Choice Making

Decision Making

Problem Solving

Goal Setting

Self-Regulation

Self-Advocacy

Self-Awareness

Self-Efficacy

By 9th grade students should see value in their work. This can include creating a web of individual goals and seeing it's purpose and worth
CCSS.ELA-LITERACY.PI.9-10.2 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

Plan:
By 9th grade students should be able to plan specific goals that align with their given classes and interests. This can include individuals creating a vision board of future opportunities. 
CCSS.ELA-LITERACY.PI.9-10.11 Justifying own arguments and evaluating others' arguments in writing

Act:
By 9th grade students should use a sentence structure. Write a goal that promotes your growth in individual interest outside of school. 
CCSS.ELA-LITERACY.Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

Experience and Outcomes:
Express your individual interest and hobbies in terms of a profession giving examples of successful people in the community. CCSS.ELA-LITERACY.PI.9-10.8 Analyzing how writers and speakers use vocabulary and other language resources for specific purposes (to explain, persuade, entertain, etc.) depending on modality, text type, purpose, audience, topic, and content area

By 10th grade, students will be able to identify areas of strength and weaknesses. This can be done via grades or IEP data.  
CCSS.ELA-LITERACY.PI.9-10.6 Reading closely literary and informational texts and viewing multimedia to determine how meaning is conveyed explicitly and implicitly through language

By 10th grade students will value their strengths and be able to pick out specific hobbies/work opportunities. Activity would be creating a online advertisement for their chosen opportunity.  
CCSS.ELA-LITERACY.PI.10.2 Interacting with others in written English in various communicative forms (print, communicative technology, and multimedia)

By 10th grade students will be able to plan their own individual opportunities from their advertisement by researching those opportunities in their community.
CCSS.ELA-LITERACY.PI.10.11 Justifying own arguments and evaluating others' arguments in writing

By 10th grade students will be able to create a professional email that will convey their desires to learn more about the opportunities they have been researching.  
CCSS.ELA-LITERACY.PI.10.12 Selecting and applying varied and precise vocabulary and other language resources to effectively convey ideas

By 10th grade students will be able to create a slideshow presentation and orally present their findings from the years activities. 
CCSS.ELA-LITERACY.PI.10.9 Expressing information and ideas in formal oral presentations on academic topics.

By the 11th grade students  will independently identify and locate key information on charts and maps of the community on 3 out of 4 trials as measured by data tracking and teacher observation.  
RI.11–12.5analyze the use of text features (e.g., graphics, headers, captions) in public documents. CA

By 11th grade students will participate in school meetings (parent/teacher conference or annual review) and advocate for self with the support of parent and teachers.
SL.11-12.1b Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.

By 11th grade students will develop and organize material that encompasses their IEP goals. 
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.

By 11th grade students will produce a digital slideshow for their annual IEP goals  
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.

By 11th grade student will Co-lead annual review and help develop IEP goals.

W.11–12.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

By the 12th grade students will have an idea of two or three jobs they may like to do after high school.  Taking a career interest inventory can help.
RI.11–12.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text 

By 12th grade students will be able to write a resume and cover letter describing themselves and their strengths.
W.11–12.2b  Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

Plan:   

By 12th grade students will prepare and practice for job interviews. 
SL.11–12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

By 12th grade students will find two jobs on job sites that they would like to apply for after they graduate.
RI.11–12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.

By 12th grade students will research the costs of rents in their community and create a budget based on jobs they found.  
HSS-Poe.12.4.3  Discuss wage differences among jobs and professions, using laws of demand and productivity. 

Landing / homepage - self-determination. (n.d.). Retrieved March 20, 2023, from https://selfdetermination.ku.edu/wp-content/uploads/2019/05/Teachers-Guide-2019-Updated-Logos.pdf

101a - self-determination (TLI 2021). CDE. (n.d.). Retrieved March 20, 2023, from https://www.cde.state.co.us/cdesped/tli-101a

Seis.org  SEIS - Search Goal Banks

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Friend, M. & Cook, L. (2017). Interactions: Collaboration Skills for School Professionals (8th ed.). Boston, MA: Pearson. Edition: 8th

California Department of Rehabilitation CA Department of Rehabilitation  916 324-1313

California Children’s Services California Children's Services 888 452-8609  MMCDOmbudsmanOffice@dhcs.ca.gov

Childcare.gov Home | Childcare.gov  202 690-6782  Childcare.gov@acf.hhs.gov

Social Security Administration Disability Benefits | SSA 800 772-1213

California Regional Centers https://www.dds.ca.gov/rc/listings/