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Make the Most of Your Time Dr. Christina Davis Dr. Gloria Gardiner

Make the Most of Your Time Dr. Christina Davis Dr. Gloria Gardiner. AER International Conference 2014 San Antonio, Texas July 30-August 3, 2014 . Georgia Academy for the Blind Ready for the World. Time and scheduling problems Intentional, focused instruction School-wide

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Make the Most of Your Time Dr. Christina Davis Dr. Gloria Gardiner

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  1. Make the Most of Your TimeDr. Christina Davis Dr. Gloria Gardiner AER International Conference 2014San Antonio, Texas July 30-August 3, 2014

  2. Georgia Academy for the BlindReady for the World • Time and scheduling problems • Intentional, focused instruction • School-wide • Quarters and Semesters • Based on the EVALS and other resources • Standards-based • Data-based

  3. Ready for the World Courses • Assistive Technology: Screen Readers, JAWS, Notetakers, Computing, • Braille • Signature • Hygiene/Grooming • Food Preparation • Money Management • Career Education • O & M Shopping Service • Lunch Program: Family Style

  4. A Growing Program • Visual Efficiency • Clothing Care • Bedroom Care • Home Care • Outdoor Homecare • Food Prep: II, III, IV • Money Management: II, III, IV, V • CWAT: Job Training • Career Education: II, III, IV • Self-Determination • ASPIRE (Active Student Participation Inspires Real Engagement) • Essential Assessments • Social Skills • Recreation and Leisure

  5. Coming soon • Tactile Graphics • First Aid • Prom Preparation • Leadership Development

  6. Making the Most of Our Time • Bridge Law and Ready for the World • Middle School • High School • Essential Assessments • 3 Year Evals

  7. Personal Note on the ECC • Knew how to complete the tasks (skills) by listening and memorizing factual information but did not know how to perform the tasks (skills). • Example: making toast • Lack of experiential and incidental learning • “What if he/she gets hurt?”, “It takes so long time for him/her to complete the tasks!”, “We do not have all day!” • Over prompting led to lack of independence • Lack of adaptations and instructional strategies

  8. Career, Technical and Agricultural Education (CTAE) • Curriculum developed in conjunction with the Governor’s strategic industries and workforce development task force • Collaborative effort with secondary and post secondary teachers to identify knowledge and skills that help students to be successful in today’s workforce in Georgia • 17 programs were developed • Each program has multiple career pathways

  9. Career, Technical and Agricultural Education (CTAE) • Each pathway has three or four specialized courses • Each course has rigorous core elements, performance standards, skills necessary after high school graduation to go straight into the workforce, college/university, or military for additional training • Linked to academic skills as well as 11 foundation skills. • Students have the opportunity to take an exit exam and earn industry certification.

  10. 17 Programs • Agriculture, Food and Natural Resources • Architecture and Construction • Arts, AV/ Technology, and Communications • Business Management, and Administration • Education and Training • Energy • Finance • Government and Public Administration • Health Science • Hospitality and Tourism • Human Services • Information Technology • Law, Public Safety, Corrections, and Security • Manufacturing • Marketing • Science, Technology, Engineering, Mathematics • Transportation, Distribution and Logistics

  11. Middle School • Introduce High School Career Pathways • Starts at 6th grade • Help Middle school students to explore different careers

  12. Middle School • Agriculture • Architecture, Construction and Transportation • Business Computer Science • Engineering Technology • Human Service • Government & Public Safety • Health Care Science • Marketing, Sales & Service

  13. Middle School Human Services • Foundation class for High School level • Introduce basic concepts of all courses in Human service • Also align with ECC and Academic Foundation skills

  14. 11 foundation skills • Technical skills • Academic Foundation • Communication • Problem Solving and Critical thinking • Information, technology Application • Organization • Safety, Health and Environment • Leadership and Teamwork • Ethics and Legal Responsibilities • Career Development • Entrepreneurship

  15. Critical for Students CTAE classes help students to develop transition skills, which is a critical for students with disabilities. 

  16. ECC Instruction • Adaptations: utensils, appliance • Labeling: color contrast (black/white; yellow/black) • Labeling: print/braille/symbols • Recipe books • Orientation and Mobility

  17. Human Services Career Cluster The Human Services Career Cluster prepares individuals for employment activities related to family and human needs such as nutrition and food science, counseling and mental health services, family and community services, personal care, and consumer services.

  18. Human ServicesFormally Known as a Family Consumer Science (FACS) Food and Nutrition 1. Food, Nutrition, and Wellness 2. Food for Life 3. Food Science Interior, Fashion, and Textiles 1. Foundations of Interior Design 2. Fundamentals of Fashion 3. Textile Science Personal Care Services: Cosmetology 1. Introduction to Personal care Service 2. Cosmetology Services II 3. Cosmetology Services III

  19. Human Services • Personal Care Services: Esthetics 1. Introduction to Personal Care Service 2. Esthetics Services II 3. Esthetics Services III • Housing and Community Management • Introduction to Consumer Relations • Housing and Community Management • Managing Diverse Property Types

  20. Human Service • Personal Care Service: Barbering • Introduction to Personal Care Services • Barbering II • Barbering III • Personal Care Services: Nails 1. Introduction to Personal Care 2. Nail Care Services II 3. Nail Care Services III

  21. Food, Nutrition, and Wellness Course Description: Food, Nutrition and Wellness is the foundational course in the nutrition and food science pathway. The focus of the course is centered on healthy food and lifestyle choices. Students will investigate the interrelationship of food, nutrition and wellness to promote good health. Mastery of standards through project-based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training. Pre-requisite for this course is advisor approval.

  22. 11 Course Standards • Demonstrate employability skills required by business and industry. • Examine how related student organizations are integral parts of career and technology education courses through leadership development, school and community service projects, and competitive events. • Analyze factors that influence food choices and quality of diet. • Evaluate nutritional information in relation to wellness for individuals and families. • Analyze the effects of food eating behaviors on wellness. • Investigate the health and nutrition requirements of individuals and families with special needs. • Analyze food safety and sanitation practices from production to consumption. • Compare the causes and foods at risk for illnesses. • Evaluate scientific and technical advances in food processing, storage, product development and distribution for nutrition and wellness. • Design and demonstrate ability to select, store, prepare and serve nutritious, safe and appealing foods. • Research careers related to food, nutrition and wellness.

  23. Support of CTAE Foundation Course Standards and Common Core GPS and Georgia Performance Standards • ELACC9-10SL1: Initiate and participate effectively in a range of collaborative discussions(one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. • ELACC9-10SL2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. • ELACC9-10SL4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

  24. Elements of the Standard

  25. Demonstrate employability skills required by business and industry * All Human Services Courses

  26. Analyze food safety and sanitation practices from production to consumption

  27. Design and demonstrate ability to select, store, prepare and serve nutritious, safe and appealing foods

  28. Research careers related to food, nutrition and wellness.

  29. Food and words are my creative portals, the means through which I connect with others. Christine Ha is the first ever blind contestant and season 3 winner of the competitive amateur cooking show, “Master Chef”.

  30. Design and demonstrate a nutritious diet.

  31. Foundations of Interior Design Course Description: This course introduces the student to the basic fundamentals of design and the interior design profession. The skills taught throughout the course will allow the student to investigate and explore the various careers within the aspects of interior design. Students will gain knowledge of the history of interior furnishings. Basic mathematics, English language arts and science skills will be incorporated throughout the curriculum. Individual work, teamwork and presentation skills will also be incorporated into the curriculum. Upon completion of the interior design curriculum, students will have acquired the basic skills that will allow them to make a well educated move to the postsecondary level.

  32. Evaluate the relationship of human factors in interior design projects.

  33. Introduction to Consumer Relations Course Description The Human Services Cluster consists of career pathways which provide a variety of services to consumers. One of the most important aspects is the ability to provide positive consumer interactions. Students will learn effective interpersonal skills to build and maintain consumer relations. Emphasis is placed on examining policies and procedures, communication skills, and consumer interactions. Students will be afforded the opportunity to not only understand the concepts, but also apply their knowledge and skills in project based activities. Mastery of standards through project based learning, technical skills practice, and leadership development activities of Family, Career and Community Leaders of America, (FCCLA) will provide students with a competitive edge for either entry into the education global marketplace and/or the post-secondary institution of their choice to continue their education and training.

  34. Identify the effects of professionalism and a positive image.

  35. Identify the importance of communication skills in consumer relations.

  36. Human Services and ECC • Majority of Standards in the Human Services Pathway include ECC areas, especially: • Career Education • Independent Living Skills • Social Skills • ECC instruction can be provided during regular class time

  37. Assessment • Content Related Assessment: Unit test: pre/posttest, review game before taking the test • Performance Test: teacher created performance test with rubrics. The skills are specifically related to ECC skills • Will be using Student Learning Objectives (SLOs)

  38. RESOURCES: HUMAN SERVICES

  39. Human Services: Web Resources • American Family Consumer Science Association (AFACS): www.aafcs.org • CTAE Resource Network: www.ctaern.org • Ed Helper: www.edhelper.com • Family, Consumer Science: www.familyconsumerscience.com • Learning Zone express: www.learningzonexpress.com • Independent Living Aids: www.independentlivingaids.com • Maxi Aids: www.maxiaids.com

  40. Resources: ECC • Annotated Bibliography of Curricular Materials Related to The Core Curriculum for Children and Youths with Visual Impairments, Including Those with Multiple Disabilities → Independent Living Skills Curricula & Resources • http://www.tsbvi.edu/national-agenda/1214-annotated-bibliography-of-curricular-materials-related-to-the-core-curriculum-for-children-and-youths-with-visual-impairments-including-those-with-multiple-disabilities

  41. Independent Living: A Curriculum with Adaptations for Students with Visual Impairments. 2nd Edition R. Loumiet & N. Levack. (1993). Texas School for the Blind and Visually Impaired, Austin. 698 pp. This curriculum serves as a resource and guide for assessment, evaluation, and instruction of students with visual impairments. Each volume is divided into goals which represent the major components of social competence. Each goal contains skills that are sequenced into age groups. Information is also included on adapted materials and special methods that can be used to teach individuals who have visual impairments. Numerous general education books and instructional materials are listed with individual skills as resources for teaching ideas and activities. Procedures and forms are included for initial assessment of a student's level of competence and for on-going evaluation of the student's progress. Subjects Covered:

  42. RECC

  43. RECC

  44. Blog

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