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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. Increase your personal power
2. Communicate effectively with adults and peers
3. Choose a career
4. 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-work-skills/transitionscurriculum/
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 drop-outs.
Those who already have made poor choices that significantly will impact their future.

Although The Transitions Curriculum is especially important for students at-risk, 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 careertechnical 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%.