Making My Future Work (MMFW) Program Is the Culmination of a Grant Funded by the Institute of Education Sciences/U.S

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Making My Future Work (MMFW) Program Is the Culmination of a Grant Funded by the Institute of Education Sciences/U.S Justin C. Perry, Ph.D. Marketa President, M.Admin. James A. Harmon, M.Ed. Alison S. Mizen, M.Ed. Candice Calhoun-Butts, M.A. Saskia A. Riley, M.A. Eric W. Wallace, M.A. Lisa M. Barto, M.A. Lauren O’Janpa, M.A. Jennifer Myers, M.A. Max Traylor, M.A. Timothy Trepal, M.A. Christopher Williams, M.B.A. Kiffany Francis, M.A. Caitlyn Arendt, M.A. Funding And Support Provided By U.S. Department Of Education Institute Of Education Sciences | 3 4 | Preface The Making My Future Work (MMFW) Program is the culmination of a grant funded by the Institute of Education Sciences/U.S. Department of Education through Grant # R305A100094 to Cleveland State University. The research used to support the creation of the manual was conducted from June 1, 2010 to May 31, 2014. Originally, the title of the program was “The Career Passport,” but after conversations with participating teachers and other personnel, it was decided to give it a new name: Making My Future Work. The curriculum, or program man- ual, that you now have sitting at your fingertips is the result of a collective team effort. The people who were a part of that team deserve to be acknowledged. In- deed, without their dedication, enthusiasm, and belief in the program, this manual would not have been possible. The diverse range of disciplines and professions involved in the creation of the manual is represented by its 15 authors. A biography of each author can be found on the MMFW website. I would like to personally thank my partners and colleagues at Euclid High School for all of their support and collegiality over the past 8 years, dating back to when the idea of even coming up with a program like this was still in its infancy. Marketa President, James Harmon, and Alison Mizen have made this journey a rewarding experience, even in the challenging times. I owe each of them a special debt of gratitude. In addition to the authors of manual, there are many other people who made in- valuable contributions to its completion. To gain a sense of perspective, at least 56 people contributed to the manual in some type of capacity, including but not lim- ited to eight English/Language Arts teachers, 12 Advisory teachers, 22 Graduate Assistants, and three consultants. Of course, this number of people does not even include all of the principals and assistant principals, superintendents, curriculum coordinators, school counselors, school staff, and other administrators who made the delivery of the program such a success. I am particularly indebted to Diane Corrigan for her assistance in working with all of our high school partners. The teachers who volunteered to pilot test and implement the curriculum are at the heart of this manual, for they were the ones who brought the program to life in their own classrooms. I would like to thank Sarah Dalrymple, Ryan Minnich, Vida | 5 Posey, Rhonda Mesnick, Gretchen Sharkey, Libbie Tompkins, and Andrea Gale for their collaboration, expertise, and practical insight. Moreover, I am grateful for all of the teachers at New Tech West @ Garrett Morgan and the Principal, Erin Frew, who were willing to try the program in an unusual format and under short time constraints during their Advisory periods. I am also grateful for Michelle Perez for serving as a champion of MMFW, not just at her own school, but across the entire Cleveland Metropolitan School District. I would like to acknowledge Christopher Overholt for serving as a consultant on the Common Core State Standards and providing his exper- tise as needed. In the absence of assessment, this manual would not have reached its ultimate level of detail, flexibility, usability, and differentiation. In this respect, I would like to recognize all of the hard and often unsung work that the following graduate assistants and student workers did, either in the real-life trenches of the classrooms or behind the scenes on campus at CSU: Lauren O’Janpa, Ryan Raeburn, Kristy Kinder, Lisa Barto, Kiffany Francis, Max Traylor, Jennifer Myers, Timothy Trepal, Christopher Wil- liams, and Jamie Dasher. While not involved in the implementation, Saskia Riley and Candice Calhoun-Butts, Stephanie Chiariello, and Evan Way played a critical role in the conceptualization and writing of the manual, including a significant number of lessons. Last but not least, I am thank- ful for the system of data management organized by Danielle Meade. Her system was extremely efficient and proved to be easy to use and interpret for all of the research staff. As users will immediately see, the manual is visually stunning and easy to navigate. This simply would not have happened without the knowledge, skills, and dedication of John Gonzalez, our graphic designer. Indeed, his careful efforts and meticulous level of attention are seen on every single page. He also took the photographs of students and staff who participated in the program. On behalf of all project staff and participants, I salute you John. A few more acknowledgements are in order. I would like to recognize “the wizards” who have taken the work we have done in the program and made it available on a DVD for training and ori- 6 | entation purposes: Dennis DeCoulo and Abu Nasara. Both of them work at CSU’s Center for Educational Technologies. I would like to thank Dennis DeCoulo, especially, who was instrumental in creating and edit- ing the DVD, as well as the official website of the program. I would also like to thank my long-time assistant, Eric Wallace. Eric was instrumental throughout all phases of program implementation and re- finement, including the iterative improvements and additions made to the manual and many of the lessons. His role as a supervisor and his involve- ment in managing various research activities was critical. I could not have asked for a more pleasant, hard-working, and dynamic team player to count on for all these years. His contributions to the manual appear everywhere. A few more acknowledgements are in order. I wouldFinally, like I towould recognize like “theto thank wizards” someone who have who taken was the not work involved we have indone the in pro the- program and made it available on a DVD for training and orientation purposes: Dennis DeCoulo and Abu Nasara. Both of themgram, work but at wasCSU’s always Center presentfor Educational in my Technologies.mind as a guide, I would David like toBlustein. Dennis DeCoulo, He especially, who was instrumental in creating and editing the DVD, as well as the official website of the program. taught me the importance of steering our scientific and applied efforts as I wouldacademics also like toward to thank solving my long-time the everyday assistant, problems Eric Wallace. of those Eric was we instrumental intend to throughout all phases of program implementation and refinement, including the iterative improvements and additions madebenefit. to the manualUnless andthe manywork of wethe dolessons. as researchers His role as anda supervisor policy andmakers his involvement eventu- in managing variousally leads research to real-lifeactivities wereconsequences critical. I could and actuallynot have asked improves for a more the educationpleasant, hard-working, and dynamic team player to count on for all these years. His contributions to the manual appear everywhere. and well-being of young people, then no amount of publications, awards, Finally, I would like to thank someone who was not involved in the program, but was always present in myor mind status as willa guide, truly David matter. Blustein. I have He tried taught to me carry the importance out these ofcore steering values our in scientific and applied effortsthe creation as academics of Making toward solving My Future the everyday Work atproblems every stepof disadvantaged of the way, youth with in our K-12 schools and larger community. Unless the work we do as researchers and policy makers eventually leads to real- lifethe consequences vision of bringing and actually it to improves scale so the that education all youth and well-beinghave opportunities of those we for intend a to serve, then no amount of publications, awards, or status will hold any true weight at the end of the day. I have tried to carryprosperous out these andcore valuesfulfilling in the career. creation of Making My Future Work at every step of the way, with the vision of bringing it to scale so that all youth have opportunities for a prosperous and fulfilling career. JustinJustin C. C.Perry, Perry, Ph.D. Ph.D. Director,Director, Center Center for Urban for Urban Education Education Associate Professor DepartmentAssociate of Professor, Counseling, Department Administration, of Counseling, Administration, Supervision, and Adult Learning ClevelandSupervision, State University and Adult Learning Cleveland State University | 7 8 | Design and photography by John Gonzalez Table of Contents Preface: Tackling the Silent Epidemic ........................................... 13 Overview of Program Modules and Goals .................................... 17 A Menu-Item, Rotational Approach to Lesson Organization and Delivery .......................................................................................... 21 Alignment of Lessons to Module Goals ........................................ 23 English/Language Arts Academic Content Standards .................. 29 The Rotational Model .................................................................... 33 Navigating the Manual ................................................................... 39 Foundations of Making My Future Work ......................................
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