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Mitch Cuckovich

10-8-15
Ed. 333
Professor Finn
The Transitions Curriculum: Personal Management
Personal Management poses the question: Who am I and how can I
achieve the personal power I need to be in control of my life?
Transition Area
Personal Management has four specific units:
1.
2.
3.
4.

Increase your personal power


Communicate effectively with adults and peers
Choose a career
Choose the right education and training

Personal Management content includes:

Decision-making strategies
Self-control strategies
Anger & conflict management skills
Realistic appraisal of assets
Career choices
Identifying work strengths
Compensating for disabilities
Use of positive self-talk
Vocational aptitude
Summary of Performance (SoP)
Continuing education

Format

Personal Management is the first volume of three in The


Transition Curriculum. In the Personal Management volume, you
will find 192 student handouts. Each handout corresponds to a
specific unit and lesson.

Contact/Ordering Information

Website: http://www.stanfield.com/products/school-to-workskills/transitions-curriculum/
Phone: 1.800.421.6534

Fax: 1.805.897.1187
Email to submit any order documents or special requests:
maindesk@stanfield.com
If you have a question or comment outside of the normal
business hours, you can reach them on Facebook 24/7 @
https://www.facebook.com/stanfieldcompany
Physical Address
James Stanfield Co., Inc.
Drawer: WEB
P.O. Box 41058
Santa Barbara, CA 93140
Learning Characteristics of the student for whom this curriculum
would be age appropriate:
The Transitions Curriculum was originally developed for secondary and
middle school students who are at risk and is designed to respond to
concerns that have been expressed about high drop-out rates, and lack of
preparation for the work world. The Transitions Curriculum is also effective
with:

Those identified as having needed alternative or modified curriculum in


order to experience success in school
Those who, for various reasons, have experienced difficulty or failure in
school
Those with a history of poor attendance or who are predictable dropouts.
Those who already have made poor choices that significantly will
impact their future.

Although The Transitions Curriculum is especially important for students atrisk, it is also effective with students in:
Adult education programs
General education classes
Vocational, alternative, or community school programs.
Programs with a functional curriculum
In these cases, teachers will want to modify the level of challenge in The
Transitions Curriculum lessons to meet the needs of each student.
Specific Transition needs (as listed in the TPI) that may be
addressed by using The Transitions Curriculum. The student will
(examples from TPI):

I understand my strengths and limitations


I can speak up for my self-interests and needs.
I make my own decisions about my personal life
I set goals for myself based on my own preferences, interests,
strengths, and needs.
I get along well with family members and relatives
I get along well with people outside of my family
I make and keep friends in different settings
I can name occupations I think I would like the most
I know about jobs I am interested in and what they require
I choose jobs that fit my interests, preferences, and strengths
I know how to get into a college or career-technical program that
meets my needs
I have the study and organization skills expected by instructors in a
college or career-technical program
I know how to get the help that I need in a college or career-technical
program from the office of services for students with disabilities.

Additional information concerning The Transitions Curriculum:


Over the course of two years, 38 transition teachers piloted the TRANSITIONS
Curriculum with 430 students. Input from these teachers found the
following:
The Curriculum, taught either as a separate class or infused into a core
course, will interest and excite students to set realistic career and life
goals and implement a plan to achieve their goals
The Curriculum will blend with the core curriculum, using life and
career issues when applied to the skills they learn in academic courses
The Curriculum will provide an atmosphere for students to increase
their self-esteem and social relationships
The Curriculum will build a problem-solving and decision-making skills
that will add confidence and a sense of responsibility.
The Curriculum will provide a foundation for students to make realistic
decisions about careers in a marketplace in which unskilled jobs, by the year
2000, will represent 15% of the labor force; specialized jobs, 65%; and those
jobs requiring a college degree, 20%.