OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT HIGH … · OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT ... education and lifelong learning,

OFFICE OF CURRICULUM, INSTRUCTION AND PROFESSIONAL DEVELOPMENT

HIGH SCHOOL COURSE OUTLINE (revised October 2012)

Department Special

Education Course Title Pathways To Success 1-2 Course Code 5344

Grade Level 10 -12 Short Title Pthwys to Sucs 1-2 Grad Requirement No

Course Length 2 semesters

Credits per Semester

5 Approved for Honors

No Required No Elective Yes

Prerequisites None

Co-requisites Student has an IEP

Articulated with LBCC No Articulated with CSULB No Meets UC “a-g” Requirement No Meets NCAA Requirement No

COURSE DESCRIPTION: This course is designed to guide students with disabilities through the necessary steps to prepare for the transition from high school to adult life. Students will focus on skills to help them access the world of work and their community while developing increased independence. Through an assessment of personal strengths, aptitudes, values and career information, students will explore available and realistic post-secondary options (e.g., college, competitive employment, supported employment, military, etc.) matched to their strengths, interests and life goals. To facilitate a successful transition, students will learn and apply self- advocacy skills to enhance their ability to make decisions, create solutions and appropriately communicate their personal information, strengths, opinions, needs and goals. Along with the career education component, they will investigate options for self-support and understand other major components of adult life (e.g,, housing, recreation, money management, education and community involvement). They will be encouraged to actively participate and lead their Individual Education Plan (IEP) meeting and help design an Individualized Transition Plan (ITP) that reflects their goals for the future. COURSE PURPOSE: GOALS

CONTENT Students will master or exceed the National Standards and Quality Indicators for Transition that pertain to youth with an emphasis in Career Preparatory Experiences and Youth Development and Leadership.

SKILLS Students will identify their career interests, abilities, and potential need(s) for accommodations and support.

Students will be fully engaged in the transition process and participate in developing IEP goals and an Individualized Transition Plan (ITP)

Students will utilize decision-making skills to develop short and long-term career and educational goals.

Students are working toward mastery of the graduate profile (LBUSD Employability Skills) Students will identify functions of community agencies available for needed services or

supports.

LITERACY Students read and comprehend informational texts. Students write for a range of tasks, purposes and audiences.

Pathways to Success 1-2 Page 2

Students initiate and engage in structured and collaborative conversations, listen attentively to others and express their own ideas clearly and persuasively.

Students demonstrate a basic understanding of the conventions of standard English when writing and speaking.

Students acquire financial literacy skills in select areas of financial responsibility and decision making, income and careers, planning and money management, credit and debt, risk management and insurance, and saving and investing.

APPLI-CATIONS

Students will apply skills that will enable them to become productive citizens, pursue higher education and lifelong learning, engage in meaningful employment and work toward achieving their self-directed life goals.

COURSE PURPOSE: EXPECTED OUTCOMES Students are expected to perform at a basic level or exceed beyond a basic level on a variety of tasks and assessments addressing the National Standards and Quality Indicators for Transition, with an emphasis on the Career Preparatory Experiences and Youth Development and Leadership Standards. National Standards and Quality Indicators for Transition: Schooling

1.1 Youth are aware of and have access to the full range of secondary education curricula and programs designed to help them achieve state and/or district academic and related standards and meet admission requirements for postsecondary education

1.1.3 Youth are aware of and have access to work-based learning (programs that connect classroom curriculum to learning on the job sites in the community), service-learning (programs that combine meaningful community service with academic growth, personal growth, and civic responsibility), and career preparatory experiences such as job shadowing and informational interviewing.

Career Preparatory Experiences: 2.1Youth participate in career awareness, exploration, and preparatory activities in school-and

community-based settings. 2.3.1 Youth participate in quality work experiences that are offered to them prior to exiting school

(apprenticeships, mentoring, paid and unpaid work, service learning, school-based enterprises, on-the-job training, and internships, etc.)

2.3.3 Youth participate in various on-the-job training experiences, including community service (paid or unpaid) specifically linked to school credit or program content.

2.4.1. Youth have multiple opportunities to develop traditional job preparation skills through job-readiness curricula and training.

2.4.3 Youth exhibit understanding of career expectations, workplace culture, and the changing nature of work and educational requirements.

2.4.4 Youth demonstrate that they understand how personal skill development (positive attitude, self-discipline, honesty, time management, etc.) affects their employability.

2.4.5 Youth demonstrate appropriate job-seeking behaviors.

Youth Development and Leadership 3.1 Youth acquire the skills, behaviors, and attitudes that enable them to learn and grow in self-

knowledge, social interaction, and physical and emotional health. 3.2 Youth understand the relationship between their individual strengths and desires and their future

goals and have the skills to act on that understanding. 3.3 Youth have the knowledge and skills to demonstrate leadership and participate in community life. 3.4 Youth demonstrate the ability to make informed decisions for themselves.

Family Involvement 4.2 Communication among youth, families, and schools is flexible, reciprocal, meaningful and

individualized.


4.4 Youth, families, and school staff are partners in the development of policies and decisions affecting youth and families.

Students are also expected to proficiently apply common skills that are relevant across curriculum areas and career pathways. The following are those skills most applicable to this course. CTE Foundation Standards: from the California Career Technical Education Model Curriculum Standards, adopted by the California State Board of Education in May, 2005. Foundation Standard 1: Academic (Standards not addressed in the above COURSE PURPOSE: EXPECTED OUTCOMES) Foundation Standard 2: Communications (Standards not addressed in the above COURSE PURPOSE: EXPECTED OUTCOMES) Foundation Standard 3: Career Planning and Management. Students understand how to make effective decisions, use career information, and manage career plans: 3.6 Know important strategies for self-promotion in the hiring process, such as job applications, resume writing, interviewing skills, and preparation of a portfolio. Foundation Standard 4: Technology. Foundation Standard 5: Problem Solving and Critical Thinking. Students understand how to create alternative solutions by using critical and creative thinking skills, such as logical reasoning, analytical thinking, and problem solving techniques. 5.3 Use critical thinking skills to make informed decisions and solve problems. Foundation Standard 7: Responsibility and Flexibility. Students know the behaviors associated with the demonstration of responsibility and flexibility in personal workplace, and community settings. 7.2 Understand the importance of accountability and responsibility in fulfilling personal, community, and workplace roles. . Foundation Standard 8: Ethics and Legal Responsibilities. Students understand professional, ethical, and legal behavior consistent with applicable laws, regulations, and organizational norms. 8.3 Understand the role of personal integrity and ethical behavior in the workplace. Foundation Standard 9: Leadership and Teamwork. Students understand effective leadership styles, key concepts of group dynamics, team and individual decision making, the benefits of workplace diversity, and conflict resolution. 9.3 Understand how to organize and structure work individually and in teams for effective performance and the attainment of goals. (Bolded numbers with italicized items are the CTE “Power” Foundation Standards addressed across the content areas) OUTLINE OF CONTENT AND SUGGESTED TIME ALLOTMENT: Reference abbreviations used in the Outline of Content table refer to these documents/resources as follows: CPE refers to the Career Preparatory Experiences standards of the National Standards and Quality Indicators for Transition S refers to Schooling standards of the National Standards and Quality Indicators for Transition YDL refers to the Youth Development & Leadership standards of the National Standards and Quality Indicators for

Transition FI refers to the Family Involvement standards of the National Standards and Quality Indicators for Transition

FS- refers to the Foundation Standards of the CA CTE Model Curriculum Standards (LBUSD Employability Skills) LtoE- refers to “Learn to Earn” Curriculum Guide by LAUSD Department of Transition Content sequencing and time allocations are only suggestions and may be adjusted to suit school site curriculum plans, available materials, and student needs.

Unit 1: Organizational & School Expectations Approximately 10 Days

Sample Essential Questions: How can I organize myself to plan a realistic and effective transition from school to work and adulthood? What behaviors will help me be successful in school and my career?

Content Standards Performance Standard Measures Instructional Support Students Know…

(Content) Students are Able to…

(Skill) Students Demonstrate Knowledge and Skill … the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health (YDL 3.1). … the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding (YDL 3.2). …how to demonstrate leadership and participate in community life (YDL 3.3)

Prioritize and plan according to schedules and deadlines

record and monitor all assignments, projects and work hours (if applicable) in a calendar

prioritize upcoming tasks, assignments, projects

keep personal materials organized and readily accessible

articulate their individual strengths, needs, learning style and interests

Read, understand and actively participate in their ITP

Follow absence reporting procedures

Employment Skills addressed: FS5,5.3 FS9,9.3

Suggested Activities: Students:

Collaborate to help establish class rules & consequences

Complete All Things Possible (Learn to Earn 10)

Review concept of “transition” (why are we here) (L to L 8, 10)

Summarize the course purpose, topics, sequence and requirements in writing or oral presentation

Navigate school campus: identify various resources available in the school and place in notebook (e.g., scavenger hunt).

Construct a SCANS skills chart/poster Role play using ITP script to be familiar

with ITP components (L to E 10 or construct one) --Relate to current ITP pages.

Complete learning style profile (See Learn to Earn) Option: create a brochure explaining learning style, strengths and weakness

Complete How Responsible are You (L to E 10)

Complete Personal Information and ID documents (L to E 10)

Compare/contrast school behaviors (use Venn diagram).

Compare and contrast school rules to employment setting policy.

KEY VOCABULARY: planner, Parent inventory, Individual Transition Plan, portfolio, independence, transition, SCANS, calendar, time management, ethical, leadership, teamwork. (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: Telling time: http://www.harcourtschool.com/activity/elab2002/grade_3/018.html or SCANS Skills: Department of Labor: http://wdr.doleta.gov/SCANS/ LBUSD Special Education Curriculum Intranet, “Transition Resources” Family Involvement: Help student input important dates in

his/her calendar. Complete LBUSD Parent Inventory Assist son/daughter with emailing/

calling teacher to leave a message and/or report an absence


Unit 2: Health & Safety Approximately 10 Days

Sample Essential Questions: What is the impact of life choices on personal health and well being? What are common and appropriate workplace safety precautions?



(Skill) Students Demonstrate Knowledge and Skill … the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health (YDL 3.1). …how to make informed decisions for themselves (YDL 3.4)

Apply healthy eating and nutrition habits

Read and interpret food labels

Explain the effects of alcohol, tobacco and drugs on employment

Explain alcohol, drug and tobacco policies for employment

Exhibit proper grooming and hygiene

Dress appropriately for various situations

Care for clothing and other personal belongings

Explain how to access needed medical care/emergency assistance

Recognize and respond to emergency situations

Employability Skills addressed: FS5,5.3

Suggested Activities for General Heath & Safety: Students:

Compare healthy lifestyle choices via matching. (AGS workbook activity)

Role play emergency scenarios Create summary of choosemyplate.gov

“Lets eat for the health of it” brochure. Create a balanced meal plan Compare/contrast food labels of similar

items Research school and/or local business

drug/alcohol policy Compile list of emergency service

agencies and their contact info. Evaluate various wardrobe choices/items

as appropriate or inappropriate for careers of interest.

Suggested Activities for Health & Safety in the Workplace

Explain industry-specific common workplace hazards and necessary precautions-create brochure or presentation (see OSHA website)

Role play appropriate lifting techniques using empty boxes

Basic Text (AGS Career Planning): Chapter 9 “Life Outside of Work.” KEY VOCABULARY: Hobby,, leisure, nutrition, diet, fitness, illness, disease, emergency, hygiene, symptoms, tobacco, alcohol, drugs, universal values, OSHA, workman’s comp. (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: www.choosemyplate.gov www.fns.usda.gov/th/ www.cdc.gov LBUSD Health Office Intranet Employee Rights www.youthrules.dol.gov Young Workers’ Rights http://www.osha.gov/youngworkers/index.html Family Involvement: Quiz son/daughter on health & safety precautions at home and in the workplace


Unit 3: Mobility Approximately 10 Days

Sample Essential Questions: How can accessing public transportation increase my independence?



(Skill) Students Demonstrate Knowledge and Skill …how to participate in community life. (YDL 3.3) …how to make informed decisions for themselves. (YDL 3.4) …how to participate in career awareness, exploration, and preparatory experiences in school—and community-based settings. (CPE 2.1)

demonstrate basic pedestrian, bus and stranger safety skills in the community (view LBUSD Mobility Safety Video)

Locate addresses throughout the city

Interpret a bus route schedule

Utilize DMV resources (e.g., driver’s license application, handbook etc.)

Know their rights in the workplace

Know how to call/find help if lost in the community

Employability Skills addressed: FS5, 5.3


Complete mobility competencies checklist (keep in portfolio)

Apply for disabled *bus pass for LACTOA system

Review the map in the LBT bus schedule

Create a Venn Diagram or graphic organizer comparing/contrasting transportation costs (e.g., public transit vs. private car)

Apply mobility skills learned on school campus and community

Role play scenarios in which student is lost or in danger

Create bus/metro routes for an assigned destination based on a given timeframe

KEY VOCABULARY: Caution, pedestrian, safety, exit, yield (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: LBUSD Mobility Training Video (refer to CTS for copy) www.socaltransport.org Family Involvement:

Help son/daughter obtain LACTOA ID

Take bus ride to store/movie, etc…with son/daughter to practice mobility skills (let son/daughter take the lead)


Unit 4: Citizenship: Rights & Responsibilities Approximately 10 Days Sample Essential Questions: What are my rights in the workplace? What are my rights associated with having a disability?



(Skill) Students Demonstrate Knowledge and Skill …how to participate in community life. (YDL 3.3) …how to make informed decisions for themselves. (YDL 3.3, 3.4)

Know nature of local, state, and federal government

Know relevant disability laws for education and employment

Articulate their rights for the “Transfer of Rights” portion of the IEP

Explain their educational rights of their IEP

Know voting rights and responsibilities

Follow directions and observe regulations

Know rights in the workplace

Know child labor laws

Employability Skills addressed: FS5, 5.3 FS8, 8.3


Review “18 and the Law” magazine from CA Bar Association

Review Disability Rights: IDEA, ADA (See OSERS for resources)

Students participate in mock election using voter guide (e.g., a nonpartisan voter guide)

Review “Self-Advocacy Online” to find local self-advocacy groups and learn about self-advocacy-contact a local self-advocacy group

Review state and federal laws related to disability, education, and employment-create a summary of the laws on a graphic organizer or brochure

Apply for a workpermit

Complete a benefits and work calculator (See www.ca.db101.org)

Complete a school and work calculator (See www.ca.db101.org)

KEY VOCABULARY: ADA, Section 504, accommodation, Office of Civil Rights, complaint, violation, discrimination (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION:

Government and participation: see www.icivics.org

Self-advocacy

http://www.selfadvocacyonline.org/

Rights of Students with Disabilities in Higher Ed Handbook: www.disabilityrightsca.org/pubs/530901.pdf Department of Labor:

www.youthrules.dol.gov Family Involvement: Quiz son/daughter on Transfer of Rights process of ITP


Unit 5: Self-determination skills Approximately 15 Days Sample Essential Questions: How can I achieve my short term and long term life’s goals? How can I make sure I make decisions for myself?



(Skill) Students Demonstrate Knowledge and Skill …how personal skill development (positive attitude, self-discipline, honesty, time management, etc.) affects their employability. (CPE 2.4.4) …the skills, behaviors, and attitudes that enable them to learn and grow in self-knowledge, social interaction, and physical and emotional health. (YDL 3.1)

…the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding. …how to make informed decisions for themselves. (YDL 3.2)

Understand and participate in the transition process

Articulate, access and utilize their needed accommodations/supports

Anticipate consequences of choices/actions

Develop related short term and long term plans and goals

Employability Skills addressed: FS.3, 3.6

Suggested Activities: Students: Students complete LBUSD Pupil Self Interview Students read and discuss Why are You Calling

Me LD? Workbook (L to E 8) Students practice a Transition IEP meeting role

play (L to E series of activities) Students create list of appropriate

accommodations for testing and workplace (L to E) self-determination survey parent and student form

Students describe personal disability, strengths, weaknesses, preferred learning style, current reading and math levels and incorporate into introduction section of ITP script

Students Identify from whom and where to seek information, help, and advice (use scenarios).

List and provide examples of the steps in the problem solving and decision making process scenarios

Students complete the Learning Style Preference Inventory (L to E 8. 10)

Students complete COIN Career Target or other appropriate career interest survey

Students complete Personal Assessment Summary (L to E 8, 10)

Students complete Pre-Employment Skills Checklist (L to E 10)

Students Role play Skillstreaming skills Students compile webliography/master list of

Basic Text (AGS Career Planning): Chapter 2 “Assessing Yourself” Chapter 3 “Careers and Decision Making” KEY VOCABULARY: Self-determination, consequence, short term goal, long term goal, inter- and intra-personal communication, ability, strengths, challenges, transition, self-advocacy (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION:

Steps to Self-Determination Curriculum (Field & Hoffman, 2005)

LBUSD Special Education Curriculum Intranet “Transition Resources” for sample lessons on self-determination

Family Involvement:

Report on person with disability Refer back to learning style,

disability awareness – disability history

Communication with others, social awareness

Discuss with student your strengths interests and abilities


support agencies and choose top 3 agencies and make contact/apply for services

when you were his/her age

Unit 6: Career Awareness and Exploration Approximately 30 days Sample Essential Questions: What are the steps of a career plan? What education and training is needed for my chosen career?



(Skill) Students Demonstrate Knowledge and Skill …job preparation skills through job-readiness curricula and training (CPE 2.4.1) … career expectations, workplace culture, and the changing nature of work and educational requirements (CPE 2.4.3) ….how personal skill development (positive attitude, self-discipline, honesty, time management, etc.) affects their employability (CPE 2.4.4) … appropriate job-seeking behaviors (CPE 2.4.5)

Identify their career interests and industry sector to which their careers are aligned

Describe a career cluster Distinguish between careers

that require college degrees and those that require only professional or specialized training/certifications

Identify the salary range associated with their desired career

Visit a work-site of interest and summarize their experience

Classify jobs according to industry sector

FS.3, 3.6


listen to guest speakers in class (Refer to LBUSD Education Business Advisory website)

complete Jobs I am Interested In (L to E 8, 10)

Complete Who do you want 2 be? : survey careers via Enter Here video series and list the top five occupations currently in

demand (L to E 10; 3 lessons) construct a collage of occupations from A to Z

(L to E 11/12; two lessons) participate in 2-4 worksite visitation events

on/off campus and complete Field Trip Debriefing (L to E 10; 4 lessons; coordinate with CTS)

complete “Work Based Learning Summary”(L to E 10)

Complete a work site visitation certificate and write a thank you note to work site owner/manager

Discuss, plan and execute class entrepreneurial event

Complete “My next move” assessment tool on www.mynextmove.org

Research summary reports of jobs of interest and create PPT presentation including job outlook, salary, requirements, etc.

Interview a professional employed in career of interest and write a paper comparing contrasting benefits and challenges of career

AGS Text: (Career Planning): Chapter 4: “Career Clusters & Major Industries” Chapter 5: “Your Preferred Careers” KEY VOCABULARY: Industry, industry sector, apprenticeship, career ladder, workplace, on-the-job training, entry level (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: LBUSD EBA Website: http://www.lbschools.net/Main_Offices/High_Schools/Linked_Learning/EBA/

Refer to occupational outlook handbook from Dept. of Labor

www.access.bridges.com Career Zones

www.calcareercenter.org www.careeronestop.org www.onetonline.org

Family Involvement:

List or discuss jobs (and job duties) that family members had as youth and currently have

Visit a business in your neighborhood with son/daughter and interview business worker or owner


Unit 7: Employment Skills Approximately 40 days Sample Essential Questions: Why are appropriate job seeking behaviors important for employability? Why are ethical behaviors and personal integrity essential for employment?



(Skill) Students Demonstrate Knowledge and Skill …job preparation skills through job-readiness curricula and training (CPE 2.4.1) … career expectations, workplace culture, and the changing nature of work and educational requirements (CPE 2.4.3) ….how personal skill development (positive attitude, self-discipline, honesty, time management, etc.) affects their employability (CPE 2.4.4) … appropriate job-seeking behaviors (CPE 2.4.5)

Assess personal appearance

Discuss how appearance on the job affects employer impressions

Describe how punctuality and attendance affect school/employment performance, an employer, a business’ health

Use appropriate form of communication with employers

Identify a correctly completed application

Understand the job interview process

Identify process for completing work permit

Understand networking FS4 FS7,7.2 FS8, 8.3 FS9, 9.3


bring copies of birth certificate, picture I.D., and social security card (or Alien Registration Card)

Assess personal appearance (L to E 10; 2 lessons)

Describe how punctuality and attendance affect school/employment performance, an employer, a business’ health (L to E 10)

Review and calculate percent attendance using student’s attendance printout; set attendance improvement goal

Record unpaid work experiences (e.g., volunteer experiences, service learning experiences) and add to resume/portfolio

*complete a master application (realia or L to E 10; 2 lessons)

*complete resume worksheet and resume Create three important questions, and

participate in a mock interview (L to E 10; 4 lessons) (*retain interview evaluation)

Write thank you letter for interview or site visitation and mail the letter

Practice appropriate phone skills for taking a message and making an appointment (L to E 10)

investigate and discuss work related behaviors including interpersonal skills and SCANS (L to E 10; 2 lessons)

review acceptable work behaviors related to computer use, sexual harassment, drug policy, joke telling, and email etiquette (role play; scenarios).

AGS Text: (Career Planning): Chapter 7 “Job Training Readiness Skills” Chapter 8 “Communication Skills KEY VOCABULARY: hiring process, references, resume, personal goal statement, recruitment, selection, screening applicant, interview cover letter (See also http://www.do2learn.com/JobTIPS/OtherJobTopics/EmploymentTerms/OccupationalVocabulary.html for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: www.do2learn.com www.worksmart.ca.gov CA Employment Development Department : http://www.edd.ca.gov/ LBUSD EBA Website http://www.lbschools.net/Main_Offices/High_Schools/Linked_Learning/EBA/ Family Involvement:

Help son/daughter obtain copy of SS card, alien reg. Card (if applicable) and CA ID card (or CA DL)

Take photo of son/daughter dressed up for interview (file in portfolio)

Teach son/daughter to care for interview clothing


understand networking (L to E 10) Complete “Fact Sheet” on

http://www.worksmart.ca.gov/tips_application.html#Facts

Review “Job Tips” on www.do2learn.com Visits to:

a. Career Transition Center (Youth Opportunity Center)

b. Department of Rehabilitation c. Long Beach School for Adults d. Harbor Regional Center e. Job Corps

Help son/daughter take a phone message at home

Unit 8: Post-Secondary Education Options & Resources Approximately 20 days

Sample Essential Questions: What educational options are available to me after high school?



(Skill) Students Demonstrate Knowledge and Skill … the relationship between their individual strengths and desires and their future goals and have the skills to act on that understanding. (YDL 3.2)

Know postsecondary education options available to them based on career of interest

Complete a FAFSA form FS5, 5.3

Suggested Activities: Students: Review LBUSD Course requirements for

Diploma and/or Certificate of Educational Achievement

Visit: a. Career Transition Center b. Disabled Students Programs and

Services at community college (LBCC)

c. Disabled Resource Center at LB Public Library

d. Job sites/employers Create master list/webliography of agencies*

(*Place contact sheet into portfolio) Complete Future Planning Guide (L to E 10) Create an interview script to question

university employee about disability services Review courses of study for degrees matched

to career interests from multiple universities.

AGS Text: (Career Planning): Chapter 6: “Opportunities” KEY VOCABULARY: postsecondary, core services, networking, internship (See also http://www.rop.santacruz.k12.ca.us/resources/career_planning/step2tool9.pdf for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: Disability & Higher Ed Websites: https://www.disability.gov/education http://ahead.org/ www.thinkcollege.net LBUSD Special Education Intranet “Transition Resources” Family Involvement:

Visit community agency with son/daughter and find out what services they offer.

*(disabled student services)-learn about services from guest speaker

Unit 9: Financial Literacy Approximately 20 days Sample Essential Questions: What does it mean to be financially literate?



(Skill) Students Demonstrate Knowledge and Skill …the relationship between their individual strengths and desires and tehri future goals and have the skills to act on that understanding (YDL 3.2) … how to make informed decisions for themselves. (YDL 3.4)

understand the importance of savings and interest, debit vs. credit

accurately describe the content/requirements of various bills (credit card bill, electric bill, medical bill…)

define saving, incentive, interest, and opportunity cost.

solve problems using interest rate, fractions, decimals, and percentages.

calculate compound interest.

explain the benefits of compound interest.

explain the opportunity cost of saving.

describe a savings bond investment.

define and provide examples of human and capital resources.

define and provide examples of income, saving, taxes, gross income, and net income.

define and provide examples of ability-to-pay and progressive tax.

calculate tax rates (percents) and the dollar amount of taxes.


Identify bill and coin types to mastery Select proper bills and coins for purchase

price to mastery Make change for a purchase price from

various denominations to mastery Explain parts of a pay check Discuss the paycheck’s withholding in terms

of Social Security and Medicare… Calculate weekly and monthly income from an

hourly wage. Compare or calculate yearly and lifetime

income from unskilled and skilled career scenarios

Explore cost of living in terms of housing options, food, utilities, etc…

Prepare simple budget (incorporate into class entrepreneurial project, if applicable)

Open a savings and/or checking account Write a mock check from a checking account Compare using a bank vs. a check cashing

store (fees) Choose, plan and execute a classroom

entrepreneurial short term business venture – option or simulated business venture

Update ITP script to reflect financial goals Complete financial literacy modules on

“Hands on Banking” for either Young Adults or Teens

Complete “Money Math” Lessons from the US Dept. of theTreasury at http://www.treasurydirect.gov/indiv/tools/tools_moneymath.pdf

KEY VOCABULARY:

Financial literacy, budget, gross vs. net pay, taxes, Hourly rate, pay periods, (weekly, bimonthly) credit history, credit report, loan, consumer, SSI, SSDI (See also http://ok.gov/sde/sites/ok.gov.sde/files/PFLGlossary.pdf for related vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: www.practicalmoneyskills.com www.wellsfargo.com/handsonbanking www.calcareercenter.org : Financial Literacy 101 handbook http://www.mymoney.gov/ http://www.treasurydirect.gov/kids/kids.htm http://www.treasurydirect.gov/indiv/tools/tools_moneymath.pdf Family Involvement:

help son/daughter purchase items from a store and check if change is correct

help son/daughter open savings and/or checking account

review a paycheck with son/daughter


read and understand tax tables

Unit 10: Social Skills/Leisure Approximately 10 days

Sample Essential Questions: How are hobbies and interests related? Why is it important to develop hobbies?



(Skill) Students Demonstrate Knowledge and Skill …how to participate in community life (YDL 3.3) …how to make informed decisions for themselves (YDL 3.4)

Understand the importance of developing interests and hobbies outside of school

Apply time management skills Recognize the effects of

ethical decisions Accept praise and give

constructive criticism


Role play 1 new Skillstreaming the Adolescent social skill weekly for entire year.

Note desired activity(ies) from school’s daily bulletin onto calendar. Discuss with friend.

Create a recreation budget for an activity (e.g., a movie, sporting event)

Review campus club and Department of Physical Education offerings

Review the LB Parks, Recreation and Marine catalog and circle classes of interest

Review activities listed in Press Telegram’s Community Bulletin Board and U section and record in calendar

Discuss email/internet protocol and chat room safety precautions

Participate in mock phone call to set plans with a friend

Plan and execute a class event Create “ideal” recreation and leisure time plan Update ITP script to address

recreation/leisure Complete Pupil Self Interview again and

discuss with partner View modules on “Social Skills” and “Job

Tips” on www.do2learn.com Review LBUSD Service Learning webpage for

list of volunteer agencies

AGS Text: (Career Planning): Chapter 9: “Life Outside Work” KEY VOCABULARY: Recreation, leisure, ethical, hobby, interest (See http://www.corsefoundation.org/documents/SocialThinkingGeneralConceptsandWebsiteOrderFormtoPurchaseMaterials.pdf for Social Thinking Vocabulary) SUPPLEMENTAL MATERIALS CORRELATION: www.do2learn.com Special Olympics “Get into It” service learning resources: http://www.ysa.org/getintoit Parent Partnership:

Attend a community recreation, museum or social event with your son/daughter

Circle an event in the Press Telegram’s U or Community Bulletin Board section that the student is interested in and participate in the event.

i. student clubs ii. Circle of Friends iii. Social skills-role

play initiating conversations

iv. Conflict resolution

Lesson Design & Delivery: Teachers will incorporate these components of lesson design during direct instruction and inquiry activities. The order of components is flexible, depending on the teacher’s vision for the individual lesson. For instance, the objective and purpose, while present in the teacher’s lesson plan, are not made known to the students at the beginning of an inquiry lesson.

Essential Elements of Effective Instruction Model for Lesson Design

Using Task Analysis

Anticipatory Set Objective Standard Reference Purpose Input Modeling Check for Understanding Guided Practice Closure Independent Practice

Some components may occur once in a lesson, but others will recur many times. Checking for understanding occurs continually; input, modeling, guided practice and closure may occur several times. There may even be more than one anticipatory set when more than one content piece is introduced.

Active Participation: Teachers will incorporate the principles of active participation and specific strategies to

ensure consistent, simultaneous involvement of the minds of all learners in the classroom. Teachers should include both covert and overt active participation strategies, incorporating cooperative learning structures and brain research. Some of the possible active participation strategies include:

COVERT OVERT (Oral)

OVERT (Written)

OVERT (Gestures)

Recall Think (Write)/Pair/Share Restate in Notes Hand Signals Imagine Idea Wave Response Boards Model with Hand Motions Observe Choral Response Graphic Organizers Stand up/ Sit down Consider Give One, Get One Folded Paper Point to Examples Socratic Seminar Ticket Out of Class Role Plays

Cooperative Discussion Groups

Role Plays

Baldrige Quality Tools: Students can become more positively involved in their education through goal setting, self-assessment, and data tracking and analysis by making use of the following strategies:

BALDRIGE TOOL PURPOSES Affinity Diagram – finding consensus, organizing complex information Flowchart – describing a process, planning a project, identifying problem steps in a process Force Field Diagram – identifying obstacles, finding causes and solutions to problems Issues / Ideas Bin – handling individual questions/requests without stopping a group activity, providing

anonymous input, obtaining diverse input in specific areas. Data Folder – tracking goals and actual results Plus / Delta – tracking improvement efforts, identifying opportunities for change, finding out what’s

working and what’s not working in a process, procedure, activity, etc. Class Data Graphs – displaying trends for goal setting

Diverse learning styles may be addressed by implementing combinations of the following:

Significant, Proven Strategies for ALL Students Cooperative Problem-

solving Student Presentations

Short/Long-term projects

Peer Teaching

Structured Note-taking

Reading Strategies Vocabulary Development (including conceptual and

non-linguistic components) Anticipation Guides Text Structures Pre-teaching Reciprocal Teaching Pre-reading Functional Text SDAIE Strategies for English Learners Lower the Affective Filter (including Processing Time) Tapping/Building Prior Knowledge (Graphic

Organizers, Schema) Acquisition Levels Multiple Intelligences Language Sensitivity Adapt the Text Grouping Strategies Manipulatives & Visuals Home/School Connection (including Cultural

Aspects)

Strategies for Students with Disabilities IEP Accommodations (refer to student’s IEP

document or IEP summary sheet) Curricular Adaptations (e.g., quantity, input,

participation, time, level of difficulty, level of support, output, substitute curriculum, alternate goals)

Think Alouds Small Group Instruction / Learning Centers Manipulatives & Visuals Peer Assisted Learning

Differentiation for Advanced Learners Curriculum Compacting Acceleration Depth and Complexity Tiered Assignments Flexible Grouping Independent Study


TEXTBOOKS:

Basic Textbook: Read in entirety Excerpts used Career Planning, Harrington, Niles & Garraway; AGS ©2006

SUPPLEMENTAL INSTRUCTIONAL MATERIALS: In addition to the basic text, a variety of instructional tools will be used to meet the needs of all students.

LBUSD Pathway to Success Curriculum Guide Learn to Earn curriculum from LAUSD Department of Transportation

Information section: http://www.lausd.net/lausd/offices/spec_ed/_dots/l2e/0313/8sec_a.pdf Assessment section: http://www.lausd.net/lausd/offices/spec_ed/_dots/l2e/0313/1112sec_b.pdf Career Portfolio section: http://www.lausd.net/lausd/offices/spec_ed/_dots/l2e/0313/8sec_h.pdf Steps to Self-Determination Curriculum, Field & Hoffman, ProED © 2005 Interactive and/or Relevant Digital Resources:

http://www.harcourtschool.com/activity/elab2002/grade_3/018.html www.choosemyplate.gov www.fns.usda.gov/th/ www.cdc.gov http://wdr.doleta.gov/SCANS/ http://www.ysa.org/getintoit www.youthrules.dol.gov http://www.osha.gov/youngworkers/index.html www.socaltransport.org www.icivics.org www.disabilityrightsca.org/pubs/530901.pdf http://www.selfadvocacyonline.org/ www.calcareercenter.org www.careeronestop.org www.onetonline.org www.access.bridges.com http://www.mymoney.gov/ http://www.treasurydirect.gov/kids/kids.htm http://www.treasurydirect.gov/indiv/tools/tools_moneymath.pdf http://www.corsefoundation.org/documents/SocialThinkingGeneralConceptsandWebsiteOrderFormtoPurchaseM

aterials.pdf Print/Other Resources:

Career Targets; Durgin, Rod, 2000, COIN Educational Products Enter Here Video series (available through Career Transition Specialist) Career Transition Specialist resources Career Center Resources Office of Career/Tech Ed Resources LACTOA Disabled Identification Application

Professional Readings: Lloyd and Brolin. Life Centered Career Education-Modified Curriculum for Individuals with Moderate

Disabilities. Council for Exceptional Children. Arlington, VA. 1997


Personnel/District Resources:

Office of Special Education—Transition Services Tucker Offices 2221 Argonne Ave. Long Beach, CA 90815 (562) 986-6870

Assessment material, transition curriculum, resources, consultation

Special Education Curriculum Office, 1299 E. 32nd St. Signal Hill, CA 90755 (562) 997-8000 ext. 2905 Instructional Materials Workshop* (IMW) TRC 12-13 (562) 997-8000 x 2965 *select hours of operation: call ahead or visit LBUSD webpage Office of Multimedia Services (OMS) (562) 997-8000 (ext. 7145)

o videos for check out to fit the curriculum (see your librarian for current catalogs) district TV channels programming

ASSESSMENT METHODS AND/OR TOOLS: Student achievement in this course will be measured using multiple assessment tools including but not limited to:

Daily class participation Creation and maintenance of individual notebook Application of skills through role-plays and within community/school settings Completion of portfolio Pre-post Employment Skills Checklist Individualize Transition Plan (ITP) participation and ITP goal attainment

Suggested Grade Weighting: Progress should be monitored by the use of notebook checks and portfolio review . Percentage of Grade

Daily Active Participation in class 50% - Attendance - Participating in individual and group discussion - Answering questions - Remaining on-task with the group - Participating in individual and group assignments - Completing class assignments

Notebook 5% Calendar 10% ITP script/participation 20% Portfolio (required) 15%


Notebook Rubric:

4- Notebook is tabbed and all assignments are in the correct section, all assignments are documented and checked off when they are completed, and calendar is always used.

3- Notebook is tabbed and has most assignments in correct sections, most assignments are documented and calendar is usually used.

2- Notebook is tabbed and has most assignments in correct sections, some assignments are documented, calendar is sporadically used

1- Notebook is grossly unorganized, very little or no information/assignments documented, calendar is rarely used

0- No notebook Portfolio Content Requirements SCANS Skills certificate Mobility skills certificate Worksite visitation certificate Documents necessary for employment (copy of SS card, alien registration, photo ID, birth

certificate, LACTOA ID) Resume Master Application with personal information (e.g, http://www.worksmart.ca.gov/tips_application.html#Facts) Photo of self Completed ITP script Agency contact sheet Proof of service learning (if required) Parent Participation certificate Letter of Recommendation (not a relative) Other certificates, if applicable

Pathways to Success 1-2 Page 22 Grading Standards at Mid Semester and End of Semester:

Proficiency Grade Mid Semester End Semester

Advanced Proficiency

A

Active daily participation at least 90% of the time. Notebook- rubric score of 4.


Proficient

B



Partially Proficient

C



Partially Proficient

D

Active daily participation at least 60% of the time.% Notebook- rubric score of 1.


Not Proficient

F

Active daily participation less than 60% of the time. Notebook- rubric score of 0.

Active daily participation less than 60% of the time. Notebook- rubric score of 0.

2012 Curriculum Revision Team: Anjali Atkins (LBUSD Transition Partnership Program), Diane Miller (Wilson High School), Brian George (Poly High School) Joanne Murphy, PhD (Special Education Curriculum Leader) Submitted by: Joanne Murphy School/Office: Special Education/OCIPD Original Date: 8/05 Revised Date: 11/09;10/12