What’s In Your Future? Robin Bills, School Psychologist West Valley High School Cottonwood,...

What’s In Your Future?What’s In Your Future?

Robin Bills, School PsychologistRobin Bills, School Psychologist

West Valley High SchoolWest Valley High School

Cottonwood, CaliforniaCottonwood, California

Special Education Transition--Robin Bills, West Valley High SchoolSpecial Education Transition--Robin Bills, West Valley High School

What’s in Your Future?What’s in Your Future?

My name is Robin Bills; I am school psychologistMy name is Robin Bills; I am school psychologist for West Valley High School in Cottonwood, CA. This lesson for West Valley High School in Cottonwood, CA. This lesson

is designed to help 11th and 12th grade special education is designed to help 11th and 12th grade special education students successfully transition to the post-high school world. students successfully transition to the post-high school world. Students will research interests, occupations, and community Students will research interests, occupations, and community resources.resources.

My student web site:My student web site:

http://ctap295.ctaponline.org/~robills/student/home.htmlhttp://ctap295.ctaponline.org/~robills/student/home.html My teacher web site:My teacher web site:

http://ctap295.ctaponline.org/~http://ctap295.ctaponline.org/~robillsrobills/public_/public_htmlhtml//

index.index.htmlhtml My e-mail address:My e-mail address:

[email protected]@yahoo.com



EXPECTATIONSEXPECTATIONS Learn to create a web page and web siteLearn to create a web page and web site Learn to use ExcelLearn to use Excel Learn to use PowerPointLearn to use PowerPoint Become less intimidated in general by Become less intimidated in general by

technologytechnology


What’s in Your Future?What’s in Your Future?OUTCOMESOUTCOMES

I learned more than I had expected, including butI learned more than I had expected, including but

not limited to the followingnot limited to the following::

Web page and web site construction in Netscape Web page and web site construction in Netscape ComposerComposer

PowerPointPowerPoint Excel--graphing and chartingExcel--graphing and charting Linking PagesLinking Pages RubricsRubrics AND…many technological mysteriesAND…many technological mysteries

are now unlocked for me!are now unlocked for me!



SUCCESSESSUCCESSES

Students had high interest.Students had high interest. Students were engaged.Students were engaged. Lesson meets several standards.Lesson meets several standards. Students improved computer skills.Students improved computer skills. I am far more computer literate!I am far more computer literate!



SHORTCOMINGSSHORTCOMINGS Classroom had shortage of student computers.Classroom had shortage of student computers. Class sessions were too short to maximize Class sessions were too short to maximize

continuity of learning.continuity of learning. Learning activities did not maximally address Learning activities did not maximally address

different student learning styles.different student learning styles. Grading rubric was too general.Grading rubric was too general.



STUDENT DATASTUDENT DATAPre- to Post-Test Improvement by

Gender

0.0

1.0

2.0

3.0

4.0

5.0

F M

F

M

Both male and female students scored higher on the post-test than the pretest. However, female students demonstrated more improvement than male students; this suggests that the girls benefited more from Internet research.



STUDENT DATASTUDENT DATA (cont.) (cont.)

Average Occupational Analysis Score by Gender

0.01.02.03.04.05.06.07.08.09.0

F M

F

M

Male students performed better than female students on the Occupational Analysis activities. The boys may find it easier to relate occupational data to personal goals.



STUDENT DATA (contSTUDENT DATA (cont.).)Pre-Post Improvement/Occupational

Analysis Correlation

0

2

4

6

8

0 2 4 6 8 10

Occupational Analysis

Pre-P

ost

Impr

ovem

ent

There is a clear negative correlation between students’ improvement on post-test and scores on the occupational analysis activity. As noted earlier, girls did better on the community resources test after Internet research; and boys did better at analyzing occupational traits on a personal level.



PROJECTED REVISIONSPROJECTED REVISIONS

Add instruction and discussion about occupational analysis, especially for female students

Add discussion of community resources information gained on the Internet, especially for male students

Expand grading rubric



CONCLUSIONSCONCLUSIONS

Overall, learning with technology is effective with teenagers. However, it is important to integrate sufficient direct teacher-student interaction to maximize learning and address all students’ learning styles.

What’s In Your Future? Robin Bills, School Psychologist West Valley High School Cottonwood,...

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