Self Advocacy

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Self Advocacy by Mind Map: Self Advocacy

1. Learning Expectation / Goals

1.1. Learn abilities

1.2. Know limitations

1.3. Set high / age apporirpate goals for themselves

1.4. Express needs

1.5. Access all available opportunities

2. Important Special Education Connection

2.1. Indicator of special education services is IEP student attendance

2.1.1. This course requires students to attend IEP meetings, thus improving compliance

3. A.D.V.O.C.A.T.E Model to reach goals

3.1. A = acquaint yourself with your preferences

3.1.1. D = Determine your abilities and limitations

3.1.1.1. V = Vocalize your needs

3.1.1.1.1. C = Consier your goals

4. Pre K - Topic - Preferences

4.1. Objectives (each objectives are broken down into B.I.A.M: likes and dislikes; choice and preference, choice of food, communication preference, indicate preferences in classroom

4.1.1. Objectives are differentiated based on rigor; 4 levels: B = Beginner, I = Intermediate, A = advanced, M = Mastery

4.2. Measurement of Success are labeled as outcomes - Page 9: (1) Students are relaxed; (2) students are able to make decisions based on likes and dislikes, (3) students advocate their preferences

5. Kindergarden - Topic - ID emotions

5.1. Objectives: classify emotions and recognize emotional state of others, know what emotional look like by physical expression and body language, ID emotional preference and why they have that preference, ID triggers for negative emotions and find ways to avoid triggers, and ID calm down strategies

5.1.1. Measures of Success / Outcomes: (1) students are able to express how they feel about various events; (2) students are able to pick out how they feel from a serious of pictures; (3) students clearly understand what it means to have certain emotions and how to express them

5.1.1.1. Common Core Standards: SL K.6, W K.8, SL K.1

6. First Grade -Topic - develop language and communication skills

6.1. Objectives: practice phonemic awareness; use grade-level vocabulary with text; convey thoughts through verbal, written, and image based communication; decode words without frustration, mitigate reading challenges; consider preferences with literacy-based work

6.1.1. Measures of Success / Outcomes: (1) Students can communicate with others; (2) students can communicate likes and dislikes to others; (3) student can indicate preference when reading and writing

6.1.1.1. Common Core Standard: SL 1.1, SL 1.3, W 1.5

6.1.1.2. CCTC 4. Communicate clearly, effectively and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/ or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice and organization and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

7. Second Grade - Topic - teamwork

7.1. Objectives: discuss feelings on teamwork and preferences and emotions that affect teamwork; consider how teams are used in everyday life and school; create effective team through choices made by team players; examine different reactions on a team that could create conflict between team members.

7.1.1. Measures of Success / Outcomes: (1) Students will complete assignments with others; (2) develop social skills needed for group work; (3) understand that group members have different abilities.

7.1.1.1. CCTC 1. Act as a responsible and contributing citizen and employee. Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long- term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

7.1.1.1.1. CCTC 12. Work productively in teams while using cultural/global competence. Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural differences to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

8. Third Grade - Topic - knowing your abilities

8.1. Objectives: define abilities; ID what they are good at; analyze what it means to be good at something and that everyone is good at something; determine how their abilities can be utilized to create an effective team; create presentations about their abilities

8.1.1. Measures of Success / Outcomes: (1) Students are able to indicate their general abilities; (2) students understand their strengths in relation to roles in a group; (3) students see differences in abilities and utilize their their advantage

8.1.1.1. CCTC: None that are on point

9. Forth Grade - Topic - knowing your limitations

9.1. Objectives: examine the word limitation and define it; differentiate between a limitation and a weakness; indicate everyday challenges they face or what is hard for them; analyze challenges and how to cope; reflect on uniqueness of individuals; determine how their weakness can effect a team and why that is important to consider; determine relationship between abilities and limitations; determine how abilities can compensate for limitations

9.1.1. Measures of Success / Outcomes: (1) Students recognize they have limitations; (2) students demonstrate how they can complete a challenging task; (3) students are able to advocate for their needs when necessary.

9.1.1.1. CCTC: none on point

10. Fifth Grade - Topic - Understanding your own disability

10.1. Objectives: students will discuss the word disability and what people think about having a disability; discuss personal feelings about disability and indicate reasons whey they feel that way; understand personal limitations with a disability; discuss how historical figures have overcome their disability; create a definition of their disability and personalize their understanding of their disability / how the disability affects them;

10.1.1. Measures of Success / Outcomes: (1) Students understand what their disabilities are and how thy are defined; (2) students understand their disability - related to their limitations; (3) students identify their disability - related to hopes and fears

10.1.1.1. Common Core: RI 5.4, W 5.1, W, 5.1

11. Six Grade - Topic - Identifying and requesting accommodations

11.1. Objectives: Students will recognize what accommodations are what they needs for educational success; students will discuss what supports are required to cope with obstacles and limitations; students will show how prior accommodations have been used; students will determine what accommodations are appropriate for their disability and which ones are not; students will develop accommodations for success in their current education setting.

11.1.1. Measures of Success / Outcomes: NOTE - the Outcomes listed are not directly aligned with the objectives. (1) Students are able to indicate their needs in relation to their disability; (2) students legitimize their needs by communicating their limitations; (3)students effectively communicate their needs to a group through media.

11.1.1.1. My Suggestion for Measure of Success: Students will list appropriate accommodations based on their disability; Students will defend why an specific accommodations will help with academic success

11.1.1.1.1. CCTC 10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

12. Seventh Grade - Topic - Independence; advocating outside school enviorment

12.1. Objectives: Students classify accommodations based on different environments (in and out of school); students define independence and describe what they hope to become; students explain how to become more independent with accommodations; students discuss and describe the term independent living and what accommodations are needed to live more independently in the future; students will create SMART plans to make progress towards independence.

12.1.1. Measures of Success / Outcomes: (1) Students define independence as it relates to their disability; (2) students indicate their disability as they relate to independence, while also recognizing what they cannot do independently; (3) students set goals for the future and advocate for their independence in certain areas in a paper.

12.1.1.1. CCTC 10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

13. Eight Grade - Topic - student engaged in own IEP process

13.1. Objectives: Students will discuss and define what an IEP is and what it is used for in the educational environment; students will distinguish between the different parts of their IEP and its purpose; students will indicate their impression of what is written into their IEPs and identify any changes they feel should be made to their plan; students will consider how their abilities, limitation,s and accommodations are factored into their IEP; students will develop their own version of their IEP, and depict goals, accommodations, and a narrative about how their disability affects them;

13.1.1. Measures of Success / Outcomes: (1) Students understand their disabilities and which law applies to their education documents - whether IDEA to their IEPs or the Rehabilitation Act to their 504 plans; (2) students have researched can articulate their disability - related legal rights; (3) students can indicate their needs and ambitions as they move forward to high school

13.1.1.1. CCTC: 4. Communicate clearly, effectively and with reason. Career-ready individuals communicate thoughts, ideas and action plans with clarity, whether using written, verbal and/ or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others’ time. They are excellent writers; they master conventions, word choice and organization and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome.

13.1.1.1.1. CCTC: 7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use a reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices. They use an informed process to test new ideas, information and practices in their workplace situation.

13.1.1.2. Common Core Alignment: Outcome (1): RI 8.5; (2) W 8.2; (3) SL 8.4

14. Ninth Grade - Topic - students take ownership of their IEP

14.1. Objectives: Students take ownership of their own IEP and make positive decision about educational future; students become leaders and experts of their education; students apply leadership skills to establish their role in their education; students will determine what qualities make a good leader and what historical figures have been considered great leaders; students will be leaders at their IEP meetings;

14.1.1. Measures of Success / Outcomes: (1) Students fully understand how their abilities and limitations affect goal setting; (2) students meet the goals they set for themselves; (3) students advocate for themselves if they face adjustment issues

14.1.1.1. Common Core Alignment to Outcomes (1) SL 9-10.4; (2) SL 9-10.1; (3) SL 9-10.6

14.1.1.2. CCTC: 10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

14.2. Goals for high school should be based on the following: courses, GPA, extra-curricular activities, study skills, free time activities, improve behavior / grades / social skills, classroom challenges and how to resolve academics issues

14.3. Post - Secondary Preparation and considerations for secondary education, training, or employment: Is the student successfully completing coursework? Is the student actively participating in class? Does the student use time wisely? Should the student reassess schedule? Is the student adjusting socially? Is the student successfully self- advocating?

15. Tenth Grade - Topic - students advocate for their own post secondary transition whether it be college or employment

15.1. Objectives: (1) Students consider their goals for immediate future in high school and develop steps to meet their goals; (2) students will understand and define SMART goals; (3)students will write SMART goals, gather baseline data, create a plan of action, and produce a product that reflects their success of meeting that goal; (4) students will combine goals into their transition plan and highlight their future goals; (4) students create SMART long-term goals for post-secondary that are included in their IEP transition plans

15.1.1. Measures of Success / Outcome: (1) Students understand the importance of setting goals for the future; (2) students can indicate why they chose the post-secondary pathway they did and can support their choice with reasoning; (3) students set interim goals that help them achieve realistic post-secondary goals

15.1.1.1. Common Core Alignment to Outcomes (1) SL 9-10.2; (2) SL 9-10.4; (3) W 9-10.2

15.1.1.2. CCTC: 10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

16. Eleventh Grade - Topic - knowing the law and how and when it protects you

16.1. Objectives: (1) Students will discuss prior knowledge of the IDEA, The Rehabilitation Act of 1973, and the Americans with Disabilities Act, and what impact the laws have on them; (2) students will distinguish the differences between the IDEA, the Rehabilitation Act of 1973, and the Americans with Disabilities Act; (3) students will analyze what rights they are guaranteed for education based on the IDEA and Section 504 of the Rehabilitation Act of 1973; (4) students will discuss how to apply the law to post-secondary outcomes; (5) students will consider what post-secondary education rights and employment rights they are afforded by the Americans with Disabilities Act

16.1.1. Measures of Success / Outcomes: (1) After researching, students will understand the rights they are afforded under the IDEA and ADA / Rehab Act and they can compare and contract their rights under those laws; (2) students know their rights and can use that knowledge to advocate for the accommodations necessary for their success; (3) students now how to request accommodations when their needs are not being met and how to proceed when they do not receive reasonable accommodations.

16.1.1.1. Common Core Alignment to Outcomes: (1) W 11-12.1; (2) W 11-12.1; (3) SL 11-12.1

16.1.1.2. CCTC: 7. Employ valid and reliable research strategies. Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use a reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices. They use an informed process to test new ideas, information and practices in their workplace situation.

17. Twelfth Grade - Topic - self advocating for post-secondary life for college or employment; putting self-advocacy skills to action

17.1. Prioritization for the student: student must first determine for themselves what is most important in their life: which goals are most attainable and which goals must be achieved first in order to move forward

17.1.1. Objectives: (1) Students will apply self advocacy skills to careers, education, and indepdneding living; students consider why it is vital to develop self-advocacy skills after high school; (2) students will create a strategy to advocate for accommodations to complete jobs or coursework; (3) students will use conflict resolution strategies when denied guaranteed rights (NOTE - have to teach conflict resolution); (4) students will advocate for post-secondary recreational activities; (5) students will develop long-term goals to exercise self-advocacy techniques in post secondary activities

17.1.1.1. Measures of Success / Outcomes: (1) Students list achievable goals for dealing with their disabilities new environments; (2) students determine their possibility of success or failure in a chosen endeavor; (3) students develop strategies to advocate for their needs

17.1.1.1.1. Common Core Alignment to Outcomes: (1) W 11-12.2; (2) SL 11-12.4; (3) L 11-12.6

17.1.1.1.2. CCTC: not on point

17.1.1.2. College Track Students

17.1.1.2.1. Short Term Goal:

17.1.1.2.2. Long Term Goal:

17.1.1.3. Career Track Students

17.1.1.3.1. Short Term Goal:

17.1.1.3.2. Long Term Goal:

18. Beyond Grade 12 - Topic - Completing high school

18.1. Objective: student selects preferred method of completing high school

18.1.1. Measures of Success / Outcomes: (1) Students set goals for the method of completing high school that they prefer; (2) students understand the pros and cons of both credential and have made an informed decision which of the two they prefer to obtain; (3) student employs preferred strategies to become independent

18.1.1.1. Common Core Alignment with Outcomes: (1) SL 11-12.1; (2) SL 11-12.4; (3) SL 11-12.6

18.1.1.2. CCTC: 10. Plan education and career path aligned to personal goals. Career-ready individuals take personal ownership of their own educational and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the educational and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors and other experts to assist in the planning and execution of career and personal goals.

18.2. 18 is age of majority - student makes own decisions (unless parent claims rights)

18.2.1. Teacher should discuss the new obligations with students who are 18

18.3. 22, DCPS will stop serving students

18.3.1. Adult agency will be responsible if correct steps taken

18.3.1.1. Students should self advocacy to obtain credentials to earn employment

18.4. Examples of goals:

18.4.1. Short Term

18.4.1.1. Passing a class

18.4.1.2. Completing an assignment

18.4.1.3. Studying for tests

18.4.2. Long Term

18.4.2.1. Graduating before 21

18.4.2.2. Obtaining a diploma or GED

18.4.2.3. Getting a job or being accepted into college