Framework 3: Instruction in Self-Advocacy (ISA)

  • Short Name: PreETS-ISA
  • ID Number: PRE-ETS-ISA-001

Description: Students develop foundational self-awareness and communication skills necessary for independence in education, employment, and community settings. Early competencies focus on identifying personal strengths, needs, and accommodations.

Progression includes practicing communication strategies such as requesting accommodations, expressing preferences, and participating in decision-making. At advanced levels, students demonstrate self-determination skills including goal setting, problem solving, informed choice, and active participation in transition planning and IEP processes.

Category 3.1: Self-Advocacy & Self-Determination (ISA-SD)

ID Number: ISA-SD

Skill Topic 3.1.1: Foundations of Self-Determination

  • ID Number: ISA-SD-FOUND

  • Evidence / Performance Indicators:

    1. ISA-SD-FOUND-A1: Explain self-determination components (choice-making, decision-making, goal setting, self-regulation).

    2. ISA-SD-FOUND-A2: Define “self-advocacy” and explain why it is vital for independent living.

    3. ISA-SD-FOUND-A3: Identify the main parts of self-advocacy (standing up for oneself, communicating needs, setting goals, requesting support).

    4. ISA-SD-FOUND-A4: Use positive self-talk to build self-image and self-confidence.

Skill Topic 3.1.2: Person-Driven Planning

  • ID Number: ISA-SD-PLAN

  • Evidence / Performance Indicators:

    1. ISA-SD-PLAN-A1: Explain the value of a person-driven planning approach.

    2. ISA-SD-PLAN-A2: Take lead ownership in choosing services, goals, and supports for the future.

    3. ISA-SD-PLAN-A3: Draft a comprehensive personal profile mapping interests, strengths, obstacles, and goals.

    4. ISA-SD-PLAN-A4: Answer prep questions for a support meeting (What do I like? What is important? What works/needs to change?).

    5. ISA-SD-PLAN-A5: Participate in community experiences to expand self-advocacy and transition networks.

Category 3.2: Self-Awareness (ISA-SA)

ID Number: ISA-SA

Skill Topic 3.2.1: Personal Attributes & Reflection

  • ID Number: ISA-SA-REFLECT

  • Evidence / Performance Indicators:

    1. ISA-SA-REFLECT-A1: Define self-awareness as understanding personal feelings, thoughts, and actions.

    2. ISA-SA-REFLECT-A2: Differentiate between public self-awareness (how others see us) and private self-awareness.

    3. ISA-SA-REFLECT-A3: List personal strengths, challenges, and support needs across home, work, and school environments.

    4. ISA-SA-REFLECT-A4: Identify areas requiring additional self-assessment (interests, learning styles, goals).

    5. ISA-SA-REFLECT-A5: Complete various standardized self-assessments.

    6. ISA-SA-REFLECT-A6: Summarize assessment profiles to guide future transitional goals.

    7. ISA-SA-REFLECT-A7: Discuss how personal behaviors impact future goals in employment or education.

Skill Topic 3.2.2: Disability Awareness & Impact

  • ID Number: ISA-SA-DISABILITY

  • Evidence / Performance Indicators:

    1. ISA-SA-DISABILITY-A1: Name and explain personal disability diagnoses in clear, plain language.

    2. ISA-SA-DISABILITY-A2: List current personal strengths and abilities.

    3. ISA-SA-DISABILITY-A3: Explain the specific impact of the disability across settings (classroom, workplace, community, independent living).

    4. ISA-SA-DISABILITY-A4: Explain which accommodations and supports effectively resolve barrier areas.

Skill Topic 3.2.3: Decision-Making & Goal Setting

  • ID Number: ISA-SA-DECISIONS

  • Evidence / Performance Indicators:

    1. ISA-SA-DECISIONS-A1: Select and declare personal preferences across daily living and class environments.

    2. ISA-SA-DECISIONS-A2: Create a plan mapping needed supports for decision-making (independent choice vs. supported decision-making).

    3. ISA-SA-DECISIONS-A3: Formulate goals that directly align with personal preferences and strengths.

    4. ISA-SA-DECISIONS-A4: Build a structured action plan detailing steps to reach goals.

    5. ISA-SA-DECISIONS-A5: Design a simple tool (checklist, calendar) to monitor personal goal progress.

Category 3.3: Knowledge of Rights and Responsibilities (ISA-LAW)

ID Number: ISA-LAW

Skill Topic 3.3.1: Disability Legislation

  • ID Number: ISA-LAW-LEGISLATION

  • Evidence / Performance Indicators:

    1. ISA-LAW-LEGISLATION-A1: Define key legal terms (disability, reasonable accommodation, eligibility vs. entitlement).

    2. ISA-LAW-LEGISLATION-A2: Detail the main protections of key civil rights laws (ADA, Rehab Act Section 504, IDEA, WIOA).

    3. ISA-LAW-LEGISLATION-A3: Match specific laws with the environments where they apply (IDEA in school, ADA/504 in college/work).

    4. ISA-LAW-LEGISLATION-A4: Explain the transition from entitlement-based services (high school FAPE) to eligibility-based services (adulthood/ADA).

    5. ISA-LAW-LEGISLATION-A5: Contrast high school rights/responsibilities with those in the workplace, college, and community.

Skill Topic 3.3.2: Disability Disclosure & Accommodations

  • ID Number: ISA-LAW-DISCLOSE

  • Evidence / Performance Indicators:

    1. ISA-LAW-DISCLOSE-A1: Define “disability disclosure” and explain its voluntary nature in adulthood.

    2. ISA-LAW-DISCLOSE-A2: Analyze advantages and disadvantages of disclosing a disability in work or college.

    3. ISA-LAW-DISCLOSE-A3: Outline specific processes for disclosing and requesting accommodations in target settings.

    4. ISA-LAW-DISCLOSE-A4: Verify when disability documentation needs updating (e.g., getting a new psycho-educational evaluation).

    5. ISA-LAW-DISCLOSE-A5: Locate contact details for disability services on target campuses or HR departments.

    6. ISA-LAW-DISCLOSE-A6: Draft a step-by-step plan to contact and request services from target institutions.

Skill Topic 3.3.3: Workplace Rights & Communication

  • ID Number: ISA-LAW-WORK

  • Evidence / Performance Indicators:

    1. ISA-LAW-WORK-A1: Match ADA Title I and Section 504 protections to workplace settings.

    2. ISA-LAW-WORK-A2: Explain employer accommodation duties (must provide reasonable accommodations; not required to alter essential job functions).

    3. ISA-LAW-WORK-A3: Contrast needing additional job skills training with needing reasonable accommodations.

    4. ISA-LAW-WORK-A4: List employee duties when requesting accommodations (following processes, disclosing, providing documentation, identifying tools).

    5. ISA-LAW-WORK-A5: Practice professional communication strategies with supervisors/coworkers regarding needed workplace supports.

Skill Topic 3.3.4: Community Rights & Living Supports

  • ID Number: ISA-LAW-COMMUNITY

  • Evidence / Performance Indicators:

    1. ISA-LAW-COMMUNITY-A1: Identify legal rights and protections in community settings (transit, housing, public spaces under ADA Titles II/III).

    2. ISA-LAW-COMMUNITY-A2: List responsibilities for accessing community supports (understanding needs, finding resources, communicating with enough notice).

    3. ISA-LAW-COMMUNITY-A3: Practice communicating support needs to friends, family, and public services.

Category 3.4: Communication of Needs and Preferences (ISA-COMM)

ID Number: ISA-COMM

Skill Topic 3.4.1: Interpersonal Communication Strategies

  • ID Number: ISA-COMM-STRAT

  • Evidence / Performance Indicators:

    1. ISA-COMM-STRAT-A1: Define effective communication and explain its role in self-advocacy.

    2. ISA-COMM-STRAT-A2: Assess personal comfort across communication methods (verbal, non-verbal, written, visual, active listening).

    3. ISA-COMM-STRAT-A3: Identify positive and negative communication cues (body language, tone, personal space, social cues).

    4. ISA-COMM-STRAT-A4: Adjust communication style based on the audience (peers, authority figures, family, service providers).

    5. ISA-COMM-STRAT-A5: Contrast casual communication with professional/formal communication.

    6. ISA-COMM-STRAT-A6: Select communication supports (assistive tech, visuals, written prompts) to reduce distractions.

    7. ISA-COMM-STRAT-A7: Clearly and concisely summarize personal preferences, interests, and strengths.

    8. ISA-COMM-STRAT-A8: Practice communicating needs, asking for help, and requesting accommodations.

Skill Topic 3.4.2: Assertive Communication

  • ID Number: ISA-COMM-ASSERT

  • Evidence / Performance Indicators:

    1. ISA-COMM-ASSERT-A1: Define “assertive communication” and contrast it with passive or aggressive communication.

    2. ISA-COMM-ASSERT-A2: Identify non-verbal signs of assertiveness (eye contact, posture).

    3. ISA-COMM-ASSERT-A3: Explain why past personal communication succeeded or failed.

    4. ISA-COMM-ASSERT-A4: Practice assertive communication steps (knowing goals beforehand, asking questions, considering other views, listening, accepting “no”).

    5. ISA-COMM-ASSERT-A5: Complete role-play scenarios to practice assertively sharing information.

Skill Topic 3.4.3: Self-Advocacy Communication Tools

  • ID Number: ISA-COMM-TOOLS

  • Evidence / Performance Indicators:

    1. ISA-COMM-TOOLS-A1: Identify custom self-advocacy tools (One-Page Profile, Transition Portfolio, presentation slides, video/audio records).

    2. ISA-COMM-TOOLS-A2: Explain how communication tools help others understand personal needs and values.

    3. ISA-COMM-TOOLS-A3: Select the best format of self-advocacy communication tool for personal use.

    4. ISA-COMM-TOOLS-A4: Match different settings (classroom, job site, community) with when to use these tools.

    5. ISA-COMM-TOOLS-A5: Create a personalized tool covering three areas: Appreciation (strengths), Importance (values), and Support (accommodations).

    6. ISA-COMM-TOOLS-A6: Practice presenting and sharing the completed self-advocacy tool.

Category 3.5: Leadership & Mentorship (ISA-LEAD)

ID Number: ISA-LEAD

Category 3.5: Leadership & Mentorship (ISA-LEAD)

ID Number: ISA-LEAD-SKILLS

Skill Topic 3.5.1: Leadership Development

  • Evidence / Performance Indicators:

    1. ISA-LEAD-SKILLS-A1: Define key leadership traits (organization, empathy, problem-solving, collaboration).

    2. ISA-LEAD-SKILLS-A2: Identify opportunities to lead (leading personal meetings, joining student groups, volunteering).

    3. ISA-LEAD-SKILLS-A3: Explain how leadership builds self-advocacy skills.

    4. ISA-LEAD-SKILLS-A4: Express motivation to lead and make informed decisions.

    5. ISA-LEAD-SKILLS-A5: Set goals to take on a leadership role in a school or community group.

Skill Topic 3.5.2: Leading Support Planning Meetings

  • ID Number: ISA-LEAD-MEETINGS

  • Evidence / Performance Indicators:

    1. ISA-LEAD-MEETINGS-A1: Describe your role as an equal partner in transition meetings (IEP, IPE, learning plans).

    2. ISA-LEAD-MEETINGS-A2: Explain the meeting’s purpose, agenda, and participants.

    3. ISA-LEAD-MEETINGS-A3: Review current goals and progress before the meeting.

    4. ISA-LEAD-MEETINGS-A4: Prepare questions and identify areas needing clarification.

    5. ISA-LEAD-MEETINGS-A5: Decide on a desired level of participation (e.g., leading the entire meeting, co-leading, sharing specific updates).

    6. ISA-LEAD-MEETINGS-A6: Create talking points and visual materials to share.

    7. ISA-LEAD-MEETINGS-A7: Attend the meeting and present prepared materials.

    8. ISA-LEAD-MEETINGS-A8: Reflect on participation and set goals for the next meeting.

Skill Topic 3.5.3: Peer & Disability Mentorship

  • ID Number: ISA-LEAD-MENTOR

  • Evidence / Performance Indicators:

    1. ISA-LEAD-MENTOR-A1: Define “mentorship” and explain its value.

    2. ISA-LEAD-MENTOR-A2: List benefits of participating in a mentorship (disability rights knowledge, career awareness, community links).

    3. ISA-LEAD-MENTOR-A3: Describe different types of mentorship (peer, group, electronic, disability-specific).

    4. ISA-LEAD-MENTOR-A4: Select a target area to focus on during a mentorship.

    5. ISA-LEAD-MENTOR-A5: Identify local or online mentorship programs.

    6. ISA-LEAD-MENTOR-A6: Connect with an assigned mentor and maintain regular contact.

    7. ISA-LEAD-MENTOR-A7: Discuss how the mentorship is helping build self-advocacy skills.

Skill Topic 3.5.4: Community Resource Mapping

  • ID Number: ISA-LEAD-MAP

  • Evidence / Performance Indicators:

    1. ISA-LEAD-MAP-A1: Define “community resource mapping” and explain its transitional value.

    2. ISA-LEAD-MAP-A2: List types of resources (places, services, agencies) that support transitional goals.

    3. ISA-LEAD-MAP-A3: Differentiate between local, state, and national resources.

    4. ISA-LEAD-MAP-A4: Identify map features (community vs. disability-specific resources).

    5. ISA-LEAD-MAP-A5: Outline mapping steps (choosing a geographic area, selecting formats).

    6. ISA-LEAD-MAP-A6: Define key resource categories (advocacy, employment, family, independent living, recreation).

    7. ISA-LEAD-MAP-A7: Select a preferred map format (Google My Maps, spreadsheet, visual layout).

    8. ISA-LEAD-MAP-A8: Interview peers and adults to gather resource leads.

    9. ISA-LEAD-MAP-A9: Build and regularly update the personal community resource map.

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