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"Expecting students to be able to plan their future lives without self-determination skills and practice using the skills is like removing a life jacket without teaching someone to swim" (Transition Coalition, 2020)

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Key Features of Self Determination:
– reaching one’s own potential;
– having an awareness of personal preferences, strengths and weakness;
– the ability to communicate, collaborate and network; and,
– the capacity to set goals, make choices, and use resources without infringing on the rights of others.

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Focused transition skills in middle school:
-self-efficacy
-critical self-reflection
-independent learning
-managing expectations
-social skills
-dealing with stress
-critical thinking
-academic and information literacy

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Examples of transition goals:
- Use "I Statements" to Request Assistance

- Maintain Personal Safety
- Maintain Conversation With a Familiar Peer or Adult

- Greetings Adults

-Positive Self-Esteem
- Effectively use email
- Following Instruction

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Goalbook develops resources for teachers to differentiate instruction aligned to Common Core using UDL. Our toolkit contains Common Core IEP goals in Reading, Writing, and Math, as well as non-academic goals in Behavior and Autism.

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Self-determination is a concept "reflecting the belief that all individuals have the right to direct their own lives" (Bremer, 2003).  Studies have shown that students who have strong self-determination skills have an easier transition to adulthood, employment, and independence.

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Thank you for visiting the NCSET website. This site has been retired. If you are looking for publications, we may have them available from the main website for the Institute on Community Integration.

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Welcome to the National Center on Secondary Education and Transition Web Site

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Thank you for visiting the NCSET website. This site has been retired. If you are looking for publications, we may have them available from the main website for the Institute on Community Integration.

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(1) Explaining self-determination model: Value yourself and know the environment 

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(1) Explaining self-determination model: Value yourself and know the environment 

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The self-determination model explains that in order to have the desired experienced outcomes and learning, it is imperative for students to value themselves and know their values and context.

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(2) Explaining self-determination: Plan and Act 

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(2) Explaining self-determination: Plan and Act 

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The first step in the self-determination model is planning. In this phase, students set goals and plan action steps to meet the goal. Students also anticipate the possible results. During the planning phase, students are encouraged to be creative and visually rehearse their vision. The second step is the planning phase. At this phase, students are encouraged to take risks, communicate, and access resources and support.  Students are encouraged to do so by negotiating, dealing with conflict and criticism, and being persistent.

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(3) Explaining self-determination model: Experience Outcomes and Learn 

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(3) Explaining self-determination model: Experience Outcomes and Learn 

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The last phase, students compare the outcome and the expected outcome.   Students also compare their performance to their expected performance.   Students will engage in realizing their success and making the necessary adjustment.

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IDEA implies students actively participate in their transition planning, but it’s not explicit. Self-determination training can help you meet the requirements and go above/beyond to meet the spirit of IDEA and the implications behind the requirements, while at the same time giving your students skills they will use throughout their lifetimes.

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Summary

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Our Self-Determination Model - 2BSD: To Be Self-Determined

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An Action Model for Self-Determination Click on any section of the model for more information. Field, S. and Hoffman, A. (2015). An Action Model for Self-Determination. Revised from "Development of Model for Self-Determination," by S. Field and A. Hoffman, 1994, Career Development for Exceptional Individuals, 17(2),. p. 165.

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6th grade to 8th grade

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Students are encouraged to explore their own dreams, lives, and priorities.   The focus of this is to guide students to learn about their preferences, interests, weaknesses, and strengths as well as learn about their own disabilities and what they mean for them.

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It is important for students to understand, acknowledge, and embrace their self-worth. A crucial part is for students to know their rights and responsibilities but also the value of others and the positive relationships they may have.

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Planning includes setting goals, even small ones, and the steps and creative resources needed to achieve those goals. In addition, it suggests that students have many opportunities to practice their planning skills and lead their own IEP meetings.

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The act involves using good communication skills, negotiating, dealing with conflict and criticism, and accessing resources and support to meet the goal.

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This element of the model describes the importance of celebrating successes and reflecting on the skills used or knowledge gained to enhance student self-determination skills.

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A) Names of agencies to collaborate and contribution

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A) Names of agencies to collaborate and contribution

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Santa Clara County Self-Determination Coach

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The Self-Determination Life Coach role is grounded in YWFC's approach to personal and structural transformation and is guided by the organization's guiding principles of Sisterhood, Self-Sufficiency, Spirituality, and Social Justice The Self-Determination Life Coach works to ensure that participants of YWFC's programs have the support, resources, access, and advocacy needed to support them in their healing journey. The Self Determination Coordinator works closely with Youth Advocates and Community Organizers and program participants, playing a critical role in supporting young women in finding their voice, building self-determination and in engaging young women in the work.

The role of the Self Determination Coordinator is to ensure that folks at YWFC are provided support from a peer-based, restorative justice framework, culturally grounded, and gender-specific framework and that the organization has the proper resources, support, and partners in place to support this work. They are responsible for conducting initial intakes and assessments, working with young women to identify their needs and strengths, assisting them in developing personal and professional goals, and providing support in accessing community resources such as housing, child care, educational programs, etc. Additionally, this position is responsible for ensuring that all coaching approaches and methods are in line with the organization's mission, vision, values, fulfill grant requirements, YWFC annual goals and Site goals.

General Duties:

Building rapport with WGTGNC on-site at YWFC and off-site at program locations including juvenile hall, county jail, and group homes to ensure folks receive the appropriate support through phone calls, snail mail, advocacy letter, and referrals appropriate services

Conduct interviews, assessments, case plans, develop re-entry plans and provide resources for WGTGNC youth onsite at the Center and off-site at program locations including juvenile hall, jail, and group homes

Work as a part of the YWFC's leadership and advocacy teams supporting young folks connecting to YWFC through Level 1 and 2 leadership programs, ensuring activities are cohesive and coordinated amongst program staff and the Executive Director

Provide orientation and training to new staff, interns and volunteers who will support leadership programming of YWFC's guiding principles, methodology, and policy and procedures

Plan, facilitate, and oversee Level 1 programs, including Freedom Circle, Freedom Circle graduations, youth-driven community projects, special events, and other outings

Work with WGTGNC to increase their ability to advocate for themselves and navigate the systems and service providers they are involved with.

Coordinate early career exploration and leadership development, including sharing job opportunities, scholarship information, college tours, financial aid workshops, career mentoring, and healing centered opportunities

Collaborate with SCC Lead Organizer on building organizing capacity and skills for WGTGNC youth ready to step into those roles

Collaborate with the Program Manager to monitor referrals and provide support to WGTGNC youth on an ongoing basis.

Provide monthly case-management progress reports to Program Manager and Site Director to ensure participants are building their capacity and working towards self-sufficiency

Maintain and strengthen relationships and work with the staff of organizations working with participants, including, but not limited to Probation Departments, Public Defender's, community-based agencies, School districts, Social Workers, etc.

Participate in Mic-Check meetings with other team members to ensure holistic support and additional support strategies needed to better support participant

Participate in YWFC's movement, policy, and local campaign work on an ongoing basis including; participating in strategy and strategy related meetings as necessary, participating in work to advance local campaigns, represent the organization publicly as requested and approved, and participate in coalitions and other community based work as approved/ requested by supervisor

Support participants in navigating systems (juvenile justice, foster care, mental health, etc.) by providing advocacy, resources, and ongoing support in self-advocacy strategies and education.

Administrative Duties:

Participate in organizational events, staff meetings, training, and staff development opportunities on an ongoing basis

Participate in organizational events, staff meetings, training, and staff development opportunities on an ongoing basis

Embody and model the values of the organization: Sisterhood, Self-determination, social justice, and spirituality.

On an ongoing basis, work to ensure the organization's mission, vision, and guiding principles are a guide to your work at the Center and that all program activities, curriculums, etc. are developed based on these principles.

Represent the organization in the community, with funders, stakeholders, partners, and to the young women that we work within a respectful manner that embodies the organization's values and is in direct alignment with your job description and role on the leadership team.

Knowledge and Skills:

The person must be comfortable, mature and professional in interacting with diverse community partners, custody staff, students and colleagues with diverse heritage and backgrounds.

Ability to interact effectively with program participants, donors, staff colleagues, board members, volunteers, public figures, and community leaders;

Strong organizational skills, ability to prioritize and manage multiple projects simultaneously and meet deadlines

Demonstrated proficiency in Microsoft Office, Google Suite, CRM, email, and general computer/ internet use.

Willingness and ability to grow professionally, be accountable, and to expand skills and adapt to evolving organization environments and constantly changing circumstances

Ability to maintain strong and appropriate boundaries with personal identifying information when interacting with program participants or community or program partners

Ability to handle multiple deadlines and tasks simultaneously

Advanced problem-solving skills; tactfully address and resolve questions/concerns

Position Title: Self Determination Life Coach

Program: Leadership and Advocacy

Work location: San Jose (Santa Clara County) with some travel to surrounding counties

Reports to: SCC Site Director (work closely with Program Manager)

Classification:Full-time (1 FTE), permanent, Non-Exempt Compensation: $24.03-$26.44/hour (commensurate with experience)

About Young Women's Freedom Center:

Mission

Founded in 1993, Young Women's Freedom Center (YWFC) is a leadership and advocacy organization led by systems-involved young and adult women and transgender gender non-conforming (TGNC) people of color who have grown up in poverty, worked in the underground street economy, and have been criminalized by social services such as foster care, welfare, and the mental health systems.

By offering safety, sister- & siblinghood, economic opportunities, accessible education and healing, we build self-determination, confidence and self-worth.

Our sisters and siblings support one another in living self-determined, healthy and fulfilling lives, while building our individual and collective leadership to change conditions, culture and policy toward decarceration and decriminalization.

We believe that those most impacted by cycles of poverty, violence, exploitation and incarceration are the experts in their own lives and best positioned to identify and lead the change needed to support true and transformative justice.

Vision

To create a groundswell of formerly incarcerated and systems-impacted girls, women and TGNC people to lead a movement to successfully decarcerated girls, women and TGNC people in California to lead Freedom 2030 - a ten-year political organizing, culture change & legislative campaign.

What we Know

Those most impacted by incarceration and cycles of intimate, community and state violence have the most information and are best positioned to lead legislative and community-change toward safety, healing and transformative justice.

When girls, women and TGNC people most impacted by these cycles lead, we bring everyone with us. Our families. Our communities. Our societies.

Poverty is a key driver of incarceration and recidivism: Girls, young women and TGNC youth living in poverty experience high rates of sexual exploitation which leads to further risk for incarceration.

Providing economic opportunities for formerly incarcerated and systems-impacted people is crucial to breaking cycles of poverty, exploitation and incarceration.

The skills used to survive the street, incarceration, foster care and public institutions are transferable to movements for change, social enterprise and community businesses.

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Self Determination Life Coach: Santa Clara County - Young Women's Freedom Center

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THE POSITION: SANTA CLARA COUNTY (SCC) SELF DETERMINATION LIFE COACH The Self-Determination Life Coach role is grounded in YWFC's approach to personal and structural transformation and is guided by the organization's guiding principles of Sisterhood, Self-Sufficiency, Spirituality, and Social Justice The Self-Determination Life Coach works to ensure that participants of YWFC's programs have the support, [...]

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PACER

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Parents of youth with disabilities should begin thinking about transition (planning for adulthood) as early as possible. Although the formal process of transition planning doesn't begin until high school, it is helpful to begin thinking about it much sooner.

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Middle & High School Transition Planning - National Parent Center on Transition and Employment

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Parents of youth with disabilities should begin thinking about transition (planning for adulthood) as early as possible. Although the formal process of transition planning doesn't begin until high school, it is helpful to begin thinking about it much sooner.

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B) Staff (certificated and classified to support transition) as well as community business/agencies

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B) Staff (certificated and classified to support transition) as well as community business/agencies

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Education specialist: Credential- CL-808CA/ Mild-Mod

Transition Specialist

School Counselor

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C)  Employment training opportunities provided in high school 

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C)  Employment training opportunities provided in high school 

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WorkAbility

Community Service

Work Experience Education (WEE)

Career Technical Education (CTE)

Community College/High School Articulation Programs

Adult Education

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Many high schools have programs that help you prepare for your post-high school plans while simultaneously completing your graduation requirements. Here are several popular options:

Community Service

One good way to explore a career field is through community service. Some high schools have a community service graduation requirement or elective. Fulfilling this requirement is an opportunity to explore areas of interest to you.

Work Experience Education (WEE)

Many high schools let you choose your elective units through work experience programs. This is a great opportunity to explore your interests while experiencing the world of work.

Career Technical Education (CTE)

Most school districts have CTE programs. These programs offer specialized career-technical training to high school students. Courses are located at special centers, high schools, and community colleges. CTE is a good way to experiment with different careers and learn valuable skills.

Community College/High School Articulation Programs

Certain high school classes, especially those with CTE content might qualify for credit at the community college level.

Adult Education

There may be career and technical education classes or programs that you may be able to access as a high school student. Additionally, they may qualify for certifications and/or high school or community college credits.

Check out your school's website or talk to your counselor to see if your prospective high school offers these types of programs.

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High School Programs for Career Exploration

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Many high schools have programs that help you prepare for your post-high school plans while simultaneously completing your graduation requirements. Here are several popular options: One good way to explore a career field is through community service. Some high schools have a community service graduation requirement or elective.

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D). Course of study [high school offering such as AVID, RoP, electives, other]

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D). Course of study [high school offering such as AVID, RoP, electives, other]

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TRIO Programs

AVID

RoP

Upward Unbound

The Student Support Service Program

I Have a Dream Program

Enlace

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What Are College Prep Courses and Classes?

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What is college prep? What courses and classes do you take as part of a college prep curriculum? Learn in our complete guide.

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Progression to student- led IEP meeting 

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Progression to student- led IEP meeting 

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6th Grade: Encourage students by asking them questions about they performance in school.
To encourage student participation during the meeting, ask students questions such as:

What are your learning strengths?

What are your areas of improvement?

How do you learn best?

What are your goals for school?

What are your career and employment interests?

What are your post school education/training interests?

What are your hobbies?

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7th Grade: Prior to the meeting, ask students about accommodations and modifications. What is working? What is not? What else would help you be successful in you learning?

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8th Grade: Have student present present levels and goals. Prep the students to explain what they have been working on for the past years and any student work. Have students introduce upcoming goals using the following verbiage: "this year, I will work on ..."