logo. welcome to your life plan this series of slides is designed to help you think about your life;...

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Welcome to your LIFE PLAN

This series of slides is designed to help you think about your life;

and To help you put together your thoughts

in a way that you can easily share with your teachers, parents and others who might help you achieve your dreams.

This slide will be deleted after the student understands the directions

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Instructions for your LIFE PLAN

The slides with a gray background will give you directions.

When you are done with the direction you will delete the gray slide.


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Instructions, continued The slides that are currently white are

where you will put your answers to the directions.

When you delete the gray slides you will be left with the slides that will tell others about your dreams for your future.

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Instructions, continued You may want the white slides to look

different.You may change the background.You may add a school or personal logo on the

side of the screen.You may add animation to words or clipart.You can add photos, clips of music or video.

To change the appearance of all the slides, you will need to change the “master slide” found in “view”. (ask your teacher for help.)

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Instructions, continued

This is just a tool. This PowerPoint presentation will

Help you develop a more clear set of life plans.

Organize your message for your IEP meeting. So why not invite your teachers!?

Visually show the IEP team who you are so that they can better guide you toward the goals you have for your future.

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TOOLS CHANGE!!!

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The next slides will be the first slide of your presentation. You may leave it as is or find other graphics.

The slide after that will have your picture and name. Your teacher will help you with inserting your photo.


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In keeping with our philosophical premise, we are going to add a linkable Table of Contents to this page.

This way teachers/students can vary the order of each unit as they wish, and

students will be better able to see progression.

http://vermiliontpc.com/iep/student_directed_iep.htmCheck for updates.

[email protected]

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Today we are going to talk about my plans for the future.

Welcome to my IEP meeting

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My name is

I go to (name) High School

Will everyone please introduce themselves?

PictureOf

School?

Introduction

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Let me tell you about myself

picture

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InterestsInterestsIdentifying what you currently like and dislike helps you to make better decisions about your future in the areas of:

•Career and/or post-secondary education

•Living arrangements

•Family/social situations

•Leisure/recreation time.

Activity:

•Participate in the class discussion

•Complete the Individual Interest Inventory

•Find pictures to represent your top three likes and dislikes for your presentation, insert them in the next two pages.Interests instructions


I n t e r e s t s : l i k e s

N o t e t o t h e te a c h e r

B e f o r e b e g in n in g th is a c t iv i t y , a n n o u n c e t h a t a l l t h e in t e r e s t s t o b e d is c u s s e d m u s t b e a c c e p t a b le f o r c la s s r o o m d is c u s s io n . R e m a in fi r m a n d c o n s is t e n t o n t h is i s s u e .

I d e n t i f y in g a s t u d e n t ’s in t e r e s t s i s t h e fi r s t s t e p in t h e s t u d e n t ’s s e l f a w a r e n e s s j o u r n e y . I d e n t i f y in g “l i k e s ” a n d “ d is l i k e s ” i s n o t a n e c e s s a r y c o m p o n e n t o f t h e I E P . H o w e v e r , o n c e r e v e a le d , t h e y s e r v e t o in d iv id u a l i z e t h e s t u d e n t a n d f o r m t h e b u i ld in g b lo c k s f o r t r a n s i t io n r e la t e d d e c is io n s . “ I n t e r e s t s ” c a n c o v e r a w id e - r a g e o f t o p ic s . T h e r e a r e n o l im i t a t io n s a s t o o n w h a t a s t u d e n t m a y w a n t t o f o c u s . T h is i s a f r e e - fl o w in g a c t iv i t y . “ I n t e r e s t s ” m a y in c lu d e , b u t n o t b e l im i t e d t o t h e fo l lo w in g :

A c a d e m ic s u b j e c t s L e is u r e t im e a c t iv i t ie s S o c ia l e v e n t s

H o b b ie s

S p o r t s

C lu b s a n d / o r o r g a n iz a t io n s

T y p e s o f p e o p le

M u s ic

A n im a ls

C lo t h e s / f a s h io n

F o o d

M o v ie s / T V / E n t e r t a in m e n t

I n i t ia t e d is c u s s io n b y m o d e l in g t h e a c t iv i t y 1 . R e f e r e n c in g t h e a b o v e l i s t f o r e x a m p le s , in t r o d u c e t h e c o n c e p t o f

in t e r e s t s b y a s k in g w h a t k in d s o f t h in g s m ig h t b e in t e r e s t s t h a t p e o p le e n j o y .

2 . H a v e c la s s id e n t i f y w h a t t h e y b e l ie v e t o b e t h e in t e r e s t s o f t h e t e a c h e r .

3 . L is t t h e m o n t h e b o a r d w i t h o u t a n y r e a c t io n f ro m t h e t e a c h e r o r o t h e r s t u d e n t s

4 . E n c o u r a g e a v a r ie t y o f id e a s f r o m t h e s t u d e n t s a n d m a k e i t c le a r t h a t s t u d e n t s a r e n o t t o p r e - j u d g e a n y id e a s u b m it t e d .

5 . L e t t h e c la s s a s s e s s t h e l i s t a n d p ic k t h e t o p t e n id e a s b y g r o u p c o n s e n s u s .

6 . T h e n t h e t e a c h e r i s t o r e a c t t o t h e l i s t a d d in g / d e le t in g a s a p p r o p r ia t e a n d t h e n in d ic a t e h is / h e r t o p t e n c h o ic e s .

R e p e a t t h is p r o c e s s w i t h t h e s t u d e n t s . I f t h e c la s s i s s m a l l e n o u g h , d o t h is a s a t o t a l g r o u p , o t h e r w is e d iv id e in t o s m a l l g ro u p s o r p a i r s , a s a p p r o p r ia t e . H a v e t h e s t u d e n t s c o m p le t e t h e fi r s t c o lu m n o f t h e I n d iv id u a l I n t e r e s t I n v e n t o r y .

P a g e 1 s lm 3 / 1 7 / 0 4

Individual Interest Inventory

For (Name):______________________________ date: ___________________ Assisted by:________________________________________________________

Things I like Top 10 by others

My top 10

Things I don’t like Top 10 by others

My top 10

First have your classmates list your likes and rank your top 10. Secondly you add or delete whatever you think is correct. Then you rank your top 10.

Do the same for what you dislike. Use more paper if you need.

Interest worksheet

Interest Ideas Horseback riding Bicycling Riding a motorcycle/ATV Going on a vacation/traveling Going to the city Going to the beach/lake People who are generous Eating in a restaurant Going to the library Eating at fast food places Going to museums Exploring caves Hunting Cooking meals Cleaning things Doing laundry Making myself look good Sewing Trying new/unusual foods Drawing Painting Playing video games Eating my favorite food: _______________ Surfing the Internet Learning new computer programs Writing letters Sending emails Meeting new people People who are kind Eating hamburger and french fries Eating Pizza Watching movies at home Working to make spending money Yoga Exercise Aerobics Gardening Acting/Drama Speech Singing Writing stories/poems Member of a fan club Being kind to others Fashion Volunteering to help others Regular Routine Change/new things to do School/learning new things

Taking a walk Playing a ball game Watching a ball game Reading a book or magazine Talking on the phone Swimming Doing crafts Making model cars, etc Playing card games Playing board games Baking Hitting golf balls Being a member of a club: ____________ Listening to music Dancing: (kind): ____________________ Watching movies at the theatre Hiking Canoeing Skateboarding Rollerblading/skating Shopping Driving Walking/playing with a pet:___________ Eating vegetables Watching television Playing a sport:_____________________ Listening to the radio Boating Fishing People who are trustworthy Eating Chinese food Visiting friends/family Visiting a theme park Going camping Going to a flea market Playing a musical instrument;__________ Going to concerts Going to sporting events:______________ Cheerleading Eating Mexican food Planning/working at dances/social events Working on the school newspaper/yearbook Being a leader Eating fruits Taking directions from others Working by myself (independently) Working in a team Being alone

Interest ideas

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My Interests

These are things I like to do.

bicycling

swimming

Cooking and

eating

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My Interests

These are things I’m not so crazy about.

Housework

Messy things

Cold weather

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AbilitiesAbilitiesIdentifying what you find easier and harder to do helps you to find a better match between what you can do and what is required in the future for:

•Career and/or post-secondary education

•Living arrangements

•Family/social situations


Activity:

•Participate in the class discussion.

•Complete the Personal Abilities Assessment.

•Find pictures for your presentation that represent the top three things you find easy to do and the three things you find harder to do.

Abilities instructions


A b i li t ie s : T h in g s t h a t a r e e a s y f o r m e


B e f o r e b e g in n in g th is a c t iv i t y , a n n o u n c e t h a t a l l t h e a b il i t ie s t o b e d is c u s s e d m u s t b e a c c e p t a b le f o r c la s s r o o m d is c u s s io n . R e m a in fi r m a n d c o n s is t e n t o n t h is i s s u e .

I d e n t i f y in g a s tu d e n t ’s g e n e r a l a b i l i t ie s i s a n o th e r c r i t ic a l c o m p o n e n t in t h e s tu d e n t ’s s e l f a w a r e n e s s j o u r n e y . I d e n t i f y in g th in g s th a t a r e e a s y a n d th in g s th a t a r e h a r d e r c o n t r ib u te im p o r ta n t in f o r m a t io n f o r t r a n s i t io n r e la te d d e c is io n s . “ A b i l i t ie s ” a r e n o t l im i te d t o a c a d e m ic a b i li t ie s . T h e r e a r e n o l im i t a t io n s a s t o o n w h a t a s tu d e n t m a y w a n t t o f o c u s . T h is i s a f r e e - fl o w in g a c t iv i t y . “ A b i l i t ie s ” m a y in c lu d e , b u t n o t b e l im i te d t o t h e f o l lo w in g :

A c a d e m ic s u b j e c t s L e is u r e t im e / h o b b ie s C o m m u n ic a t io n s k i l l s S o c ia l s k i l l s

P h y s ic a l p r o w e s s / s p o r t s

L e a d e r s h ip / t e a m w o r k

S e n s e o f d i r e c t io n /n a v ig a t io n / s p a t ia l a w a r e n e s s

C lo th e s / f a s h io n / d e c o r a t in g

E y e - H a n d C o o r d in a t io n

M u s ic a l / a r t i s t i c a b il i t ie s

S a le s / p e r s u a s io n

I n i t ia te d is c u s s io n b y m o d e l in g th e a c t iv i t y 1 . R e f e r e n c in g th e a b o v e l i s t f o r e x a m p le s , in t r o d u c e th e c o n c e p t o f

a b i l i t ie s b y a s k in g w h a t k in d s o f t h in g s m ig h t b e th in g s th a t p e o p le a r e g o o d a t .

2 . H a v e c la s s id e n t i f y w h a t t h e y b e l ie v e t o b e t h e a b i l i t ie s o f t h e t e a c h e r .

3 . L is t t h e m o n th e b o a r d w i th o u t a n y r e a c t io n f r o m th e t e a c h e r o r o th e r s tu d e n t s

4 . E n c o u r a g e a v a r ie t y o f id e a s f r o m th e s tu d e n t s a n d m a k e i t c le a r t h a t s tu d e n t s a r e n o t t o p r e - j u d g e a n y id e a s u b m it te d .

5 . L e t t h e c la s s a s s e s s th e l i s t a n d p ic k th e t o p t e n id e a s b y g r o u p c o n s e n s u s .

6 . T h e n th e t e a c h e r i s t o r e a c t t o t h e li s t a d d in g / d e le t in g a s a p p r o p r ia t e a n d th e n in d ic a te h is / h e r t o p t e n c h o ic e s .

R e p e a t t h is p r o c e s s w i th t h e s tu d e n t s . I f t h e c la s s i s s m a l l e n o u g h , d o th is a s a t o ta l g r o u p , o th e r w is e d iv id e in to s m a l l g ro u p s o r p a i r s , a s a p p r o p r ia te . H a v e th e s tu d e n t s c o m p le te th e fi r s t c o lu m n o f t h e P e r s o n a l A b i l i t i e s A s s e s s m e n t .

Abilities worksheet

Personal Abilities Assessment


Things I find easy to do. Top 3

by others

My top 3

Top 3 we

agree upon

Things I find hard to do and would like to

improve.

My top 3

First have your classmates list your abilities and select your three top strengths. Do the Personal Abilities Survey to see if anything has been left out. Talk it over with the group for their consideration. Come to an agreement for your top three abilities and indicate those below.

Secondly, by yourself list those things you find hard to do and select the three that you would most like to improve.

Abilities ideasPersonal Abilities Survey

Working on the school newspaper/yearbook Being a leader Taking directions from others Working alone (independently) Working in a team Horseback riding Bicycling Riding a motorcycle/ATV Hunting Cooking meals Taking and giving messages Cleaning things Doing laundry Making self look good Sewing Keyboard skills Drawing Painting Playing video games Surfing the Internet Learning new computer programs Writing letters Sending emails Looking people in the eye when talking Gardening Acting/Drama Giving speeches Singing Controls anger Writing stories/poems Problem-solving Maintaining a positive attitude Accepting constructive criticism Being kind to others Dressing appropriately Being a hard worker Volunteering to help others Taking care of family members Good with little children Lawn care (mowing, etc.) Respecting authority Research/searching for answers Memorizing facts Speaking clearly Tolerating boring things

Paying attention when someone speaks Following directions Smiling Reading Talking on the phone Telling the truth Doing crafts Working with a regular routine Adapting to change/new things to do Baking Being happy and nice to be around Being a member of a club: ____________ Staying on task Sticking to a job until done Keeping track of things, materials, papers Learning by listening Learning by reading Communicating by talking Communicating by writing Understanding what I read Staying in seat Being at school every day Being on time Following safety rules Asking questions when needed Knowing when and how to tease Standing up for self (being assertive) Remembering things Taking notes Outlining Measuring things Being enthusiastic Driving safely Repairing machines/engines Working with animals Playing a sport:_____________________ Finishing work on time Being funny Taking care of self Playing a musical instrument;__________ Cheerleading Proofreading work Basic math Saving money Doing chores

Place a beside those items you find easy to do. Circle those items you do very well. Write them on your “Personal Abilities Assessment”. Add others to your list as you think appropriate.

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Talking with my friends

Shopping Knowing my directions

Things that are easy for me.

A b i li t ie s : T h in g s t h a t a r e h a r d e r f o r m e .

I d e n t i f y in g w h a t a s tu d e n t fi n d s d iffi c u l t t o d o i s a ls o r e v e a l in g a n d c a n p o s s ib ly p r o v id e a c lu e t o a n a r e a th a t m ig h t n e e d e x t r a s e r v ic e o r a t t e n t io n .

F i r s t , h a v e e a c h s t u d e n t r e fl e c t o n th in g s th a t s / h e fi n d s d iffi c u l t t o d o . H a v e e a c h s tu d e n t l i s t s e v e r a l o f t h o s e i t e m s in t h e s e c o n d c o lu m n o f t h e P e r s o n a l A b i l i t i e s A s s e s s m e n t . ( T h e s tu d e n t m a y e le c t t o h a v e a p a r tn e r a s s is t t h e m i f t h e y s o c h o o s e . ) S e c o n d ly , h a v e e a c h s tu d e n t s e le c t t h r e e th a t s / h e f e e ls w o u ld m o s t l i k e t o im p r o v e a n d m a r k t h e m o n t h e “ P e r s o n a l A b i l i t i e s A s s e s s m e n t ” .


I f a s t u d e n t / g r o u p s t r u g g le s t o t h in k o f id e a s , s h a r e “ P e r s o n a l A b i l i t ie s S u r v e y ” .

A s k t h e s t u d e n t t o t h in k o f t h e o p p o s i t e f o r th o s e t h in g s s / h e b e l ie v e s i s h a r d e r f o r t o d o .

E le c t iv e a c t iv i t y : D u r in g a c la s s b r a in s t o r m in g s e s s io n , c h a l le n g e t h e c la s s t o t h in k o f t h in g s t h a t a r e n o t o n t h e P e r s o n a l A b i l i t ie s S u r v e y .

Personal Abilities Assessment


Things I find easy to do. Top 3

by others

My top 3

Top 3 we

agree upon

Things I find hard to do and would like to

improve.

My top 3

First have your classmates list your abilities and select your three top strengths. Do the Personal Abilities Survey to see if anything has been left out. Talk it over with the group for their consideration. Come to an agreement for your top three abilities and indicate those below.

Secondly, by yourself list those things you find hard to do and select the three that you would most like to improve.

Harder worksheet

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Listening to speeches

Lifting things

Drawing and paintin

g

Things that are harder for me.

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Your likes/dislikes, the things you find easy to do, the things that you struggle with are very important clues to three things:

• The way you are smart.

• How you can best learn.

• And how you can use this information

• To do better in school and

• To find a “best fit” job.

Activity:

Keep on reading and doing the suggested activities on the next slides

What does this information say about me?

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New brain research has determined that everyone has at least eight different kinds of “smarts”. This is called Multiple Intelligences Theory or “MI” for short.

This is a new way of thinking about what it means to be “smart”. It means that there are more ways to be smart than being good at reading, writing and math.

HOW you are SMART

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HOW you are SMART

"An intelligence is the ability to solve

problems, or to create products, that are valued

within one or more cultural settings."

-- Howard Gardner, Frames of Mind, 19933.

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People can have more brain power in some areas of “smarts” than in other areas. This means learning occurs best when learning uses the strongest type of brain power. You can also strengthen those areas in which you are weaker.

As logical as this sounds, it is a revolutionary concept. Many adults and some teachers are not aware of this new research.

HOW you are SMART

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If you understand your “MI” you can help improve your learning at school, at work, and throughout the rest of your life.

HOW you are SMART

How are you smart?A guide for exploring your multiple intelligences

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

Pictures

Visual/Spatial

BodyKinesthetic

SelfIntraperson

al

PeopleInterpersonal

(Inter-people)

MusicMusical/

Rhythmic

NatureNaturalist

People are smart in different ways. This idea is called Multiple Intelligences (MI).


How are you smart?

Find out your strongest way you are smart. Take a fun quiz online. There are many different quizzes online to help you discover how you are smart. You may want to do a web search for others. Search for the words “multiple intelligence”.

But for now, take the following quiz to see how you are smart.

Be sure to read the directions before you go to the web site.


AFTER you complete the quiz:

Print your resultsMinimize the quiz window to return to this presentation

Go to Literacyworks.org CLICK HERE


http://literacyworks.org/mi/assessment/findyourstrengths.html

How are you smart?

1. From your printout, write all eight scores on your worksheet “How you Are Smart - Top Three”

2. Circle your top three scores. These are how you are most “smart”.

3. On the next slide show your three smarts by deleting all the icons except for your top three.


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Of 8 different ways to be smart, this is how I am most smart:

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

PicturesVisual/Spatial

BodyKinesthetic

SelfIntrapersonal

PeopleInterpersonal(Inter-people)

MusicMusical/Rhythmic

NatureNaturalist

Delete all but your three strongest smarts and arrange to your liking. Delete this message when you are done.

How are you smart and how do you best learn?

1. On the worksheet “ HOW you are SMART, How you BEST LEARN”, write your three top “smarts” in the left column.

2. Select three things that describe you the best from the descriptions for each of your top three “smarts”. Write those descriptions in the middle column.

3. Explore your top three “smarts”. Follow the directions on the next slide.

4. Select three suggestions from the list that you think could help you to learn better.

5. Write those suggestions in the right hand column for each “smart”.This slide will be deleted after the student understands the directions

Discover the ways you can learn best

Click on an icon to go to the specific “smart” page. There are two pages for each “smart”. The second page is a list of ways that kids can best learn.

Select three ways you learn best to put in your chart The arrows at the bottom of the page will help you move back to this page.

WordsVerbal/

Linguistic

NumbersLogical/

Mathematic

PicturesVisual/Spatial

BodyKinesthetic

SelfIntrapersonal

PeopleInterpersonal(Inter-people)

MusicMusical/Rhythmic

NatureNaturalist

EXIT


Word Smart Verbal/Linguisti

c Intelligence

Verbal/Linguistic Intelligence (Word Smart) is the capacity to use language, your native language, and perhaps other languages, to express what's on your mind and to understand other people. Poets really specialize in linguistic intelligence, but any kind of writer, orator, speaker, lawyer, or a person for whom language is an important stock in trade, highlights linguistic intelligence.

SHAKESPEARE LONGFELLOW AGATHA CHRISTIE

MARGERY WILLIAMS MAYA ANGELOU HEMINGWAY

ROBERT FROST MARK TWAIN STEINBECK

J.K. ROWLINGS LOUISA MAY ALCOTT

ELIZABETH BARRETT BROWNINGNEXT PAGE

© j. carlson-pickering 1997 M.I. Smart! ProgramThis slide will be deleted after the student understands the directions

mailto:[email protected]?subject=mi


http://www.chariho.k12.ri.us/curriculum/MISmart/Verbal.htm

Word Smart kids learn best by:

Writing letters, poems, stories, descriptions Leading an oral discussion or debate Creating audio tapes Giving an oral presentation Writing or giving a news report Developing questions for, and conducting an interview Presenting a radio drama Creating a slogan Writing their own story problems Keeping a journal or diary Writing a verbal defense Creating a word game to go along with your present topic Doing storytelling Writing all types of humor/jokes TO 8

SMARTS

http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences

If this is one of your “smarts” pick three ways you think you could learn best and write them on your worksheet “HOW You Are SMART. How you can BEST LEARN”.


http://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html

Math Smart Logical/Mathematic

al Intelligence People with highly developed logical/mathematical intelligences (math smart) understand the underlying principles of some kind of cause and effect, the way a scientist or a logician does; or can manipulate numbers, quantities, and operations, the way a mathematician does.

Archimedies Sir Isaac Newton Galileo Copernicus Einstein Euclid Pythagoras Kepler Pascal

© j. carlson-pickering 1997 M.I. Smart! ProgramNEXT PAGE




Math Smart kids, may best learn by: Math Smart kids, may best learn by:

Listing or organizing facts Using deductive reasoning skills Using abstract symbols and formulas Solving logic and/or story problems Doing brainteasers Analyzing data Using graphic organizers Working with number sequences Computing or Calculating Deciphering codes Forcing relationships/Syllogisms Creating or finding patterns Hypothesizing/Conducting an experiment

TO 8 SMARTS





Visual/Spatial

Intelligence

Visual/Spatial

IntelligenceSpatial intelligence refers to the ability to represent the space in your mind – the way a sailor or airplane pilot navigates the large spatial world, or the way a chess player or sculptor understands issues of placement in a space.

Spatial intelligence can be used in the arts or in the sciences. If you are spatially intelligent and oriented toward the arts, you are more likely to become a painter or sculptor or architect than, say a musician or a writer. Similarly, certain sciences like anatomy or topology emphasize spatial intelligence.

Michelangelo Leonardo Da Vinci Annie Liebovitz Van Gogh Monet Mary CassattRembrandt Diane Arbus Grandma MosesI.M. Pei Frank Lloyd Wright Meryl StreepPicasso Steven Spielberg Georgia O'Keefe

NEXT PAGE© j. carlson-pickering 1997 M.I. Smart! Program




Visual Smart kids may learn best by: Visual Smart kids may learn best by:

Creating charts, posters, graphs, or diagrams Creating a Web page or PowerPoint project Making a videotape or film Creating pie charts, bar graphs, etc. Making a photo album Creating a collage Making a mobile or sculpture Designing a mindmap Making a map Using color and shape Developing or using Guided Imagery Understanding color schemes Pretending to be someone else, or something else.

TO 8 SMARTS





Body SmartBodily/Kinesthet

ic Intelligence

Body SmartBodily/Kinesthet

ic Intelligence Bodily/Kinesthetic intelligence, (body smart) is the capacity to use your whole body or parts of your body: (your hands, your fingers, your arms), to solve a problem, make something, or put on some kind of production. The most evident examples are people in athletics or the performing arts, particularly when dancing or acting.

Barishnakov Cathy Rigby Tiger Woods Michael Jordan David Copperfield Charlie Chaplin Marcel Marceau Harry Houdini Mia Hamm

© j. carlson-pickering 1997 M.I. Smart! Program NEXT PAGE




Body Smart kids may best learn by:

Creating a dance or movement sequence Role Playing Using physical gestures to communicate an idea Performing a skit or play Making manipulatives Building a model Performing Martial Arts Making a board or floor game Putting together a puzzle Creating and/or participating in a scavenger hunt Performing a pantomime Demonstrating sports games TO 8

SMARTS





Self Smart Intrapersonal

Intelligence

Self Smart Intrapersonal

Intelligence

Intrapersonal intelligence, (self smart) refers to having an understanding of yourself, of knowing who you are, what you can do, what you want to do, how you react to things, which things to avoid, and which things to gravitate toward.

We are drawn to people who have a good understanding of themselves because those people tend not to screw up. They tend to know what they can do. They tend to know what they can’t do. And they tend to know where to go if they need help.

NEIL ARMSTRONG HELEN KELLER COLUMBUS CHARLES LINDBERGH JOAN OF ARC CLEOPATRA SIR EDMOND HIlLARY CLARA BARTON LEIF ERICSSON

© j. carlson-pickering 1997 M.I. Smart! Program

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http://www.chariho.k12.ri.us/curriculum/MISmart/intra.htm


Self Smart kids may best learn by:

Keeping a journal or diary Setting short/long-term goals Learning why and how the content under study is important

in real life Describing his/her feelings about a subject Evaluating his/her own work Describing his/her personal strengths Carrying out an independent project Writing or drawing a personal history of his/her work Creating his/her own schedule and environment for

completing classwork Having silent reflection time Being allowed to emotionally process information Tracking the steps used to reach a conclusion Using focusing and/or concentration skills Using higher-order reasoning skills Complex guided imagery "Centering" practices Thinking strategies

TO 8 SMARTS





People Smart Interpersonal

IntelligenceInterpersonal intelligence, (people smart) is understanding other people.

It’s an ability we all need, but is at a premium if you are a teacher, clinician, salesperson, or a politician. Anybody who deals with other people has to be skilled in the interpersonal sphere.

Abraham Lincoln George Washington Dr. Joyce Brothers Oprah Winfrey Martin Luther King Rev. Billy GrahamJesse Jackson Ghandi

© j. carlson-pickering 1997 M.I. Smart! Program NEXT PAGE




http://www.chariho.k12.ri.us/curriculum/MISmart/inter.htm

People Smart kids may best learn by:

Creating group rules Group projects Acting in a play or simulation Conducting an interview Creating "phone buddies" for homework Person-to-person communication Cooperative learning strategies (working in small groups) Collaborative skills (teamwork) Giving and/or receiving feedback Teaching someone else something new Learning from someone outside of school Seeking other points of view Sensing other's motives Intuiting other's feelings Empathy practices Establishing a division of labor

TO 8 SMARTS





Music Smart Musical/Rhythm

ic IntelligenceMusical Rhythmic Intelligence, (music smart), is the capacity to think in music, to be able to hear patterns, recognize them, and perhaps manipulate them.

People who have strong musical intelligence don't just remember music easily - they can't get it out of their minds, it's ever present.

Mozart Bach Beethoven DebussyGershwin Haydn Tchaikovsky

Chopin John Lennon Stevie Wonder Burt Bacharach

Carole King John Williams Carlos Santana NEXT PAGE




http://www.chariho.k12.ri.us/curriculum/MISmart/musical.htm

Music Smart kids may best learn by:

Writing or singing a curriculum song in the content area Developing and/or using rhythmic patterns as learning aids Composing a melody Changing the words to a song Finding song titles that help explain content Creating a musical game or collage Identifying music that helps students study Using musical vocabulary as metaphors Creating, designing, and building a musical instrument Incorporating environmental sounds into a project or presentation Using percussion vibrations Showing or explaining tonal patterns TO 8

SMARTShttp://www.chariho.k12.ri.us/curriculum/MISmart/mi_smart.html#the%20intelligences



Nature Smart

Naturalist Intelligence Naturalist intelligence is the human ability to differentiate

among living things (plants, animals) as well as a sensitivity to other features of the natural world (clouds, rock configurations).

It also is used to distinguish differences in everyday things like cars, sneakers, and kinds of makeup. Certain kinds of sciences use this kind of intelligence to recognize patterns. This ability is obviously important as hunters, gatherers, and farmers; it is also important in such roles as botanist or chef. Galileo Rachael Carson John Audubon Lewis & Clark Jane Goodall Jacques Costeau Diana Fossey John Muir Sacajawea

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Nature Smart kids may learn best by:

Categorizing species of plants and animals Developing an outdoor classroom Collecting objects from nature Making celestial observations Using scientific equipment for observing nature Initiating projects on the food chain, water cycle, or

environmental issues Predicting problems in nature related to human habitation Joining an environmental/wildlife protection group Finding/reporting/researching local/global environmental

concerns Building and labeling collections of natural objects from a variety

of sources


TO 8 SMARTS



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How you are SMART

Knowing how you are most “smart” can help teachers. It can help teachers select ways for you to learn that best match how you are smart.

Activity:


•Look at your answers in the third column of your “How you are smart” worksheet.

•Select 5 ways you think you could best learn. Select words and/or pictures for the next slide of your presentation.

Personality traits instructionsThis slide will be deleted after the student understands the directions

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This means that I could best learn by:

Making a video or film

Working in small groups

Learning to a rhythm beat

Acting out a skit

Making charts to explain things

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Personality Personality Traits/CharacteristicsTraits/CharacteristicsPeople describe you with words that set you apart from other people. Some of these words are often used for references and recommendations for a job or for post-secondary education. What words would be used if someone wrote a recommendation for you?

Activity:


•Complete the Personality Profile Worksheet.

•Select 5 words to put in your presentation that you feel best describe you.

Personality traits instructionsThis slide will be deleted after the student understands the directions

I n s t r u c t t h e s tu d e n t s t o c o m p le te th e P e r s o n a l i t y P r o fi l e W o r k s h e e t . A l lo w s tu d e n t s t o w o r k in p a i r s / g r o u p s .

E x p la in a n d r e v ie w te r m s a s n e c e s s a r y H a v e th e s tu d e n t s s e le c t 4 - 5 t e r m s th a t t h e y f e e l b e s t d e s c r ib e

th e m s e lv e s .

P e r s o n a l i t y T r a i t s / C h a r a c t e r is t ic s


B e f o r e b e g in n in g th is a c t iv i t y , a n n o u n c e t h a t a l l t h e p e r s o n a l i t y tr a i t s t o b e d is c u s s e d m u s t b e a c c e p t a b le f o r c la s s r o o m d is c u s s io n . R e m a in fi r m a n d c o n s is t e n t o n t h is i s s u e . I f a s t u d e n t / g r o u p s t r u g g le s t o t h in k o f id e a s , s h a r e “ P e r s o n a l P r o fi le C h e c k l i s t .

S tu d e n t s w i l l n e e d r e c o m m e n d a t io n s a n d r e f e r e n c e s fo r f u tu r e j o b s a n d / o r p o s t - s e c o n d a r y e d u c a t io n . H e lp in g a s tu d e n t t o r e c o g n i z e h o w o th e r p e o p le h im / h e r c a n h e lp th e s tu d e n t t o b e t te r a s s e s s h is /h e r s t r e n g th s a n d w e a k n e s s e s . P e r s o n a l t r a i t s a r e r e v e a le d in m a n y a r e a s o f o u r l iv e s . T h e y m a y in c lu d e , b u t n o t b e l im i te d t o :

S c h o o l F r ie n d s F a m i ly L e is u r e t im e a c t iv i t ie s S o c ia l e v e n t s

S p o r t s

C lu b s a n d / o r o r g a n iz a t io n s

C h u r c h

W o r k

N e ig h b o r s

Personality traits worksheet

Personality Profile Worksheet


Words that describe me

Top 5 by

others

My top 5 wish list

Words that describe

me

Top 5 by

others

My top 5 wish list

First, with your classmate(s), list the traits that describe you and select 5 that most describe you. Use the Personality Trait Checklist for ideas.

Secondly, you select the 4-5 words that you would most like to be used to described you.

Personality Profile Checklist Place a beside those items you that best describes you. Circle those items that best describe you. Write them on your “Personality Profile”. Add others to your list as you think appropriate.

1. Hard-worker (Industrious) 26. Optimistic

2. Honest 27. Pessimistic

3. Punctual 28. Takes pride in work

4. Gets along with others 29. Responsible

5. Ambitious 30. Sincere

6. Cheerful 31. Trustworthy

7. Conscientious 32. Creative

8. Dependable 33. Enthusiastic

9. Talks a lot 34. Helpful

10. Funny 35. Independent

11. Efficient 36. Intelligent

12. Humble 37. Loyal

13. Open minded 38. Reliable

14. Patient 39. Self-confident

15. Resourceful 40. Problem-solver

16. Spontaneous 41. Tactful

17. Thrifty 42. Quiet

18. Well organized 43. Thoughtful/Sensitive to others

19. Assertive 44. Observant

20. Competent 45. Thinks a lot

21. Energetic 46. Complimentary

22. Physically strong 47. Respectful

23. Flexible 48. Leader

24. Good Natured 49. Mediator

25. Imaginative 50. Attractive

Personality Profile checklist

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This is how people describe me

EnthusiasticHard workerHonest Trustworthy

Out-going

Procrastinator

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Work ExperienceWork Experience

Each of us learn from the jobs we do. Even our early jobs teach us something. These lessons help in our careers or with future family responsibilities. Work doesn’t have to be paid. We can learn from activities that might include:

• Family chores and helping other people

• Volunteer work through church or community organizations

• Occasional jobs such as babysitting or mowing yardsActivity:

•Participate in the class discussion.

•Complete the Work Experiences Inventory

•Find four pictures for your presentation that represent things you have done for work.

Work experience instructionsThis slide will be deleted after the student understands the directions

T h e j o b s / t a s k s t h a t a s t u d e n t h a s l e a r n e d t o d o o u t s id e o f s c h o o l c a n c o n t r i b u t e g r e a t l y t o u n d e r s t a n d in g w h a t s / h e i s c a p a b le o f d o in g . W o r k e x p e r i e n c e s n e e d n o t b e l im i t e d t o p a id a c t i v i t i e s . E n c o u r a g e s t u d e n t s t o r e v ie w t h e i r p a s t a n d c u r r e n t c o n t r i b u t i o n s t o t h e i r f a m i l y a n d c o m m u n i t y .

P r e - t e e n a n d t e e n a g e s t u d e n t s a r e t y p i c a l l y a c q u i r i n g s o m e d a i l y l i v i n g s k i l l s a n d a s s u m in g o n - g o in g h o u s e h o ld r e s p o n s ib i l i t i e s . S o m e m a y h a v e e x p e r i e n c e d p a id o r v o lu n t a r y w o r k o p p o r t u n i t i e s . E a c h o f t h e s e e x p e r i e n c e s c o n t r i b u t e s t o t h e s t u d e n t ’s a b i l i t y t o e v e n t u a l l y f u n c t i o n a s a p r o d u c t i v e a d u l t . A r e a s t o e x p lo r e m a y i n c lu d e ;

W o r k E x p e r i e n c e s

R e g u la r l y a s s ig n e d h o u s e h o ld c h o r e s s u c h a s d i s h e s , l a u n d r y , t r a s h r e m o v a l , y a r d w o r k , p e t / a n im a l c a r e , h o u s e c l e a n in g , c a r c a r e , b a b y s i t t i n g , g a r d e n in g , f a r m c h o r e s

O c c a s io n a l w o r k s u c h a s c a r m a in t e n a n c e , h o u s e h o ld r e p a i r s , s n o w r e m o v a l , c o m p u t e r u p g r a d e s , a s s i s t a n c e t o n e ig h b o r s o r o t h e r f a m i l y m e m b e r s

V o lu n t e e r w o r k w i t h y o u t h o r g a n i z a t i o n s , c h u r c h o r c o m m u n i t y s e r v i c e p r o j e c t s , w o r k a t a t h le t i c e v e n t s , s a l e s f o r f u n d r a i s e r s

P a r t - t im e p a id w o r k t o i n c lu d e d e t a s s l i n g , s e a s o n a l a c t i v i t i e s a n d a n y o n - g o in g e m p lo y m e n t .

I n s t r u c t t h e s t u d e n t s t o r e f e r t o t h e “ W o r k E x p e r i e n c e I n v e n t o r y ” A l l o w s t u d e n t s t o w o r k i n p a i r s / g r o u p s t o s t im u la t e i d e a s

G iv e t h e m 5 m in u t e s t o g e t h e r t o s h a r e i d e a s w i t h e a c h o t h e r a s t o w h a t w o r k k in d o f w o r k o p p o r t u n i t i e s t h e y m a y e a c h h a v e e x p e r i e n c e d .

T h e n a s a c l a s s d i s c u s s i o n a n d r o t a t i n g a m o n g e a c h p a i r , A s k e a c h p a i r t o l i s t o n e j o b A s k t h a t a n s w e r s b y s p e c ifi c : f o r e x a m p le , r a t h e r t h a n “ f a r m

w o r k ” s a y “ b a le d h a y ” . W r i t e t h e a n s w e r s o n a b o a r d o r fl ip c h a r t T a l l y d u p li c a t e a n s w e r s K e e p r o t a t i n g a m o n g t h e p a i r s u n t il a l l i d e a s h a v e b e e n

d e p le t e d ( T h i s a c t i v i t y s h o u ld g e n e r a t e i d e a s t h a t s t u d e n t s h a v e n o t c o n s id e r e d . —a l l o w f o r d i s c u s s i o n a n d r e a c t i o n t o t h e c o n c e p t o f “w o r k ” .

H a v e e a c h s t u d e n t s s e le c t 4 w o r k e x p e r i e n c e s t h a t b e s t r e p r e s e n t t h e i r m o s t s i g n ifi c a n t c o n t r i b u t io n l i s t t h e m o n t h e b a c k o f t h e i n v e n t o r y t o b e i n s e r t e d i n t o t h e i r p r e s e n t a t i o n .

Work experience worksheetWork Experience Inventory


1.First look over the questions on the worksheet below and think about some of your answers. 2.Take 5 minutes to share with your partner what you think are each of your work experiences. 3.Participate in the class brainstorming session about what kinds of work experiences are repre-

sented in your classroom. 4.You may discover that you have more experiences than you first thought. Write down your new

answers in the boxes below. 5.Select 4 to use in your presentation.

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My work experience

Take care of yard

Install computer

parts

Paint and fix house

Do laundry

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My goals for my futureMy goals for my future

Identifying what you would like to do in the future makes it easier to know what you must do to achieve those goals. Three major areas for life goals are:

•Career and possibly post-secondary education

•Living arrangements including family/social situations


Look at the next slide

Introduction to goals


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My future (topic intro)

Where do I want to live?

What do I want to do for fun and relaxation?

What do I want to do for work?

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Goal #1: Where do I want to Goal #1: Where do I want to live?live?There are a lot of factors to think about when you think about where you will be living in the future.

•Location? stay or move away; rural, urban, small town?

•With whom? your parents, with friends, with a family of your own?

•Type? house, apartment, mobile home?

•Are there other factors that influence your decision? Activity:

•Participate in the class LIFE DREAMING session.

•Complete Life Dreaming Results for living arrangements.

•Find four pictures to represent your dreams for your future living arrangements.

Goal #1 instructions


A s k f o r a s tu d e n t v o lu n te e r t o d o t h e “ d r e a m ” e x e r c is e a n d m o d e l t h e a c t iv i t y f o r t h e c la s s . R e p e a t t h is p r o c e s s w i th t h e s tu d e n t s . I f t h e c la s s i s s m a ll e n o u g h , d o t h is a s a t o ta l g r o u p , o th e r w is e d iv id e in to s m a l l g r o u p s o r p a i r s , a s a p p r o p r ia te . U s e L i f e D r e a m i n g t o h e lp p r o m p t s tu d e n t s q u e s t io n s o f e a c h o th e r . H a v e e a c h s tu d e n t c o m p le te t h e fi r s t tw o s e c t io n o f L if e D r e a m i n g R e s u l t s .

G o a ls :


B e f o r e b e g in n in g th is a c t iv i t y , a n n o u n c e t h a t a l l t h e in t e r e s t s t o b e d is c u s s e d m u s t b e a c c e p t a b le f o r c la s s r o o m d is c u s s io n . R e m a in fi r m a n d c o n s is t e n t o n t h is i s s u e .

A f te r s o m e s e l f - a w a r e n e s s i s a c h ie v e d , i t i s a p p r o p r ia te t o id e n t i f y s o m e lo n g t e r m li f e g o a ls . T h r e e l i f e a r e a s w il l b e a d d r e s s e d :

L iv in g a r r a n g e m e n t s

W h e r e

W ith W h o m

W h a t k in d

L e is u r e t im e

C a r e e r ( t o in c lu d e p o s t - s e c o n d a r y a s a p p ro p r ia te )

1.When you awaken in the morning, what time is it?

2.What kind of clothes do you put on?

3. Is there anyone else in your residence with you?

4.When you leave and close the door, what kind of place is it? Apartment, house, mobile home?

5.When you leave do you drive, take a bus, walk? And if you drive what will you be driving?

6.Where are you going to go? Work or school? Or will you stay home?

If you go to work What kind of town? City, rural, small town What kind of building? Office, factory, store, restaurant, medical building or what?

If you go to an office, describe it. What kinds of things do you do there?

If you go to a factory, describe it. What kinds of things do you do there?

If you go to a store, describe it. What kinds of things do you do there?

If you go to a restaurant, describe it. What kinds of things do you do there?

If you go to a medical building, describe it. What kinds of things do you do there?

If you don’t go to any of these places, where do you go? What do you do there?

If you go to school

What kind of town? City, rural, small town

ONLY PICK ONE

ONLY PICK ONE

Is this a trade/technical school? What is your primary area of study? How long will it take you to finish?

ONLY PICK ONE

Is this a community college like DACC? What is your primary area of study? How long will it take you to finish?

Is this a college/university? What is your primary area of study? How long will it take you to finish?

Pick a year in the future. Take some time to dream about what your life might look

What do you do for leisure/recreation when you have free time? Each day?, Each Week? Occasionally throughout the year? or maybe only once or year or rarely?

Life Dreaming

Life Dreaming Results


After you have formed your “life dream” complete the following:

Living Arrangements: List three things about where, with whom and in what kind of place you see yourself living in a few years. ________________________________________________ ________________________________________________ ________________________________________________

Leisure time: List three things you see yourself doing for leisure time/recreation in the future. ________________________________________________ ________________________________________________ ________________________________________________

Complete Career Cruising now!!

Career: List three jobs that interested you from your Career Cruising results. _______________________________ _______________________________ _______________________________

Career Factors: List three things about these jobs that interested you. _______________________________ _______________________________ _______________________________

Life Dreaming results

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My future home

apartment

Small town in the South

Close to waterWith a

roommate for a few years

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Goal #2: What do I want to do Goal #2: What do I want to do for recreation/leisure time?for recreation/leisure time?What you want to do for fun and relaxation will greatly influence what kind of job you will be happy with and where you might even want to live.

•Do you like being outdoors?

•Do you enjoy being active/sports?

•Do you like seeing new things and/or going to new places?

•Do you have special hobbies/interests?Activity:

•Participate in the class LIFE DREAMING session.

•Complete Life Dreaming Results for Leisure Time

•Find three pictures to represent your dreams for your future leisure time interests.



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My future leisure time

Boating and swimming

Travel

Bowling

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Goal #3: What do I want to do for a Goal #3: What do I want to do for a career?career?This is possibly the most important question to answer because it will have a major impact on

•where you will live,

•what you can or cannot do for enjoyment, and

•how you will be able to contribute to a family and/or social life.

Activity:

•Complete the Career Cruising Career Interest Inventory and Assessment on the Internet.

•Select three choices that interest you the most and list them on your Life Dreaming Results.

•For your presentation find pictures to represent these choices.



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My future careerWhat I want to do for work.

When I did Career Cruising these are three of the choices that I liked the best.

Veterinary assistant

Vision technician

Dental Hygienist

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Goal #3: What do I want to do for a Goal #3: What do I want to do for a career? (continued)career? (continued)Now that you have identified three careers/jobs that interest you, look to see what factors about these jobs appeal to you the most.

•Indoor work or outdoor work; clean or messy; supervised or on your own?

•Work with people, things, or information?

•Do they help others, use hands, require imagination/problem solving skills, are artistic, work with wood/metal/papers, are repetitive and structured, require good social skills, etc?

•Is possible to get these jobs out of high school, after trade school, after four years of college or after post graduate work?

•What kind of money? Do they specialize in an area of interest to you?

Activity:

•For your presentation, identify three factors that these jobs have in common and appeal to you and list them on your Life Dreaming Results.

Goal #3 instructions contd


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These are the things I liked about my three choices

My future career

They work indoors DACC offers a two year program

They help others

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Now let’s talk about how I do in school

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School: StrengthsSchool: StrengthsHow you are doing in school now will influence what you will need to do to get what you want in the future. What do you think are your strengths in school right now? (Think about some of those words that people use to describe you. Do they apply to how you do in school?)

•Do you follow instructions, complete assignments?

•Do you pay attention to detail and make sure that you do your very best? Do you work at something until its done?

•Are you better in some subjects than others? Do you listen/read/speak/write well, present ideas successfully, use the computer effectively, have nice handwriting, sing, play a musical instrument, draw, build or play sports well?

Activity:

•Complete the Functional Skills Worksheet

•For your presentation find words and/or pictures to represent the things you do well in school.

School Strengths


Place a beside those items you do well.

Place a beside those items that you are not sure how you well you do.

Place a beside those items you need to improve.

Circle the three you do best. Put two circles around the three you would most like to improve.

Functional Skills Worksheet

1. Express thoughts in writing 26. Read for understanding

2. Express thoughts verbally 27. Take pride in work

3. Listen for instructions 28. Proof/evaluate work for quality

4. Read and follow instructions 29. Maintain physical fitness/health

5. Use proper grammar 30. Work independently

6. Find information 31. Interact appropriately w/others

7. Gather/collect information 32. Use humor appropriately

8. Organize information 33. Advocate for self

9. Analyze information 34. Being helpful to others

10. Prepare logical arguments 35. Maintain anger

11. Measure 36. Keeping things clean/neat

12. Count 37. Personal hygiene/cleanliness

13. Add 38. Personal appearance

14. Subtract 39. Handwriting legible and neat

15. Multiply 40. Computer/keyboard skills

16. Make Change (Money) 41. Pass exams

17. Use percentages 42. Complete all required tasks

18. Read charts 43. Solve problems

19. Read graphs 44. Think creatively

20. Record data 45. Create Artistically

21. Keep journal/records 46. Build/Repair

22. Be punctual 47. Create Musically

23. Attend regularly 48. Move w/coordination/grace

24. Respect authority 49. Physically strong

25. Be a team player 50. Eager to learn/produce

Functional Skills Worksheet

A s k s tu d e n t s t o r a te t h e m s e lv e s o n th e F u n c t i o n a l S k i l l s W o r k s h e e t a n d t o id e n t i f y t h r e e s t r e n g th s a n d th r e e a r e a s t h a t t h e y n e e d t o t a r g e t f o r im p r o v e m e n t . I t i s b e s t t o w o r k w i th t h e s tu d e n t o n a o n e o n o n e b a s is t o h e lp “ r e m in d ” h im / h e r o f a r e a s t h a t y o u h a v e o b s e r v e d a s h is / h e r s t r e n g th s a n d a r e a s in w h ic h t o im p r o v e . T h e a r e a s t h a t y o u w o r k t o id e n t i f y t o g e th e r s h o u ld b e th e n b e r e fl e c te d in t h e a c tu a l I E P .

A r e a s id e n t ifi e d a s s t r e n g th s s h o u ld b e r e c o g n iz e d a n d u s e d to b u i ld s u c c e s s e s .

A r e a s id e n t ifi e d f o r im p r o v e m e n t s h o u ld a p p e a r a s o b j e c t iv e s .

I t e m s g a in in g a t t e n t io n s h o u ld n o t b e l im i t e d t o a c a d e m ic p ro g r e s s . S o c ia l s k i l l s , c o n fl ic t r e s o lu t io n , a t t e n d a n c e , h y g ie n e , d e v e lo p in g s e l f d is c ip l in e , a b il i t y t o f o l lo w in s t r u c t io n , a b i l i t y t o p r o b le m s o lv e , a t t e n t io n t o d e ta i l , a n d p e r s e v e r a n c e in t h e f a c e o f a d v e r s i t y a r e j u s t a f e w e x a m p le s o f a r e a s t h a t c a n b e b u i l t in t o t h e d e s ig n o f t h e I E P t h a t h a v e f a r r e a c h in g im p l ic a t io n s fo r t h e fu tu r e s u c c e s s o f t h e s t u d e n t . A d d r e s s in g s u c h i t e m s w i l l o f t e n b e a d d r e s s in g i s s u e s r e la te d to t h e a c a d e m ic p ro g r a m o f in s t r u c t io n .

H o w I ’m d o in g in s c h o o l :

N o t e t o t h e te a c h e r S t u d e n t s w i l l n e e d o n e o n o n e a s s is t a n c e w i th th e s e e x e r c is e s .

T o k n o w w h a t m u s t b e d o n e t o a c h ie v e l i f e g o a ls , s tu d e n t s n e e d a n a c c u r a te a s s e s s m e n t a s t o h o w th e y a r e d o in g n o w .

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Things that I do well in school

ComputersWorking

with others

Completing assignments on

time

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SchoolSchoolSchool is a time to improve your skills. What do you think are your weaknesses in school right now?

•Do you struggle in any particular area such as reading, writing, speaking or math?

•Do you have trouble staying out of disagreements?

•Do you obey rules and follow instructions?

•Do you come to school regularly?

•Do you pay attention to doing your best?

•Is there an area you would like to know more about or to become more skilled at?

Activity:

•Use the results from the Functional Skills Worksheet

•For your presentation find words and/or pictures to represent the things you think you need to improve at school.

School improvement instructions


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Things I could improve while in school:

Calculate large numbers

Write papers

Follow a list of instructions

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Overcoming ObstaclesOvercoming Obstacles

There are always obstacles between •what we have and what we want to have. •what we are and what we want to be.As you look at where you are in school today

and where you want to go with your future, what are some of the barriers you think you will have to overcome?

Activity:

•Complete the Overcoming Obstacles Worksheet.

•For your presentation find words and/or pictures that represent four of the major barriers you feel you’ll have to conquer to get to your goals. (second column of your worksheet)

Overcoming obstacles instructions


List 4 of Your Life

Goals

What is one

major obstacle to this goal?

What is a step you

can take to overcome

this obstacle?

What is a step you

can take to reach that last step?

What is a step you

can take to reach that last step?

What is a step you can take next year to start

the path?

You may use as few or as many “steps” as you need.

Obstacle worksheet

N o t e t o t h e t e a c h e r S t u d e n t s w i l l n e e d o n e o n o n e a s s i s t a n c e w i t h t h i s e x e r c i s e s — b u t e ff e c t i v e a n s w e r s b e c o m e t h e f o u n d a t io n s f o r a p e r s o n - c e n t e r e d I E P .

O v e r c o m in g O b s t a c le s : S t u d e n t s n e e d a r e a l i s t i c a w a r e n e s s o f s o m e o f t h e o b s t a c le s t h e y f a c e , t h e s k i l l s t o c r e a t e a f e a s ib l e p l a n t o o b t a in t h e i r g o a l s a n d a m e t h o d b y w h i c h t o s y s t e m a t i c a l l y p r o b le m s o lv e t h e s t e p s t h a t n e e d t o b e u n d e r t a k e n t o s u c c e s s f u l l y r e a c h t h e i r g o a l s . T h i s i s a c o m p le x p r o c e s s t h a t i f d o n e c o r r e c t l y b e c o m e s t h e f o u n d a t io n f o r t h e p e r s o n -c e n t e r e d I E P .

G o a l A s t e p

t o w a r d s t h e g o a l

A s t e p t o w a r d s t h e

p r e v io u s s t e p

A s t e p t o w a r d s t h e

p r e v io u s s t e p

W h a t c a n I d o i n t h e u p c o m in g

y e a r ?

T o g e t a j o b D e m o n s t r a te a g o o d a t t e n d a n c e r e c o r d

I m p r o v e s c h o o l a t t e n d a n c e r a t e

W a k e u p e a r l y e n o u g h a n d r e s t e d e n o u g h t o a t t e n d e a c h d a y

A v o id l a t e n ig h t c o m p u t e r s e s s io n s . D e v e lo p a r e g u la r s l e e p p a t t e r n .

T o g e t a j o b in t h e n e ig h b o r in g c i t y

T o d r i v e t o a n d f r o m w o r k

O b t a in a d r i v e r ’s li c e n s e

P a s s d r i v e r ’s e d

S e e k h e lp w i t h t h e b o o k p o r t i o n o f t h e c la s s f r o m th e r e s o u r c e t e a c h e r

T o g e t a j o b a s a t o o l a n d d ie o p e r a t o r

T o t a k e c la s s e s a t a c o m m u n i t y c o l l e g e

T o p a s s c o l l e g e a d m is s io n r e q u i r e m e n t s

T o p a s s m a t h c la s s e s i n h ig h s c h o o l

S e e k h e lp f r o m r e s o u r c e t e a c h e r i n m a t h a n d e n r o l l i n a p p r o p r ia te c la s s .

T o p a s s t h e j o b e n tr a n c e r e q u i r e m e n t s

T o b e a b le t o p r e s e n t m y s e l f e ff e c t i v e ly

S h o w e x p e r ie n c e C o m p le t e a p p l ic a t i o n s e ff e c t i v e ly B e a b le t o p a s s d r u g s c r e e n in g

O b t a in a p a r t -t im e j o b B e c o m e d r u g f r e e

E n r o l l i n S T E P C o m p o s e a p e r s o n a l p o c k e t g u id e a n d w o r k o n h a n d w r i t in g s k i l l s R e m o v e m y s e l f f r o m s u c h t e m p t a t io n s

H e lp in d iv id u a l s t u d e n t s id e n t i f y p o s s ib le o b s t a c le s t o t h e ir g o a ls a n d f e a s ib le o p t io n s f o r o v e r c o m in g t h o s e o b s t a c le s b y c o m p l e t in g t h e “ O v e r c o m i n g O b s t a c l e s W o r k s h e e t .”

Y o u m a y w is h t o m o d e l t h is p r o c e s s w it h a p h y s ic a l r e p r e s e n t a t io n . H a v e a s t u d e n t s t a n d a t t h e f o o t o f s o m e s t a i r s a n d p r o g r e s s u p a s t a ir e a c h t im e a s o lu t io n o r “ n e x t s t e p ” i s id e n t ifi e d b y t h e c la s s in t h e q u e s t t o r e a c h a g o a l. I f s t a ir s a r e n o t r e a d i ly a v a i la b le y o u m a y w a n t t o m a r k o ff s q u a r e s o n t h e fl o o r .

T h e p r o g r e s s i o n o f s u c h a n e x e r c is e m ig h t o c c u r f o r t h e f o l lo w in g e x a m p le s .

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Four Obstacles To My Future Goals

Four Obstacles to my future

I’d have to go to a 2-year college.

It would require a lot of science.

I’d have to be able to read charts.

I’d have to get a car to drive to work.

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My objectives for next yearMy objectives for next yearGoals are achieved by setting and reaching a series of smaller objectives. Objectives become the steps toward your goals. What are the steps you can take next year that will start you on your path to your goals?

•Are there certain classes that will help you?

•Are there specific academic skills that you need to work on?

•Are there specific personal or social skills that you need to improve upon?

•Are there specific daily living skills that need to be addressed?

Activity:

•Use the results from Overcoming Obstacles Worksheet.

•For your presentation find words and/or pictures that represent four of the objectives you have for next year (last column of your worksheet).

Objectives instructions


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Next year I want to work on2005-2006

Take a science class

Get a part-time job in a related area

Get my driver’s license

Improve my reading and writing skills

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I will work hard next yearI will work hard next yearEvery goal begins with a first step. Now is the time for you to make a commitment to that first step for next school year. This is your contribution to your individualized education plan, your IEP.

Review your objectives and summarize what you will be willing to do next year to meet your objectives. This commitment is made to yourself as a promise to make things happen that will be essential for your long term goals.

Your commitment should have a relationship to the objectives you identified in the previous slide.

Commitment to next year


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Get ready for DACC– Take a science class– Pass English III

• Work harder on reading• Work harder on writing

Get ready for a job– Enroll in STEP and get a part-

time job– Pass my driver’s license test

I will work hard next year

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Prepare to discuss how you can best be helped to achieve your objectives.By now you should know more about yourself.

•What kind of “smarts” you have. •What interests you in life•What you want to do after high school.

This information can be used to design same ways that teachers can best help you learn.

Activity:

Lead the group or ask your teacher to lead the group in a discussion. The purpose of the discussion will be to determine what help you should receive to best meet the goals and objectives that have been agreed upon.


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I have presented my ideas for my future and how I think I can work towards my goals.

Now lets discuss how I can best be helped. Please share your remarks with me at this time. Each student should write this in their own words.

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Thank you all for coming!

Thanks for all your help!– My teachers– My parents– My friends and classmates

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(teacher name) will

you do the paperwork?

Picture of teacher

Proceed to the actual IEP Paperwork

logo. welcome to your life plan this series of slides is designed to help you think about your life;...

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