JOB-RELATED SOCIAL SKILLS INSTRUCTION

THE WAGES CURRICULUM

Presented by

Michael Johnsonto

YTP Statewide ConferenceHood River Best Western Inn

February 19, 2015

Skills Employers Want

% of Employers Looking for These Skills

0 20 40 60 80 100 120 140 160 180

94% Problem Solving/Critical Thinking

96% English Language

99% Work Ethic

Employers want workers who can understand and find answers to problems

Businesses and their employees thrive when people work well together.

Most jobs require oral and written Communication in English

Employers want honest, dependable and productive workers

Information furnished by State of Oregon Employment Division

94% Interpersonal

2014 Workforce Innovation and Opportunity Act

• 15% of Department of Human Services Funding supports transition age youths

• To Provide Pre-Employment Transition Services– Job Exploration Counseling– Work-based Learning Experiences– Post Secondary Education and Training Counseling– Social Skills Training for Employment and Independent Living– Instruction in Self Advocacy

Murray, C.J. and Doren, B. Rehabilitation Counseling BulletinAug 15, 2012 http://rcb.sagepub.com/content/56/2/96

• “The study was designed to evaluate the effects of the WAGES curriculum on the pre-employment and social skills of adolescents with disabilities. Findings are promising and suggest that exposure to the curriculum can improve students’ vocational and social skills.”

Evidence-Based?

WHAT STUDENTS SAY --

• “I never thought there would be a class like this in high school – that you could actually use. I haven’t been in the principal’s office in two months.”

• “I love this class – it has been the most impactive class – I don’t get mad at teachers and I learned how to listen and not react.”

• “I liked the connection with horticulture. Teamwork and communication skills have helped a lot.”

• “The class taught me self-control and responsibility.”

Address real life social interactions

Authentic assessment of SS

Appropriate for all students

Key elements of effective instruction

Address career-related learning

Guiding Principals

FOUNDATION SKILLS

LOCUS OF CONTROL

TEAMWORK

COMMUNICATION

PROBLEM-SOLVING

ATTITUDES

ENTHUSIASM

DEPENDABILITY

HONESTY

Statement of Learning Outcomes

Review

Description of Required Materials

Vocabulary

Description of the Activity

Wrap-up/Homework

Let’s try some lessons…

Each team has 2 minutes to solve problems

Each team member must solve a problem

First four questions are from each category

Can only ask for help from teammates

First round with 100 or 200 point problems

This game will be played at each table

Teams of 2-3 members

Read the statement

Define whether “owning” or “moaning” (1 pt)

Provide the opposite example (2 pts)

Role play (3 pts)

This activity is done at each table

Volunteer reads scenario

Define dependability in this scenario

Discuss and record RADD elements

Report to large group