CHOOSING A CAREER THAT'S RIGHT FOR ME---BRIDGES

 http://new.thesolutionsite.com/solutionsite/data/4151/lesson1.html

  

LIFE AFTER HIGH SCHOOL

CLICK THE LINK BELOW TO WATCH A POWER POINT ON "LIFE AFTER HIGH SCHOOL.

 http://linux01.crystalgraphics.com/view/16401d-MTNkZ/Life_After_High_School_flash_ppt_presentation

CAREER VIDEOS

VIEW THE LINK BELOW TO WATCH VARIOUS CLIPS OF DIFFERENT CAREERS.

http://www.nextsteps.org/index.php?option=com_content&view=article&id=711&Itemid=11

QUEST CAREER SERVICE

CAREER TEST/APTITUDE

Assess the following link to take this test.

• Are you interested in taking a career aptitude test to show which jobs match your natural strengths?
• Are you considering a career change, but unsure which new career suits you best?
• Are you a new graduate trying to determine your career path?
• Have you taken personality tests, but you're unsure how to use the results to further your career?
• Do you have 15-20 minutes to devote to career planning and assessment?
• Would you find it valuable to know what your natural motivations, interests, and talents are?

If any of these situations apply to you, you would benefit from taking this free career test.

http://www.questcareer.com/career_assessment_resources.html

Change the World

Change the World

Setting Classroom Tone and Climate (Intervention)

http://www.teachertube.com/viewVideo.php?video_id=130996&title=Respect_Video

INSTRUCTIONS: Read the following fable and complete the activity that follows.
The Boy and the Filberts”

Once upon a time, there lived a boy who love nuts.  One day he put his hand into a jar full of filbert and grasped as many as he could possibly hold. When he tried to pull out his hand, he was prevented from doing so by the small neck of the jar. Unwilling to let go of any nuts, yet unable to withdraw his hand, he burst into tears. A woman came along and seeing the boy’s dilemma, she advised, “Be satisfied with half the amount that you’ve grabbed, and you will be able to pull out your hand.”

Activity:  TSW Re-read the fable “The Boy and the Filberts.”  TSW work independently to write two possible endings to complete the fable—one that explains what happens if the boy continues to act selfishly and one that tells what happens if the boy decides to be unselfish

More Activities For You!!! CONTEXT CLUES

•Print and Do Worksheet

http://www.allinfoaboutreading.com/printables/context%20clues%20free.pdf

http://www.marion.k12.fl.us/schools/wph/teachers/userfiles/garciasr/file/Context%20Clues%201_2.pdf

http://www.thegomom.com/wp-content/uploads/2010/09/Context-Clues-2-worksheets.pdf

Word Clues Activity Independent Practice

On Your Own” Activities
Directions: AFTER YOU OPEN THE LINK, CHOOSE EXERCISE 1, EXERCISE 2, OR EXERCISE 3.  WHEN YOU FINISH, E-MAIL YOUR RESULTS TO ME AT: hilldavisdj@mcsk12.com or queen541956@hotmail.com

–http://wps.ablongman.com/long_licklider_vocabulary_1/0,1682,11855-,00.html

Context Clues Pretest and Posttest

Context Clues Pretest

 http://www.shsu.edu/~txcae/Powerpoints/prepostest/contextclues1pretest.html

Context Clues Posttet http://www.shsu.edu/~txcae/Powerpoints/prepostest/cluesdefinepostest.html

CONTEXT CLUE COWS INTERCTIVE PART

http://www.sadlier-oxford.com/phonics/5_6/cows/cows.htm

KID'S LAB CONTEXT CLUES

http://www.manatee.k12.fl.us/sites/elementary/samoset/ccdirect.htm

CONTEXT CLUES MILLIONAIRE GAME

http://www.quia.com/rr/151544.html

MY HERO!!!!!

www.weddingmusiccentral.com/featured_father_daughter_song.php

Who Boosts Your Self-Confidence video clip

http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=mov::600::500::/sites/dl/free/0073523798/823794/adolescent_self_concept.mov::Adolescent%20Self%20Concept


Three sixteen year old girls (Claudia, Jessica, and Jenny) describe what makes their self esteem elevate as well as decline based upon their personal experiences. (02:08)

Self-esteem video clip

http://highered.mcgraw-hill.com/olcweb/cgi/pluginpop.cgi?it=mov::600::500::/sites/dl/free/0073523798/823794/views_on_self_esteem.mov::Views%20on%20Self-Esteem


Two fourteen year old girls (Brekke and Emily) discuss their opinions on what makes them unique compared to other teenage girls. (01:00)

Whitney Housten - Hero

Princess Diaries - Michael/Mia

The Muppet Show - Miss Piggy's Dressing Room

Scar - Self-esteem (The Lion King AMV)

Career Learning and Planning

FOCUS: Career Portfolio
Description: This webquest is on Learning and Planning  (Life/Works Exploration). It focuses on the General Learning Outcomes of participation in lifelong learning supportive of life/work goals; making life/work enhancing decisions; and understanding, engaging in, and managing own life/work building process.
Grade Level: 9-12
Curriculum: Life Skills / Careers
Keywords: graduation requirements, credit information, learning styles, goal achievement, goal setting, occupation-related skills, decision-making process, career portfolios.


Introduction

Welcome to the  Career Learning and Planning webquest. 

Are you ready for the rest of your life?  Do you know what you want to be when you grow up and how to achieve it?

 Here you will have the opportunity to work at your own pace to create a computer based Career Portfolio. The information and activities in this webquest will pave your way to a successful graduation and potential occupation. 

Task

You will create a computer based Career Portfolio which will be the final assessment piece for Career Learning and Planning (Decision Making).  Your Portfolio will be done using Word.  It will have a cover page with a hyperlink to the Table of Contents page.  On the Table of Contents will be hyperlinks to each subsequent page.  You may create it as one long document with hyperlinks within the document or as a number of files, with hyperlinks between the files.  All assignments from this webquest are to be saved to the shared drive and some will be included in your portfolio.  This must be complete by April 10, 2012.


Process

For this unit you will be partnered with a fellow student. It will be your job to ensure that you and your partner are working together and keeping up with each other. You will also be responsible for checking to see that your partner completes all activities in this webquest and develops a career portfolio as the final product. There are times whe you will work individually and times when you will be expected to discuss things with your partner. You and your partner are welcome to discuss things with your teacher at any time. 1. Preparing for Lifelong Learning: Lifelong learning is an important part of planning and preparing for the future. Go to the following link and complete the Initial part of theLifelong Learning and Career Planning Anticipation Guide. Save it to your file on the shared drive. discuss your initial responses with your partner and then fill in the "after" responses with the reasons why your response did or did not change. Save again to your file. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm14.doc 2. Graduation Goals: Using the Focus on the Future: A Parent and Student Guide take a look at graduation requirements. Select Senior Years Graduation Requirements. Prepare 3 questions in a Word Document that you would like answered in regard to these requirements. You will be able to address these questions when Mr. Lochhead comes to the classroom. http://www.edu.gov.mb.ca/k12/docs/parents/grad/index.html 3. EarningCredits: Read through the information available in the Department documents and information available at the following link. Discuss these options with your partner. Prepare a brief summary of the credits for which you believe you are eligible and those which you would like to consider in a Word document and save to your file. www.edu.gov.mb.ca/k12/policy/grad_require.html or http://www.edu.gov.mb.ca/k12/docs/parents/grad/index.html - Options for completing senior years credit assignments. 4. Learning Goals: Dicsuss with your partner your subject area strengths and areas in need of improvement. Click on the link and on the form provided there, list three areas of strength and three goals for improvement. Save this completed document to you file. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm15.doc 5. What it Takes to Achieve Goals: You have previously watched the movie Million Dollar Baby. As a class we discussed the main character's ability, effort and attitude as it related to her degree of success. With your partner, discuss how effort, ability, and attitude are major factors in achievement, using your own experiences as well as the film. In a word document, write a journal entry that addresses the following question: How has effort, attitude and ability effected your successes in the past? How will you ensure that they have a positive effect on your future? Be sure to place the question at the top of the page. Save it to your file. 6. What is my Learning Style? Complete a learning style inventory from one of the following websites. Be sure to save the results in your file. You may have to copy and paste it into a word document in order to save it. http://www.wou.edu/provost/aalc/learning/barsch_ls_inventory.php or http://www.learning-styles-online.com/inventory/questions.asp or http://www.engr.ncsu.edu/learningstyles/ilsweb.html 7. Skills Needed to Achieve Goals: Take a look at Employability Skills 2000+ at the following link. Discuss with your partner how those skills are used in a school setting. http://www.workfutures.bc.ca/pdfs/EmpSkills2000.pdf Complete the Employability Skills self-Assessment, Parts 1 to 3 at the following links. Then save them to you file. Then complete Part 4: Report Card Performance Analysis. save it to your file. Part 1: http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm18a.doc Part 2: http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm18b.doc Part 3: http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm18c.doc What's Your Score:http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm18d.doc Part 4: http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm18e.doc 8. Occupation-Related Skills: Explore the Job Futures National Occupational Classification website at the link provided and note the skills required for a variety of occupations. In order to do this you must select an occupation, select Education and Training for that occupation, and scroll to find related skills. http://www.jobfutures.ca/noc/browse-occupations-noc.shtml With your partner, discuss the similarities and differences of skills within occupational sectors or areas (such as business, health, arts, transporation, etc) Create a word document in which you can answer the following question in a journal entry. How important do you consider it to be that the occupation you select matches with some of your personal transferable skills? Be sure that you put the question at the top and save it to your file. 9. Plan to Achieve Goals: You are to create a written action plan (in chart form) that identifies a sequence of steps to achieve goals and indicates the possible factors affecting each stage of the sequence. Your plans should include both in-school and outside-of-school steps. ex goals: completing certain courses, using learning styles, considering effort, ability, attitude to reach goals, employability skills that may need developing, etc. and include how you plan to achieve these goals. You are welcome to make use of Inspiration software to do this. Alternatively you may want to do it in a Word Document. It is to be saved in your file. 10. Using a Decision-Making Model: Look at the decision-making model from page 19 of Focus on the Future: Your Grad Planner through the following link. http://www.edu.gov.mb.ca/k12/docs/support/c_plan_grad/index.html - page 19 Consider the following situation. Discuss with your partner how you would make a choice in this situation. Be sure to consider your values, attitudes, the information available, and the influence of othes, as these are major factors in the decision-makinig process. Be sure to use the decision-making model at which you just looked. Then you and your partner must share these ideas with your teacher. You have enough money to buy one tank of gas. It will take that tank of gas to get to your hockey tournament (or any other sporting event) and back again this weekend. At the same time, you really wanted to purchase a new hockey stick (or piece of equipment that is necessary for your sporting event) as it is past its best and you are sure you will play better with a new one. You must decide whether to spend your money on the tank of gas or the stick. Remember there will be no other options. No one is prepared to lend you money or pay for either item. Create a journal entry that reflects on the decision-making process. You must answer the following question in a word document and save it in your file. Be sure to include the question at the top of the page. Did the decision-making model help you to make your decision in the last exercise? Why or why not? 11. Making Decisions About Courses: You are to use the decision-making process to decide on the courses you should be taking next year. You must complete the Decision Making form that can be accessed at file attachment #1. This will demonstrate your ability to apply the process. Please include factors that went into the process such as values, attitudes, information available, and influence of others. When it is completed, please save it to your file. 12. Goal Setting: Discuss with your partner the importance of setting goals. What do you want from life? You will examine your sense of purpose and commitment, your desire for excellence, and your thoughts on happiness by doing the My Preferred Lifestyle form which can be accessed at the following link. When it is completed be sure to save it to your file. Then discuss your answers with your partner. Go to the following link to discover the meaning of short term and long term goals. http://www.hhpublishing.com/_onlinecourses/study_strategies/BSL/motivation/E1.html Next you must identify one short-term goal and one long-term goal that fits your preferred lifestyle. Using the My Goals form found at the following link, you are to consider the energy, time, and money needed to reach these goals. You may need to gather information from other sources to assess the time, energy, and money needed. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm20.doc My Goals:  http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm21.doc I will be providing feedback as to how relaistic your estimates may be and the sources that you consulted to gather your information. 13. High Five Plus One: Go to the following link to find out what is meant by High Five Plus One. Discuss these ideas with your parnter. Write a reflective journal entry that addresses the following question: What do the "High Five Plus One" principles mean for career planning? Be sure to create this in a Word document, remembering to put the question at the top of the page and to save it to your file. http://www.edu.gov.mb.ca/k12/cur/cardev/gr10_found/blms/blm29.pdf 14. Career Portfolios: Go to the following link to take a pre-quiz on what a portfolio is or is not. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm22.doc Next, go to the following link to find out what a Career Portfolio truly is. Read through the information provided, as creating a career portfolio is the object of this webquest. http://www.edu.gov.mb.ca/k12/docs/support/c_portfolio/ Now you must explore how the general learning outcomes (GLOs) can be used in developing a portfolio, by filling in the chart My Career Portfolio and the GLOs at the following link. Be sure to save it in your file. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm23.doc 15. Completion of the Career Portfolio: You will now complete your career portfolio. You must create your word document entitled: My Career Portfolio. It is to include your name on the title page and a hyperlink to the table of contents page. On the table of contents page there is to be a listing of the contents and a hyperlink to either another document or within that document for each portion of the portfoilo. You may refer to the Introduction. In this portfolio you must include the following materials: Your preferred learning styles results. (#6) Employability Skills self-assessment. (#7) Plan to achieve goals action plan chart. (#9) My Preferred Lifestyle form. (#12) My Career Portfolio and the GLOs. (#14) A completed Annual Education Plan - This can be found at the following link. You may have to go back to the original form that I gave you at the beginning of the year to complete it and you may also have to look back through a number of your previous assignments. http://www.edu.gov.mb.ca/k12/cur/cardev/gr9_found/blms/blm3.doc When your portfolio is complete, please be sure to let your teacher know so it can be assessed.

	Resources     Total Number of Resources: 1 1 Download Attachment Description: Decision Making form Last Modified: May 14, 2008 8:55 pm

Evaluation

Evaluation Rubric   Beginning 1 Developing 2 Very Good 3 Exemplary 4 Score Content -Preferred Learning Style -Employability Skills -Goals Action Plan -Preferred lifestyle form -Career and GLOs -AEP All required content is in the portfolio and most assignments are completed with minimum of effort and thought. All required content is in the portfolio and most individual assignments are completed appropriately. All required content is in the protfolio and individual assignments are completed appropriately. All required content is in the portfolio and individual assignments are completed with attention to detail and thought reflected. %25 Format: Portfolio is created according to specified format. Portfolio is created according t specifies format. Some hyperlinks work. Portfolio is created according to specified format. Most hyperlinks work and final product is satisfactory in appearance. Portfolio is created according to specified format. All hyper links work and final product is satisfactory in appearance and simple to navigate. Portfolio is created according to specified format. All hyperlinks work and final product is appealing and simple to navigate. %25 Quality: Demonstratesquality reflection of own preferences, skills, and learning. Quality of reflection demonstrated needs some improvement in most of the assignments included in portfolio. Demonstrates some quality reflection in some assignments included in portfolio. Clearly demonstrates quality reflection in most assignments included in portfolio. Clearly demonstrates consistent quality reflection in all assignments included in portfolio. %25 Conventions: Spelling, grammar, capitalization and punctuation conventions are to be adhered to throughout the portfolio. Very little evidence of use of spell check/editing appear throughout portfolio with a large number of errors in conventions. Inconsistent use of spell check/editing appears to have been used throughout portfolio with a number of errors in conventions. Use of spell check/editing is evident throughout porfolio as there are few errors in conventions. Use of spell check/editing is evident throughout portfolio as there are no errors in conventions. %25 Total Score: %100

Conclusion

Congratulations, you have completed a Career Portfolio. Hopefully you now have an idea of how to approach your future and are ready to face the challenges of decision-making, learning, and skill development necessary to become a success.

Can you think of what the next step might be?  Where do we go from here?   What else do you need to have and do in order to be fully prepared for your successful future?

Title: Write your own Individualized Education Plan

 Description: Students will embark on a journey of self discovery and goal setting to complete their own Individualized Education Plan
Grade Level: 9-12
Curriculum: Life Skills / Careers
Keywords: Career inventory, goal setting, IEP 

Resources

Total Number of Resources: 1

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1

Introduction   During the summer months, the custodians remove everything from our classroom to clean.  Some things have not made their way back to our room and the most important being the IEP binder!  Ms. Brewer needs your help in writing new Individualized Education Plans to begin the school year.  As you know, IEPs contain information about YOU so who better to write them?  Much preparation is needed before you begin writing.  You will be asked to think deeply about your life by completing a career assessment, deciding what you want for your future, considering where you are now, and setting goals for yourself.  It's your IEP, it's your life! :)

Task

Your task is to write your own Individualized Education Plan for the upcoming school year.  You can choose to present the information in the IEP template provided, in a pamphlet, or in a powerpoint presentation. Your Individualized Education Plan includes information about your future plans, how you are doing right now, and goals for the year.   Be sure to check out the rubric under the evaluation tab before you begin.  Below are resources that help to explain the parts of an IEP and what they are all about.  I hope your completed project is extraordinary! 

Resources

Total Number of Resources: 3

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1

Parts of an IEP Last Modified: August 8, 2010 10:32 pm

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2

A student's guide to an IEP You may want to refer back to this website when designing your own IEP. Last Modified: August 8, 2010 10:36 pm

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Process

1. Tell about your future plans:                                                                                                                                        A.  Complete the Kuder Career Assessments by clicking on the link entitled career assessment below (resource #1 ). Complete the following assessments: Kuder Career Search with Person Match, Kuder Skills Assessment, and the Super's Work Values Inventory.  Print the results. B. Choose a career from the generated list of career possibilities for you. Select one of the careers you may be interested in and research the education or training needed to follow that career path. C. Fill in the chart (resource #2 ) indicating your plans for the future.  Use this as a prewriting technique for the paragraph on your future plans.                                                                                                                    D. Write your paragraph. 2.  Narrative                                                                                                                                  In this section you will write about how you did last school year. Some things you may want to include are your performance in classes, favorite and least favorite subjects, behavior, interests, club or sport participation, social issues, things you do well, things you struggle with, anything prior to last school year that you feel influence you in a positive or negative way.  You may use the resource below (resource # 3) for additional information that may be included  and as a prewriting tool  for this paragraph. 3.  Goal Setting:                                                                                                                                                         A. View the video links below called Why we set goals (resource #4 ) and how to set SMART goals (resource #5 ) and decide on at least two goals you would like to accomplish during the upcoming school year.                                                                                         B. Click on resource number 6 below.  Read the review of setting SMART goals and fill in the goal setting worksheets indicating what your goals are, steps you need to take to get there, how and how often you will measure your progress, where you are with this goal now, obstacles, and solutions.  Print the goal sheets.                                                                                                   C.  Go to chartdog 2.0 (resource # 7) and set up a progress monitoring chart for each goal.  Print the charts. 4. Writing and Presenting your Information Now it's time to put all your information together.  You may choose to present it in several different formats.  You can use the attached IEP template (resource #9), a powerpoint presentation, a pamphlet, or in another approved format.  Be sure to check out how your final product will be evaluated before you begin incorporating the information.  This can be found under the evaluation tab. In addition to the IEP, your final portfolio should include the Kuder summery, the goal chart, the goal setting worksheets, and the progress monitoring charts.

	Resources Total Number of Resources: 9 1 Career assessment Choose Kuder Navigator on the left and log in as a new user. I will give you the username and password. Last Modified: August 8, 2010 4:45 pm 2 Download File12.71 KB Attachment Description: Fill in the future plan chart and print it out to include with your completed product. Last Modified: August 8, 2010 11:06 pm 3 Present Levels of Performance More ideas about what this PLOP section could include. Last Modified: August 8, 2010 11:14 pm 4 Attachment Description: how to write a SMART goal. Last Modified: August 9, 2010 12:00 am 5 Attachment Description: Why we set goals. Last Modified: August 8, 2010 11:56 pm 6 Download File41 KB Attachment Description: Review of how to set SMART goals and goal setting worksheets. Last Modified: August 9, 2010 2:52 pm 7 Chart Dog 2.0 Set up progress monitoring charts for goals. Last Modified: August 9, 2010 2:54 pm 9 Download File21.24 KB Attachment Description: IEP template Last Modified: August 11, 2010 3:13 pm

Evaluation

Below is the rubric that will be used to evaluated your completed project.  The entire project will be worth 100 points.  A percentage will be taken to determine your grade. Evaluation Rubric Examplary (4) Very Good (3) Developing (2) Beginning (1) Score Future Plan There is clear evidence that much thought and consideration went into the future plan. At least 5 areas are included in the paragraph. Two or more careers were chosen and researched accurately. The chart is filled in with much detail. Some thought and consideration went into the future plan, At least 4 areas are included in the paragraph. Two careers were selected and researched. The chart is filled in with some detail. Minimal thought went into the future plan, At least 3 areas are included in the paragraph. One career was selected and researched. The chart is filled in, but lacks detail A skeleton of the future plan was developed . At least 2 areas are included in the paragraph. One career was selected and researched. The chart is not entirely filled in. Narrative/Present Levels of Performance Academic and behavioral data is included. The student has a clear idea of where they currently stand. The paragraph includes detail and relevant information about his/her present performance. The student clearly states areas of strength and weakness. Academic and behavioral data is included. The student has an idea of where they currently stand. The paragraph includes detail and relevant information about his/her present performance. The student states at least one area of strength and weakness. Academic or behavioral data is included. The student has a vague idea of where they currently stand. The paragraph includes relevant information about his/her present performance. The student does not state areas of strength and weakness. Academic or behavioral data is included. The student has an unrealistic idea of where they currently stand. The paragraph includes little information about his/her present performance. The student does not state areas of strength and weakness. Goals and objectives The student chose two relevant goals and two objectives for each goal. They are SMART goals. The student identifies relevant obstacles they may face in obtaining the goals and the possible solutions to the obstacles are feasible. The worksheet is filled in with elaborate detail and the progress monitoring charts are useful. The student chose two relevant goals and one objective for each goal. At least one goal is a SMART goal. The student identifies relevant obstacles they may face in obtaining the goals and the possible solutions to the obstacles are feasible. The worksheet is filled in and the progress monitoring charts are complete. The student chose one relevant goal and one objective. It meets 3 of the requirements for a SMART goal. The student identifies obstacles they may face in obtaining the goals and the possible solutions to the obstacles are feasible. The worksheet is filled in and the progress monitoring charts are included. The goals the student chose are not relevant. They are not SMART goals. The obstacles and solutions the student identifies are not relevant. The worksheet is not completely filled in and only one of two progress monitoring charts are included. Overall Product The Overall IEP is excellent. There are few, if any, spelling errors. The ideas are clear and it is evident that much thought and planning went into putting the plan together in an extremely organized format. It is apparent that the student was completely invested in this process and takes ownership of the plan. All required pieces are included. The Overall IEP is good. There are some spelling errors. The ideas are clear and it is evident that some thought and planning went into putting the plan together in an organized format. It is apparent that the student was invested in this process and takes ownership of the plan. Four of the five required pieces are included. The Overall IEP is fair. There are spelling and grammatical errors. The ideas are somewhat clear and thought went into putting the plan together. The student was invested somewhat in this process and takes some ownership of the plan. Three of the five additional pieces are included. The Overall IEP is poor. There are numerous spelling and grammatical errors. The ideas are not clear and the student does not take ownership of the plan. Only two of the five additional pieces are included. Total Score:

Conclusion

Throughout this webquest you should have made some discoveries about yourself and your future. Specifically you should have a better idea of where you are now and in what direction you would like to head.  The goals you developed on your Individualized Education Plan will help connect the two points and as those are accomplished, more goals can be set.
Perhaps by completing the career assessment some future options for employment occurred to you that you hadn't considered before.  Maybe completing the present level of performance section opened your eyes to some obstacles you face that you hadn't considered before.  Perhaps setting goals for yourself will encourage you to be more motivated to accomplish them.  Whatever the case, this lesson was designed for YOU to help YOU.  Having this tool to guide you as well as the strength, courage, and wisdom to carry it out will help you achieve your dreams!

Teacher Page

This webquest was designed for students at the high school level, but can also be used with younger students.  I teach special education and created the unit for students with IEPs, however I think it could be used with students who do not currently have an Individualized Education Plan.  It can also be modified for students of varying ability levels.  The music can be turned off if it is found to be distracting, however I tried to choose music that was relevant to the page and to students.  Permission is granted to use and modify this webquest.  Please let me know if you find it helpful and/or have more for its improvement.
The goals and progress monitoring sheets should be kept in a place where students see them often to remind them of what they are striving toward.  They should keep track of their progress regularly.
I am preparing a subsequent webquest for the transition section of the IEP.  For high school students this is an integral part of their IEP and is deserving of an entire webquest devoted only to it.  Transitions such as filling out job and college applications, writing a resume, preparing for a driver's exam, researching colleges/training schools, preparing for state tests/ACT/SAT, etc. will be included.