# data[].attributes.body
It involves using good communication skills, negotiating, dealing with conflict and searching for resources and support to meet these goals.

# data[].attributes.body
Planning includes; setting goals even small ones and the steps incorporating creative goals. In addition, it suggests that students have many opportunities to practice and participate in their own IEP meetings.

# data[].attributes.body
This element of this model describes the importance of celebrating successes of the students and knowledge gained  to enhance student self-determination skills.

# data[].attributes.body
The importance of this element is on teaching students to acknowledge and reflect on the ongoing process. It includes but now limited to students knowing their rights and responsibilities. Building positive relationships with others.

# data[].attributes.body
This element focuses on guiding the student to explore their own dreams and aspirations and priorities. It also focuses on guiding students to learn about their preferences, strengths as well as learn about their own abilities and what they mean by their choices.

# data[].attributes.body
Have students create a Power Point or some type of etool for his/her presentation. The educator can  also use some type of planning curriculum to support the student. Setting daily and/or weekly goals. Teach problem-solving skills using real-life situations, and giving students lots of opportunities to practice. practice, practice!

# data[].attributes.body
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.
CCSS.ELA-LITERACY.SL.8.1.B
Follow rules for collegial discussions and decision-making, track progress toward specific goals and deadlines, and define individual roles as needed.

# data[].attributes.body
Computers, Google docs voice typing, Dragon Speech recognition.

# data[].attributes.body
WorkAbility- FUSD Fresno Unified School District. The mission of WorkAbility I is to promote the involvement of key stakeholders, including students, families, educators, employers and other agencies in planning and implementing an array of services that will culminate in successful student transition to employment, lifelong learning and quality adult life.
WorkAbility I is funded by a grant from the California Department of Education Special Education Department.

Fresno Community College, Fresno Adult School, and Central Valley Training Center (CVTC) Transition to Adult Living guide, Cal Fresh Nutrition Educational program, and various community presenters.

# data[].attributes.body
Provide communication skills summaries to students from curricula. Practice through role playing and school personnel. Review specific situations with students that may arise. Have students identify resource people, groups, agencies, etc. who might help them meet their goals, and have them identify how these people can be helpful. View a movie with a persistent/driven main character and discuss issues around the character's persistence.

# data[].attributes.body
Use reflection questions for self-determination and evaluation from self-determination strategies for adolescents in transition by Field Hoffman and Spezia as a discussion guide with students. Hold a monthly "celebration" to celebrate their accomplishments. Have students interview one another about their experiences. Hold a class discussion, discussing other's experiences.

# data[].attributes.body
Teach a growth mind set and set that type of environment in the classroom as well as a "safe zone." Value uniqueness and diversity within students.

# data[].attributes.body
Complete learning styles inventories, review them.
Learn about the dissability and research famouse people the student(s) looks up too who have a dissability as well. Develop a product to share dreams and aspirations, fears and motivations. Can be: word collage, poem, essay, visual art, song, PowerPoint presentation, Inspiration map.

# data[].attributes.body
CCSS.ELA-LITERACY.SL.6.2
Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.
CCSS.ELA-LITERACY.SL.7.1.C
Pose questions that elicit elaboration and respond to others' questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

# data[].attributes.body
CCSS.ELA-LITERACY.SL.6.4
Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.7.2
Analyze the main ideas and supporting details presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how the ideas clarify a topic, text, or issue under study.
Presentation of Knowledge and Ideas:

CCSS.ELA-LITERACY.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.

# data[].attributes.body
CCSS.ELA-LITERACY.SL.6.1.D
Review the key ideas expressed and demonstrate understanding of multiple perspectives through reflection and paraphrasing.
CCSS.ELA-LITERACY.SL.7.1.D
Acknowledge new information expressed by others and, when warranted, modify their own views.

# data[].attributes.body
Self-determination means when a person can make decisions by themselves without assistance. Achieving independence is what we want and the motivation to keep going. Being able to self advocate or speak up for yourself will make you stronger, a great communicator and collaborator with others.

These strategies that can be used to address all components identified by Hoffman and Field (2005), Model of Self-Determination are:
1.      Know yourself & your
environment

2.      Value yourself

3.      Plan

4.      Act

5.      Experience outcomes & learn

# data[].attributes.body
PowerPoint, Google slides and Prezi and note taking programs

# data[].attributes.body
PowerPoint, google slides and prezi,Computers.Google docs voice typing, dragon speech recognition.

# data[].attributes.body
Computers, Google docs voice typing, Dragon Speech recognition, and Grammarly.

# data[].attributes.body
NOTE taking, Grammarly

# data[].attributes.body
CCSS.ELA-LITERACY.SL.6.1
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.7.1.B
Follow rules for collegial discussions, track progress toward specific goals and deadlines, and define individual roles as needed.
CCSS.ELA-LITERACY.SL.8.1.A
Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

# data[].attributes.body
A self-determined person will:

Take responsibility by accepting their mistakes and know that they can do better the next time.

Be aware of their strengths and weaknesses.

Communicate with other people in a respectful manner.

Set goals that are achievable.

Make good choices.

Use resources that are available to them.

Advocate for themselves.

Know they do not need a reward to finish work.

# data[].attributes.body
IDEA stands for Individuals with Disabilities Education Act. Under this act it is not required for your child to attend their IEP meetings. However, before students turn 16, attending their IEP meetings and providing input is a good way to foster self-determination. Being present at these meetings follows the minimum requirements of IDEA.

# data[].attributes.body
Bui, C. (2020, July 3). Adult Transition Program. Fresno Unified Special Education. https://sped.fresnounified.org/adult-
transition-program/#community
https://transitioncoalition.org/module-3/act/#

Common Core State Standards Initiative. (2021). Home | Common Core State Standards Initiative. https://www.corestandards.org/

Lattin, D.L., Morningstar, M.E, Field, S., Bjorkman Wade, D.K. & Hu, X. (2010). The essentials of self-determination [Online Training Module]. Lawrence, KS:
https://transitioncoalition.org/
University of Kansas, Department of Special Education. https://transitioncoalition.org/blog/self-determination-introduction/

Lopez-Garrido, G. (2021, January 4). Self-determination theory. Study Guides for Psychology Students - Simply Psychology.

https://www.simplypsychology.org/self-determination-theory.html

# data[].attributes.body
Los Angeles City College Special Services Department https://www.lacitycollege.edu/Resources/Office-Special-Services/Department-Home

The California State University home page. Select a University to go directly to their Student Services page.

https://www2.calstate.edu/attend/student-services/Pages/service-for-students-with-disabilities.aspx

# data[].attributes.body
Career One Stop: https://www.careeronestop.org/toolkit/careers/interest-assessment.aspx

https://www.careeronestop.org/Toolkit/Skills/skills-matcher.aspx

My Next Move: https://www.mynextmove.org/explore/ip

HIGH SCHOOL EMPLOYMENT

Able and Available AA 40

https://www.edd.ca.gov/UIBDG/Able_and_Available_AA_40.htm

MENTORSHIP

Classes

Web Design

Graphic Design

Geography

Current Events

Earth Science

Life Fitness and Nutrition

Child Development.

Financial Literacy

Web Design

AVID

AP English

Teachers Aids

Financial Literacy

# data[].attributes.body
I'M Determined- A Self-Determination Project from the Virginia Department of Ed.

# data[].attributes.body
Adult Transitional Program- FUSD- Fresno Unified School District. The purpose of this Fresno Unified special education program is to provide training, support, and an educational program to individuals with developmental disabilities ages 18 to 22 years with the goal being to have the students become as independent as possible. It's educational staff consists of highly qualified, professional, caring, NCLB compliant teachers, community based para educators, and moderate/severe para educators.
https://sped.fresnounified.org/adult-transition-program/
A Winter Formal dance for students, a spring transition carnival (where several after 22 programs come and present information to our students), and a Transition ceremony at the end of the school year for students who are aging out of the program.

FUSD, Tess Reid, EdD Program Manager III (559) 457-3220 teshami.reid@fresnounified.org Programs, Services, Curriculum, Instructional and Professional Learning

# data[].attributes.body
Stephon Thomas

Kathi Rincon

Graciela Rangel

# data[].attributes.body
Virtual
2/23 Via Collaborate Session @7:40pm
2/26 Via Zoom Meeting @4:30pm https://husd-us.zoom.us/j/7797291876?pwd=NHVrWjVzUC9GVDRUaGNiT2VLZjFvZz09

Email
3/21
3/22
3/23