of preparng youth wth dsabltes for post-secondary lfe. Renee Dawson, Cathy hon and rsclla Harvell have collectvely, over 50 years of publc school experence. hey have worked wth both general and specal educaton student populatons, from pre-school through the college level. he Mddle and Hgh School ranston ortfolo was the dream of Cathy hon and rsclla Harvell. ogether, wth Renee Dawson, they found a way to facltate and communcate the concepts of self-determnaton for students wth dsabltes. Renee A. Dawson, M.S.W., s a psychologst who has taught at both elementary and secondary levels. Ms. Dawson drects the secondary/transton assessment and tranng servce components at DCN. She partcpated for several years on the Calforna Department of Educaton s Advsory Board for WorkAblty I (a youth employment and educaton program). Ms. Dawson s currently completng her doctorate degree and has wrtten varous artcles and recently co-authored a chapter on transton for a soon-to-be publshed book. Cathy hon, B.A., has been a secondary teacher n both general and vocatonal educaton. She has focused her career on workng wth specal educaton students at the Regonal Occupatonal rograms. Whle at the Regonal Occupatonal rograms, Ms. hon s students used portfolos as a means of demonstratng ther work sklls. She s recognzed statewde as a leader n transton educaton. 7.1
rsclla Harvell, M.A., SL/CCC, s a speech and language specalst who has been a specal educaton teacher at both the elementary and mddle school levels. She s recognzed as a leader n transton educaton and has served on varous statewde task forces. Ms. Harvell has wrtten artcles and authored a chapter n a book related to transton of youth wth dsabltes and the role of the speech and language specalst. Her most recent publcaton enttled, ranston and School-Based Servces s from ro-ed. Contact the authors for: ermsson to reproduce any and all sectons of the Mddle School ranston ortfolo Gude and the Mddle School ortfolo or for other nformaton Renee A. Dawson rsclla Harvell rdawson@dcn-cde.ca.gov pharvell@dcn-cde.ca.gov o fnd out about Dagnostc Center North vst us at our webste: http://www.dcn-cde.ca.gov 7.2
Appendx
ersonal Values Inventory Drectons: Read each phrase below and check the box that ndcates whch one s mportant to you. When fnshed, dscuss your responses wth a partner. ( ( ; Value Statements Really Important Important So-So Important Not Important akng responsblty for my actons Havng nce teachers Beng lked by my frends Havng tme alone Gong to college Lookng good akng care of my body Lvng n a nce house Fnshng hgh school Makng my parents happy Gettng a job Havng a famly Makng my own decsons Gettng good grades Makng lots of money Beng a great athlete Add your own here
Sample Intervew Questons Intervew Questons: What s your job ttle? Do you have many responsbltes? What are they? How dd you get ths job? Dd you fnsh hgh school? What about college? How mportant s fnshng hgh school or college to the type of job you have? Do I need specal qualfcatons to work at your place of employment? What actvtes should I lke f ths job s one I would lke? Students Reflectve Questons: Would I lke to do ths knd of work? Why?, Why not? How would I prepare for workng at ths type of job?
Ị ranston lannng rqfle he purpose of the ranston lannng rofle s to synthesze assessment nformaton from a varety of sources (student, parent, teacher, psychologst, vocatonal/agency personnel) nto a userfrendly, meanngful format. he ranston lannng rofle provdes the conceptual framework for long and short term career/transton plannng. Crtcal components n the development of the profle nclude: * uncondtonal acceptance of student nput * language s n student frendly "frst-person" style * nformaton contrbuted by others s presented n functonal terms * profle s frequently updated and shared wth support system (parents, teachers, job developers, agences) he professonals gatherng the assessment nformaton should collect and report nformaton n relatonshp to the key questons n the student's profle: strengths, career nterests, learnng style, personalty style, hurdles/accommodatons, and actvty optons for school, communty and employment. he goal of ths functonal assessment and plannng process s to valdate realstc perceptons of the student and/or nfuse more realstc nformaton and actvty optons for the student to consder or explore. For a student to nternalze the nformaton n hs/her profle, t needs to be revsted frequently by a varety of people. he smplstc vsual format provdes a consstent self-vew for the student and others to use n makng nformed day-to-day choces and decsons. For example, a student decdng on work experence at a warehouse or at a fast food restaurant wll be remnded by lookng at hs profle that he prefers workng n a quet atmosphere and at hs own pace. Hs decson s to apply at the warehouse because t matches hs preferences. he process dramatcally ncreases hs selfdetermnaton sklls and chance for success. Usng a graphc ranston lannng rofle has addtonal advantages: * provdes nformaton for the student to share at an IE/I * fosters student/consumer centered plannng * gves famles nformaton to support realstc career goals for ther youth * job developers and job coaches can make better matches * mproves communcaton between agency personnel Developed by Curts, Koorndyk & Smonds -1997 Calforna Department of Educaton, Dagnostc Center, Southern Calforna~
Student ranston lannna rofle 1. Strengths: Self -Drecton: Work olerance: Interpersonal: Communcaton: Moblty : Self- Care: When I understand the drectons, I complete my work ndependently. I can work for a long tme wthout a break. I have a lot of frends. I can ask questons and gve drectons. I can use buses to get to the mall. I always look good. 2. Career Interests: SchoolNocatonal What do I lke to do? What am I good at dong? What are the jobs I would lke to try now? What are some of the jobs/ careers I am n,ted n? 3. Learnng Style How do I learn best? Examples: What study sklls / accommodatons work best for me? I need to be able to talk and dscuss the topc to understand the nformaton. I remember more from pctures and flms. I learn best when I make a graphc organzer for readnglwrtng assgnments. What envronment do I work best n? Examples: I can't thnk wth a lot of nose around me. I lke workng alone. I need to move around a lot. 4. ersonalty: I lke to work wth people, deas or thngs? I lke to do routne tasks. I lke to plan my own actvtes. I lke to complete one project at a tme. I lke more than one project at a tme.
5. Hurdles and Accommodatons: Self-Drecton: Work olerance: fnsh. Interpersonal: Communcaton: who wll Moblty: Hurdles Sometmes when I fnsh my work, I don't know what to do next. I have a problem fnshng my work. I have trouble makng frends. I am afrad to tell my boss I don't understand. I bump nto thngs n a new place. Accommodatons I would lke a check lst. Short breaks help me to I can volunteer to help others. (.e.: day care, cafetera) 1 can fnd a co-worker always help me. I avod crowded places. Self-care: h, ly clothes are not always clean. I am learnng how to use the washng machne. 6. Optons for Actvtes: School: Home/ Communty: I can take a class n computers next year, so that I can get a job workng n an offce. I can take classes that have more actvtes/projects than just lstenng or wrtng. I can make my own lunch and learn how to cook for myself. I can fnd out what knds of thngs/classes the YMCA offers and jon them. I can jon a support group for young adults wth the same dsablty as me. Employment: I can volunteer at a work ste to develop sklls to be more employable later. I can job shadow my uncle and learn what he does. I can speak wth the WorkAblty Coordnator about gettng a job ths summer. 7. Support System: Who do I want to help me wth ths plan?. Who can I ask for help? What agences can help me now and n the future? Developed by Curts, Koorndyk, Smonds 1997 Calforna Department of Educaton, Dagnostc Center, Southern Calforna
SUDEN ACION LAN Name: School: Grade/Age: Who and where am I now? GOAL: 1. Strengths Obstacles Steps to Goal Supports Needed melne Outcome R 2. 3. 4. R = Recheck and Revse :\UBLIC\ortfolo\Mddle School\27-4Actonlan.wpd NORHERN CALIFORNIA DIAGNOSIC CENER
Steps to effectve ROBLEM SOLVING 5. EVALUAING the outcome Checkng my decson: What happened? What dd I learn? What would I change? Was I happy wth my choce? 4. My DECISION & ACION What steps and resources wll I need to explore? 6. ROBLEM SOLVED? 3. CONSEQUENCES (ros and Cons) (If not, revst any of the steps as needed.) Choose an opton; talk about good and bad parts. 2. What are my OIONS? Branstorm ALL possble solutons. 1. WHA S MY ROBLEM? DCN