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Rene Meija
Megan McCoplin
Antwon Hazzard
Audrie Bustos

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5/22 Zoom
5/27 Google Meet

Other Communication
Group Text
Email
Shared Padlet

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Defining & Explaining Self-Determination 

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Defining & Explaining Self-Determination 

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Wehmeyer’s (1996) commonly used definition is “acting as the primary causal agent in one’s life and making choices and decisions regarding one’s quality of life free from undue external influence or interferece”. This means that kids are learning to make their own choices, solve problems, and take responsibility of their life.

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-Social Skills that can be used at school, job, home, and community environments
-Self pride and assertive
-Creativeness
-Involvement with post secondary planning
-Understanding and explaining their own accommodations
-Self awareness of strengths and weaknesses
-Prepared for adult environments
-goal setting & achieving those goals
( Transition Coalition, 2021)

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Inviting a student to attend their IEP meeting meets the minimum compliance for IDEA. IDEA requires that students are invited to the IEP meeting before a student turns 16. The intent behind this is to encourage students to be "active participants in their transition and IEP meetings, and even lead the meetings". ( Transition Coalition, 2021). In order to do this, students need to practice and work on their self-determination skills and put them to practice. The self-determination skills assist students with the involvement of their own IEP meetings and understanding how it impacts their future.

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Common Core State Standards Initiative. (2021). English Language Arts Standards. Retrieved from http://www.corestandards.org/ELA-Literacy/W/11-12/

The Importance of Self-Determination to the Quality of Life of People with Intellectual Disability: A Perspective. (2020, October 1). PubMed Central (PMC). https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7579126/

Transition Coalition. (2021) The essentials of self-determination. https://transitioncoalition.org/blog/self-determination-introduction/

Slijepcevic, A. (2020, December 16). 11 Simple Ways to Value Yourself More. Lifehack. https://www.lifehack.org/893077/value-yourself

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals (8th  ed.). Boston, MA: Pearson. Print ISBN: 9780134168548, 0134168542 eText ISBN: 9780134256740, 0134256743 Edition: 8th

Transition Coalition. (2018, September 14). The Essentials of Self-Determination Introduction. https://transitioncoalition.org/blog/self-determination-introduction/

Let’s Get Working. (2016, March 28). Conducting a mock interview. YouTube. https://www.youtube.com/watch?v=-yl4hEwL1oI

UC Davis MIND Institute. (2018, September 7). MIND Tip #5: Student Led IEP. YouTube. https://www.youtube.com/watch?v=Vi2d658RPRY&feature=youtu.be

D. (2013, December 13). The Best Me I Can Be - Module 1. YouTube. https://www.youtube.com/watch?v=aRWvu-Jovs8&feature=youtu.be

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Self-Awareness
Students need to identify what works for them in the areas of learning and identify their interests. Students will be able to know and understand their strengths and challenges.

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CCSS.ELA-LITERACY.SL.9-10.4
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the argument presented.

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-Develop a word collage or something similar to share dreams and aspirations, fears and motivations.
-Complete learning styles inventories and review what the results mean. Include environmental factors, like time of day, temperature, level of sound and size of groupings in which the student learns best.
-Create a schedule that best fits student's learning styles and best environmental factors.
-Students will complete a writing prompt explaining their schedule and explain why it will help them understand and learn the best in a given situation or task.

( Transition Coalition, 2021)

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-Chromebooks/Ipads /Laptops
-Speech to text
-Text to speech
-Graphic organizers for schedule making
-Spell/Grammar check tools

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Planning and Setting Goals
Students need to learn to plan by taking small steps. Advanced planning and preparation helps students achieve what they want. It’s important for students to have multiple opportunities to practice these skills with support and guidance. The first key element to this is teaching students to set goals.

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Self Advocacy
Students should be able to self-advocate either verbally, written and be able to listen. Students should be able to have a formal conversation where they are able to hold a conversation and show proper listening skills.

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CCSS.ELA-LITERACY.SL.9-10.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)

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-Setting small or short-term goal planning
-Identify steps needed to achieve goals
-Have students anticipate possible results
-Have students Map out their dreams
-Being creative to identify people who can help complete actions/steps.
-Visual Rehearsal (review in mind or imagine how they react in situations)
-Physical Rehearsal (Role-playing on what student would say and how they would say it)
-Give students a checklist for good goals and let them self-rate their goals using a check-list.

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-Speech to text
-Text to Speech
-Chromebooks
-Graphic Organizers
-Grammarly

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-Teachers
-Paraprofessionals
-Counselors
-Administration
-Workability program
-College and Career class
-DOR (Department of Rehabilitation) *Employment and Independent Living for Californians with Disabilities

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CCSS.ELA-LITERACY.SL.9-10.3
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

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-Students will interview each other about their experiences.
-Students will complete reflection questions after the interviews about their conversations.
-Review students' plans, strategize with them, and help them determine possible adjustments to their plans.

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-Text to speech as students are interviewing each other
-Speech to text as students are answering the reflection questions
-Graphic organizers to organize their plans and steps

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-Schools can invite job agency and a nearby college for an information night for students.
--DOR (Department of Rehabilitation) *Employment and Independent Living for Californians with Disabilities can be invited to all junior/senior IEP Meetings.
-Students on track to to graduate can participate in Workability Program.

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-Central Valley Regional Center (CVRC) is a great agency for students to participate with. Their mission is to help students with disabilities reach their goals.
-Helping the student collaborate/communicate with all of their teachers to ensure the student is practicing their schedule and the best environmental setting for the best outcome of their work.
-Families should also be involved with collaboration, it is important for the student to practice and communicate their skills at the home setting as well as at the school setting.

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Self Value - is more Behavioral, it is about what we see about ourselves and how we would put it to work.  It is also how we walk or talk is it with confidence, our unsure about ourselves (Slijepcevic).

Self Worth - Is how we feel about ourselves emotionally.  Valuating ourselves is how we speak the truth about ourselves and communicate with our peers (Slijepcevic).

https://www.lifehack.org/893077/value-yourself

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Students must be able to take what they have learned about self-determination and must put it into practice. Students have made large strides in increasing their self-value, and planning for their futures with goal setting and planning.

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CCSS.ELA-Literacy.SL.9-10.6
Adapt speech to a variety of contexts and tasks. demonstrating command of formal English when indicated or appropriate.
CCSS.ELA-Literacy.SL.11-12.5
Make strategic use of digital media (e.g. textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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Students will be participating in various activities such as
-Mock interviews
-ROP(Regional Occupational Program) Work programs.
-Working and understanding how to complete work and college applications.
-Collaborating with the school's College & Career Center.
-Local College visits.
- Having guest speakers from various careers.
-Visiting job fairs .

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Work Application:

Ensure that students are able to correctly develop resumes, letters of introduction.

ROP Work Program:

Based on the interest inventory, place students in proper program.

Mock Interviews:

Role play the basic components of an interview: panel, interviewee.

How to critique an interview.

College & Career Center:

Schedule and continue regular check-ins with C&C Advisors.

College visits:

Students will visit local JC, Cal State, Private colleges.

Visit colleges once a year.

Job fair:

Visit various local job opportunities.

increase awareness of proper attire.

Guest Speakers:

have live Q&A with quest speakers.

Draft appropriate questions.

increase communication skills.

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-Zoom, Google meets for mock interviews  with peers or staff members.
- Speech to text for their letters of introduction or Resume completion.
-Chromebooks to research future schools or jobs.

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Standards to complete Valuing yourself 9-12 grade

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Standards to complete Valuing yourself 9-12 grade

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CCSS.ELA-LITERACY.SL.9-10.6
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9-10 Language standards 1 and 3 here for specific expectations.)

CCSS.ELA-LITERACY.L.9-10.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

CCSS.ELA-LITERACY.L.9-10.5.A
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.

CCSS.ELA-LITERACY.L.9-10.5.B
Analyze nuances in the meaning of words with similar denotations.

CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.11-12.4
Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.

CCSS.ELA-LITERACY.SL.11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

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Instructional Strategies from 9-12 grade on how to value yourself. 

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Instructional Strategies from 9-12 grade on how to value yourself. 

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Starting in 9th grade we would use standard CCSS.ELA-LITERACY.SL.9-10.6 to write in our journals and speak our minds about what values are and what each student values at this moment.  taking the values as the teacher we will start to write goals and share our goals with proper English and tone.  Standard CCSS.ELA-LITERACY.L.9-10.5 follows along with teaching Values using a journal so the students can see their progress on short term goals.  We then Identify what steps need to be taken to carry out our short and long term goals.  In 9th grade I still believe that positive reinforcement hitting short term goals using PBIS techniques would be a great form of integrating new practices.

Technology would include a Chromebook that could be used for journal entries as well.  videos on on valuing yourself.  Talk to text for students that need it.

Materials would include journal and writing material.

Assessments would be measured for success in the students goals that they achieved and a learned lesson for not obtaining goals.

The setting would take place in small groups in the classroom to get students used to speaking in front of their peers.

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Collaboration for Freshman valuing them selves.  

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Collaboration for Freshman valuing them selves.  

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Freshman Collaboration for values would include meeting with paraprofessionals for expectations on the instruction that will be implemented, meeting with the students teachers to talk about their goals, and collaborating with the students to learn how to write and measure their goals.

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Instructional Strategies for sophomores on how to value yourself. 

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Instructional Strategies for sophomores on how to value yourself. 

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standards being used for 10th graders are CCSS.ELA-LITERACY.L.9-10.5.A for interpreting speech. and standard CCSS.ELA-LITERACY.L.9-10.5.B to analyze the collaborations taking place between students.

I would keep the students journals and give it to them to go over and review from 9th grade. I would want to students to interpret what they read and look at their goals to see if the goals that they wrote where obtainable and the goals and have staff go over new goals for this year. Lesson plans would include more in-depth look at confidence and valuing our selves as smart young adults and how it could work for us in the future. Surveys would start to be given to the students on likes and dislikes, eventually going to surveys about what they think their disabilities are. Students would start to read their IEP's and staff would the students interpret their disabilities and what goals they think would be suitable for their disabilities allowing students to advocate for themselves.

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Technology will be in their standard issued Chromebook that can have any assistive technology needed for most disabilities. Videos of Valuing your self will be sent by google classroom so that they are not just getting SEL in the classroom but at home to. Parents can be logged on to google classroom with can help parents to learn what the end goal is.

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I would collaborate with the students to find out what they think their strengths are and work with them on how to speak their strong points in mock interviews.  Writing job applications and figuring out where to put letters of recommendation are crucial fundamentals to learn how to value yourself.

The students teachers will be asked to write surveys given to the by there students to see what others think about their strengths.

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-Teachers
-Administration
-College & Career Center counselors
-Parents
-Regional Occupational Centers and programs ROCP

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California's 74 Regional Occupational Centers and Programs (ROCP) have been a strong and integral part of California's educational system for over 40 years. ROCPs provide high school students 16 years of age and older, and also adult students, with valuable career and technical education so students can (1) enter the workforce with skills and competencies to be successful, (2) pursue advanced training in postsecondary educational institutions, or (3) upgrade existing skills and knowledge.

Approximately 470,000 students enroll in ROCPs each year. Students receive training at a variety of venues from regular classrooms on high school campuses to actual businesses and industry facilities, such as automotive dealerships and hospitals. In most ROCPs, courses are offered during the regular school day throughout the school year, in the late afternoon and evening, and sometimes during the summer months. ROCPs provide rigorous and high quality programs which contribute to students' academic and career achievement which, in turn, support the economic development of the state. Students gain a unique edge in the workforce by successfully completing ROCP training. Student enrollment in ROCPs varies from small numbers in rural northern California to thousands in large urban areas. ROCPs help to close the "achievement gap" by motivating students to learn both academic and occupational skills for future success in a career of the student's choosing.

In addition to the specific skills and comprehensive career education offered, ROCPs also offer employment survival skills in many aspects of a particular industry sector, placement assistance, counseling and guidance services, and other critical support services for students. ROCPs fall under one of three distinct organizational structures: (1) school districts participating in a county office of education operated ROCP, (2) school districts participating under a joint powers agreement, or (3) a single school district. ROCPs in California collaborate with public agencies and associations to create and implement important instructional classes and programs. Examples of these programs include: Certified Nurse Assistant/Home Health Care Aide (CNA/HCA), Automotive Youth Education Systems Programs (AYES), ROCP California Work Opportunity and Responsibility to Kids (CalWORKs), and SkillsUSA. One of the strengths of the ROCP delivery system is that ROCPs work in partnership with local businesses and industries to design and provide programs for industry-based, transferable and portable certification programs based upon job market demand.

Many ROCPs work in partnership with a variety of California labor organizations to provide apprenticeship related and supplemental instruction to the more than 25,000 apprentices in California's trade careers.

ROCPs are a major resource in California's workforce development system to address the shortage of a highly qualified, skilled, and diverse workforce. Preparing California's youth and adults to be successful in the workforce adds to the economic well-being of California.

For programmatic questions:

Career Technical Education Leadership Office
Phone: 916-322-5050
The Career Technical Education Leadership Office (CTELO) provides technical assistance to all ROCPs in the following areas:
Accountability

Information and resources to help ROCPs maintain compliance with federal and state law.

Direct Support Professional Training Program

Information and resources for Regional Occupational Centers Programs that offer required training necessary for individuals to work in community care licensed facilities.

Certified Nursing Program

California Work Opportunity and Responsibility to Kids (CalWORKs)

The California Department of Education (CDE) distributes funding to Regional Occupational Centers and Programs for educational activities for welfare recipient students and those in transition off of welfare. The educational activities are limited to those designed to increase self-sufficiency, job training, and work.

For information on California Work Opportunity and Responsibility to Kids (CalWORKs) funding, please visit the CDE Funding Web page. From the Funding Web page, select "Search CDE Funding," type CalWORKs in the box under the header "keyword(s)," and select "Search CDE Funding."

CalWORKs program contact:
Charlene Cowan, Education Programs Consultant
Phone: 916-323-4747
E-mail: ccowan@cde.ca.gov

Resources

Contact Information

Career Technical Education Leadership Office
Career and College Transition Division
California Department of Education
1430 N Street, Suite 4202
Sacramento, CA 95814

Questions: CTE Leadership Office | 916-322-5050

Last Reviewed: Wednesday, February 24, 2021

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California's 74 Regional Occupational Centers and Programs (ROCP) have been a strong and integral part of California's educational system for over 40 years. ROCPs provide high school students 16 years of age and older, and also adult students, with valuable career and technical education so students can (1) enter the workforce with skills and competencies to be successful, (2) pursue advanced training in postsecondary educational institutions, or (3) upgrade existing skills and knowledge.

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For Juniors the process will become more rigorous with standards  CCSS.ELA-LITERACY.SL.11-12.1.A and California standard CCSS.ELA-LITERACY.SL.11-12.4.  Both these standards will help the students express their values with a clear speech patterns and learn how to present Their values properly and confidently.

Research from the last two years would be used as well as the new academic instruction being used for this year.  As an instructor we would want to factor in that some students may have a job by now and that job coaching value and worth may have to start for some students.

Students would still be doing journal entries and writing goals for themselves. some students may feel comfortable writing there own IEP at this time.

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to get our end goal Which is to have our students ready for work our college. There would not be to much technology used besides a computer because we will be doing presentations and job coaching just by roleplaying.

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I would let my students work in small groups helping each other come up with ideas on how to prepare a speech on how to value ones self. Staff would collaborate with the students making sure the project stays on task.

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for the seniors we are going to use standard CCSS.ELA-LITERACY.SL.11-12.5 to teach our final goal for the students to write and present with technology their own IEP.  Instruction will consist of showing students how to put together arguments and facts for Their final project.    Staff will let the students take the lead on their own project.

I would like the students to be in small groups to check each others work.

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Technology will consists of Their Chromebook, learning how to navigate SEIS, and learning how to share screens during the COVID-19 era.

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Collaboration will happen with students and staff.  I like the students to work together because this strategy helps the students see their value in the work that they produce.   Instructors will collaborate with the students effective strategies to find and self diagnose their disabilities.

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Students will do mock interviews with professionals dressed up like bosses. the students should dress up for there interview and show up with all the information collected from surveys, job applications, and assessments.