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Take Charge! A Self-Determination Curriculum at Work

Take Charge! A Self-Determination Curriculum at Work. Jennifer Benson and Kelsey Kendrick Transitions Coordinators Learning Opportunities/Quality Works, Inc. What is Job Club?. Student answers: “We learn about interviews” “Resumes” “Teaches us how to get a job”

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Take Charge! A Self-Determination Curriculum at Work

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  1. Take Charge!A Self-Determination Curriculum at Work Jennifer Benson and Kelsey Kendrick Transitions Coordinators Learning Opportunities/Quality Works, Inc.

  2. What is Job Club? • Student answers: • “We learn about interviews” • “Resumes” • “Teaches us how to get a job” • “You’re going to get us a job?” • “Gets us out of class” • Our Definition: • An interactive, hands-on learning environment. The opportunity to learn job skills, promote teamwork, and emphasize self-determination.

  3. Why start a Job Club in the schools? • Statistics from the U.S. Department of Labor: • Total # of people with disabilities aged 16-64 is 33,153,211. Of those, the total number employed is 18,525,862, or 55.8%. • Most of the students we worked with had little or no work experience. Some have never filled out a job application and most have never completed a job interview.

  4. Why start a Job Club in the schools? • What’s in it for us? • Marketing • Build relationships with the schools • Increased referrals

  5. Meet with schools Funding Grants Fundraisers School Funds Where do we begin?

  6. Self-Determination • What does it mean? • A combination of skills, knowledge, and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior.

  7. Self-Determination • Why use it? Why is it important? • Studies have consistently found that students with disabilities often achieve less than desired outcomes after completing special education programs. • Research has shown that helping students acquire and exercise self-determination skills is a strategy that leads to more positive educational outcomes.

  8. Creating a Curriculum • Things to discuss before job club begins: • Topics to be covered • Number of students • Ability level of students • Schedule

  9. Creating a Curriculum • Things to consider: • Who will teach the job club? • In what order should topics be discussed? • How do you incorporate self-determination? • How do you engage high school students and motivate them to participate?

  10. CANDY!

  11. Introduction Interests Resumes/Applications Job Search On the Job Behavior Money Management Interviews Job Club Topics Outline

  12. Lesson 1: Getting to Know Yourself • Introductions – Names and Dream Jobs • Completed “Getting to Know Yourself” worksheet

  13. Getting to Know Yourself worksheet

  14. Lesson 1: Getting to Know Yourself • Grouped into Job Club Teams. Created team name and signs. • Distributed Folders

  15. musicwritingartself-expression wordsnumbersorderorganization leadingconvincingselling mathsciencecuriositytheories buildingmaking thingspracticalresults helpinggetting along with others Lesson 2: Interest Inventory • Completed an interest inventory. • Hands-on, NO pencil and paper • Note: Tried a more complicated form but found this one worked better.

  16. Explorer Interest Inventory

  17. Lesson 2: Interest Inventory • Split into groups by colors. • Each group described their career personality type and gave examples of careers that fit into their type.

  18. Lesson 3: Resumes/Applications • PowerPoint and lecture on what a resume is and why it is important. Modified version discussed applications. • Students completed a resume worksheet/filled out an application together. • Resume/Application game – place the scrambled items in the correct section on the blank celebrity resume – Britney Spears

  19. Lesson 4: The Job Search • PowerPoint and lecture on the Job Search. Topics discussed included: location, skills, interests, and education/traning. • Activity to get students into pairs for game. • Job Club BINGO. Each space included a picture of a career person. Descriptions were read aloud and students played like regular BINGO. When a student called BINGO, he or she went down the row and told us where they could find each job, and what skills, education, or training were required before receiving their prize.

  20. Lesson 5: Work Behaviors • PowerPoint and Lecture on Work Behaviors. • Topics included: personal hygiene, appearance, attendance, attitude, behavior, and communication.

  21. Lesson 5: Activity • Each team was given a scenario to be acted out in front of the class. They were asked to first demonstrate the incorrect way, then the correct way to handle that situation. Props were provided to enhance the performances and promote creativity.

  22. Lesson 6: Money Management • Lesson and PowerPoint on Money Management. Students were given a packet containing information on budgeting, checking accounts, and resources for more information. Students were shown a short video on money management topics. • Students divided into teams and played a quiz show game with questions related to the lecture. Each team held up a card with their answer and correct answers were awarded a point.

  23. Lesson 7: The Job Interview • Discussed all aspects of a job interview. Students received a list of typical interview questions and a booklet from the Career Center containing interview information. • Students were divided into teams and played a quiz show game with buzzers. Students answered a combination of actual interview questions, and true/false, multiple choice or fill-in-the-blank questions related to the lecture. • Students were informed that they would be completing mock interviews the following month.

  24. Interview Questions • Tell me about yourself. • Tell me about your previous work experience. • Tell me about your last supervisor. • What do you do outside of school and work? • As an employee, what are your strengths? What are your weaknesses? • Where do you see yourself five years from now?

  25. Lesson 8: Mock Interviews • Students reviewed interview basics and final questions were answered. • Students completed a mock interview with local employers. Interviewers filled out an evaluation form to let students know what they did well and what areas could be improved.

  26. Evaluation Form

  27. Lesson 8: Mock Interviews • Modified version for lower ability classes: employer interviews.

  28. What did they say? • Student feedback • Teacher feedback • Our opinion

  29. Other Options for Job Clubs • Take Charge Curriculum • Another Self-Determination Curriculum • Daily Life, Education, Career, Recreation & Friendship • Set Goals, Make Allies, Problem-Solve, Self Esteem

  30. Other Options for Job Clubs • Portfolios • What is a portfolio? • What is it used for? Why create one? • What should be included in a high school portfolio?

  31. Sources • (2000). Statistics on the employment rate of people with disabilities. Retrieved April 26, 2007, from U.S. Department of Labor Web site: http://www.dol.gov/odep/pubs/fact/stats.html • Alwell, M. & Cobb, B. (2006, December). Teaching functional life skills to youth with disabilites. Retrieved April 26, 2007, from National Secondary Transition Technical Assistance Center • Field, S., Martin, J., Miller, R., Ward, M., and Wehmeyer, M. Self-determination for person wtih disabilities: a position statement of the division on career development and transitions. Retrieved April 27, 2007, from Division on Career Development and Transition Web site: http://www.dcdt.org/pdf/self-deter.pdf • Loprest, P., & Maag, E. (2001). Barriers and supports for work among adults wtih disabilities: Results from teh NHIS-D.Washington, DC: The Urban Institute.

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