Post-Secondary

Transition Plan
SEFB 420
Spring 2016

Student Summary

Allison is a Caucasian, 16 year old, 10th grader at Texas High School. Allison lives in a
single family home with her father, mother, twin sister, three younger brothers, and grandmother.
Allison was born at 26.5 weeks gestation and only weighed one pound and five ounces. A few
days after she was born, she had to receive a blood transfusion due to an unknown infection. She
is served in all general education classes except for one resource math class. Allison has a
specific learning disorder, issues with short-term memory, and Tourette Syndrome. Allison
receives grades of mostly Bs in her classes. However, this past semester she has been making
some As. The class she struggles in most is Spanish; she made a 77 in Spanish last semester. She
had eight credits after her freshman year, and she is currently on track to graduate in May 2018
on the Foundation Plan with Endorsements. Allison has recently joined art club and participates
in FFA. Although Allison is 16, driving is not something she really wants to start doing. The idea
of driving is scary for Allison; however, her parents already bought her a car.
Allison is a shy girl, but she shows a great deal of compassion towards others. She has a
stutter when she speaks, and she can be very self-conscious about it. When speaking with others,
she does not always feel comfortable answering questions. After a few minutes, Allison will
begin to warm up to the person with whom she is speaking to at the moment. Allison participates
in class discussions when she feels she has time to say what she wants to say. Allisons mom and
her contact teacher, Ms. Porter, both stated that Allison is an extremely compassionate and caring
person. She is always looking to help others. Allison takes part in a program called S.H.A.R.E.
This program allows students with special needs to ride horses and learn to do different tricks
with horses. Allison and her mom both expressed how much they love this program because it
allows Allison to work with animals and be outside.

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When it comes to school, Allison stated that her favorite subject is math. She does
struggle in some areas of her math class, but her teacher stated that she keeps a good attitude.
Allison needs help getting on task, because she can sometimes become distracted. However, once
she starts working on something there is no stopping her. Allison has to be reminded to turn her
work in on time. This past semester she had several late assignments, but as the new semester has
started she is doing a lot better at making sure she turns her assignments in on time. Allison is
provided with some assistive technology; this includes a computer where she can type written
assignments for tests. On longer writing assignments, Allison is allowed to use a laptop with
predictive text. However, Allison does not always come to Ms. Porter to get the laptop. Allison
has the ideas in her head, but she struggles putting the ideas on paper.
Allison has never had a paying job; although, she does help with a lot of chores at home.
Along with chores she sometimes volunteers in her churchs nursery. Allison is currently in a
wildlife fishery class where she is learning more about animals. Ms. Porter believes that Allison
needs to be enrolled in classes where she can experience different careers such as a home
economics class. Ms. Porter also believes that Allison should take a career inventory test to help
Allison find careers that she may be interested in doing.
Allison has big plans for her future. She wants to be a Forensic Anthropologist and attend
Liberty University or University of Houston. If forensic anthropology does not work out, Allison
expressed she wants to be a marine biologist. She really wants to do something hands-on or
working outdoors. Ms. Porter stated that Allison has changed her mind about her career several
times over the past year, but she thinks doing something with animals will be a great career for
Allison. Allison expressed that she wants to move out of her house after graduating. Allisons

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mother would like Allison to live at home for one year after high school and attend Blinn
College.

(All interviews and questionnaires are included under transition assessment.)

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Assessment Summary
Assessment Title: Career Cruising Match Maker
Citation:
Anaca Technologies Ltd. (2000). Career Cruising: Career Matchmaker [Measurement
instrument] Retrieved from http://public.careercruising.com/en/
Description of Assessment and Administration:
This is an assessment that has the student rank what they are interested in on a scale of
one to five. One meant not interested and five meant very interested. This assessment was taken
on the computer. The student read each questions and then answered the question. If the student
did not understand the question, the student asked for assistance, and the question was reworded.
Rationale:
The reason this assessment was given to Allison was to help her see what careers may
match her interests. Allison often changes her mind on her future career. This assessment will
help her learn about new careers.
Summary of Results:
Allison was excited when she saw the results. The top choice for Allison was an
archaeologist. Allison wants to be a forensic anthropologist, and an archaeologist is closely
related to an anthropologist, because they both work with bones. The career cluster showed the
areas where most of Allisons interests match. These areas included law, public safety,
corrections and security arts, and technology and communications. This matches everything that
Allison has talked about in the past. The areas that were not similar to Allisons interests included
mail clerk, postal worker, and music instructor. When Allison saw these results, she agreed that
they did not interest her.

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Assessment Title: TIPS Transition Planning Guide (Recreation, leisure, and social activities
after high school)
Citation:
Cline, R., Halverson, D., Petersen, B., & Rohrbach, B. (2005). QuickBook Of Transition
Assessments - OCALI. Retrieved April 4, 2016, from
http://www.ocali.org/up_doc/Quickbook_of_Transition_Assessment.pdf
Description of Assessment and Administration:
This assessment encourages students to think about activities they would like to
participate in after high school and has the students think about what they are currently doing to
achieve these goals. The questions were read aloud to the student. The student verbally
responded while the interviewer wrote down her answers.
Summary of Results:
When Allison was asked about what recreational and leisure activities she would like to
participate in after high school, she stated she would like to partake in an aerobic walking club or
athletic class. Allison also stated that she is interested in participating in slow pitch softball. For
leisure, Allison would like to find a college church group or bible study to participate in during
the week. Currently, Allison said she walks a couple of miles every day after school. Walking
helps Allison relax. Allison also stated she participates in her churchs youth group. The last
question of the assessment asked Allison to list actions she could take in order to start pursuing
these goals. Allison decided she could start researching different gyms in the area and research
different organizations and clubs at Blinn. Allison stated that this assessment helped her think of
different activities she would enjoy participating in after high school.

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Assessment Title: Where Will I Live?

Citation:
Barclay, J., & Cobb, J. (2001). Full life ahead: A workbook and guide to adult life for students &
families of students with disabilities. Montgomery, Ala.: Ideas that Work.
Description of Assessment and Administration:
This is an assessment checklist that has the student checkoff tasks related to independent living
that they know how to do. The assessment also asks a few open ended questions relating to how
the student will find a place to live. During this assessment, the questions were read aloud to the
student, the student responded verbally, and the interviewer recorded the answers.
Rationale:
This assessment was given to Allison because she wants to move out of her house
immediately after high school. Allisons mom is worried that she will not have the skills to live
on her own or with a roommate.
Summary of Results:
After giving this assessment, it showed that there are a few areas that Allison will need to work
on regarding independent living. One of these areas included, Allison going grocery shopping on
her own. Allison also needs to work on cooking meals. Allison has only helped cook a few meals
with her mom, but she has never cooked a meal on her own. Finally, the assessment shows that
Allison needs to work on budgeting money. The results showed that Allison was not aware of
how much it would cost for her to move into an apartment and be completely independent.

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Assessment Title: C.I.T.E Learning Styles Inventory

Citation:
CITE Learning Styles Inventory - sped.sbcsc.k12.in.us. (n.d.). Retrieved April 4, 2016, from
http://sped.sbcsc.k12.in.us/PDF%20Files/tassessments/Education/CITE%20Learning%20
Styles%20Inventory.pdf
Description of Assessment and Administration:
This assessment lists several different types of learning styles and asks the student to rate
how much this applies to the students way of learning on a scale of one to four. One is least
like me and four is most like me. At the end of the assessment all the scores are added up, and
the student will be able to see which learning style fits him or her best. This assessment was read
aloud to the student, the student then circled the number that best described him or her.
Summary of Results:
The results showed that Allison is a majority visual language learner. On all questions
related to visual language Allison scored the questions four, which means she scored 40 out of
40. This means Allison learns best when she reads items that are written out. When it comes to
numbers, Allison prefers to hear numbers read out loud to her. Allison scored 28 out of 40 on
auditory numerical. Allison is able to interpret numbers better when she hears them aloud. The
assessment also asked questions on social situations. Allison scored 28 out of 40 on social
individual and 22 out of 40 on social-group. This result shows that Allison prefers to work on her
own rather than working in a large group. Allison was also asked to score herself on how she best
expresses herself. After adding up the score Allison score 26 out of 40 on expressiveness-written.
This means that Allison feels more comfortable answering questions and expressing her thoughts
by writing them down. Finally, Allison scored 30 out of 40 in tactile-kinesthetic learning. This
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means that Allison learns well by being able to use manipulatives. Allison likes to have physical
objects in front of her to help her learn. To sum the scoring all up, Allison is a visual language
learner, an auditory numerical learner, she prefers to have manipulatives to help her learn, she
enjoys working individually, and Allison can express herself best by writing down her thoughts.

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Assessment Title: Interest Inventory (High School)

Citation: Source unknown
Description of Assessment and Administration:
This interest inventory asks the student questions regarding their likes and dislikes in the
areas of school, employment, hobbies, and other interests. This questionnaire was given to the
student by reading the questions aloud. The student responded orally, and the interviewer wrote
down the students responses.
Rationale:
This assessment was given to find out more information about Allison. Allison does not
always share details about her life. This assessment prompted her to share what she likes and
dislikes.
Summary of Results:
Allison would like to attend a college to major in forensic anthropology. She said she
would like to have a job where she can work with her hands. Allisons favorite subjects are math,
history, and science. However, she does not enjoy English because she is required to write a great
deal of essays. When Allison was asked about shopping, she stated that she likes to buy items for
other people rather than herself. Allison enjoys helping other people and making other people
happy. Recently, Allison has joined the art club. Her favorite things to do in art club are paint and
draw. Participating in art club allows Allison to use her creative side and work with her hands.
Allison tends to stay at home and will occasionally go to the movie with her family. Outside of
family, Allison does not go places and participate in activities with her friends.
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Assessment Title: Parent Interview Vocational Assessment

Citation:
Green, Joe. (1990). Parent interview vocational assessment. 1-2.
Description of Assessment and Administration:
This assessment asks the parents several questions about their childs skills and talents,
and also about their childs vocational goals. This assessment was given as an interview. The
parents answered a series of questions, and the interviewer recorded the answers.
Rationale:
Allisons parents have a close connection with Allison, and they know all of her skills and
talents. Interviewing the parents will provide more information on what Allison and her family
expects her vocational goals to be.
Summary of Results:
Allisons mother, Mrs. Jones, would like Allison to attend a two-year college and then
transfer to a four- year university. She also stated that Allison is extremely passionate about
pursuing a career in forensic anthropology. However, this career does worry Mrs. Jones because
it will require Allison to receive a doctoral degree. Allisons mom said that Allison is a
compassionate girl. Mrs. Jones stated that Allisons compassion is a quality that many people
lack. Allison is always willing to help others. Mrs. Jones stated that Allison is smart, but
sometimes it takes Allison a little longer to process what she hears. Allisons mom is concerned
when Allison gets a job because she has Tourette syndrome, and short-term memory problems.
When Allison experiences tics or forgets something she becomes frustrated, but she does have a
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strong willingness to push through these setbacks. Allisons mom also stated she would like
Allison to live at home at first, but if her twin sister stays in the area, then she thinks it would be
good for Allison to move in with her sister.

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Assessment Title: Teacher Questionnaire Vocational Assessment

Citation:
Green, Joe. (1990). Teacher questionnaire vocational assessment. 1-3.
Description of Assessment and Administration:
This questionnaire asks the teacher a variety of questions relating to the student, and the
students education. The questionnaire asks teachers to answer questions in four different areas.
The areas included are interests, aptitudes, vocational training, and modifications needed.
This assessment was given in an interview format. The teacher was asked several
questions, responded orally, and the interviewer recorded results on the form.
Rationale:
The teacher who answered the questionnaire was Allisons former contact teacher, Ms.
Porter. Ms. Porter was chosen because Allison knew her the best out of all of her teachers. Ms.
Porter worked closely with Allison all through Allisons freshmen year and the first semester of
Allisons sophomore year.
Summary of Results:
Ms. Porter spoke highly of Allisons compassion and care towards others. She stated
Allison will go out of her way to help someone else. Allison always keeps a positive attitude
while she is in the classroom. Even when Allison feels she is struggling, she remains positive and
respectful to all people around her. Ms. Porter believes one thing that keeps Allison back is her
lack of self-confidence. Allisons shyness and lack of self-confidences can keep her from
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opening up to others. In class, Ms. Porter said that a paraeducator goes to certain classes with
Allison to help keep her on track. However, over the next semester, Allison will start attending
classes on her own. Ms. Porter stressed that Allison cannot be rushed when it comes to
completing tasks and responding to others. For this reason, Ms. Porter thinks an appropriate job
for Allison would be one where she could work at her own pace.

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Self-Advocacy Statement
Post-Secondary Education:
Allison will attend a two-year community college where she will contact disability
services to advocate for the accommodations she will need in the classroom. Allison will inform
her professors that she will need time to process her responses when she is called on in class.
Allison will also need to inform her professors that she will need extra time on exams, in order to
complete the exams. Finally, Allison will need to inform her professors on written assignments
that she needs to type them on the computer.
Rationale:
Allison currently receives many accommodations in the high school setting. In order to
be successful in her post-secondary education, Allison will need to make sure she receives
accommodations. The only way Allison will be able to receive these accommodations in college
is if she advocates for herself.
Employment:
Allison will find a part-time job that will work around her college schedule. Allison will
need to write her schedule down every week, so she does not forget when she has to work. When
Allison is working with customers, she will need to explain to her employer that she will need a
moment to respond to people when they ask her questions. Allison will also need to inform her
employer that she has tics, which occur more when she is stressed or nervous, and may need to
leave for a few minutes to calm down. Finally, Allison will need to inform her employer that she
has short-term memory loss, and she may need a few verbal prompts in order to complete a task.
Rationale:
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Allison struggles with short-term memory issues. By writing down her schedule every
week, she will be more likely to remember when she will have to work. Because Allison has
Tourette Syndrome, her tics sometimes cause her to take more time to respond to someone.
Allisons tics change often, but sometimes they are caused by her being nervous or stressed. If
Allison informs her employer of this, she may be allowed to step away and calm down.
Independent Living:
Allison will live in an apartment with her twin sister or a roommate. Allison will use a
calendar and write down when rent and bills are due. Allison will need to tell her roommate she
may need a few verbal reminders in order to help her remember paying her rent. Allison will ask
for assistance from her family on how to budget her money.
Rationale:
Allison struggles with short-term memory problems. Because of this, she often forgets to
complete tasks unless she is reminded. By Allison writing down when rent is due, it will help her
remember to pay rent. However, having her roommates provide her with a verbal reminder will
give her more guidance, but only when necessary. Budgeting money can be difficult for Allison.
When Allison is unsure of how to handle her money, her parents can provide her with some
assistance.
Recreation and Leisure:
Allison will participate in an aerobic walking class or club. When appropriate, Allison
will inform people she is communicating with that she will need a few moments to respond to
their questions.
Rationale:
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Participating in aerobic walking will give Allison a chance to communicate with others.
Allison does have a stutter and this causes her to take long pauses, so she can process what she
wants to say. In order to help Allison feel more comfortable when talking with others, it will be
beneficial for her to let people know she may need a second before she responds to their
questions.

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Transition Outcomes
Education
Transition Outcome:
After graduation, Allison will enroll in a two year college, and then transfer to a four year
university to receive training in forensic sciences.
IEP Goal:
By November 2016, given skills necessary for self-advocacy, Allison will be able to ask for
accommodations in the classroom.
Timeline:

Student receives direct skills training

Student practices skills training
Student uses skills training in the classroom
Student uses skills training in the college classrooms

September 2016
November 2016
January 2018
August 2018

Rationale:
Allison has a goal of being a forensic anthropologist. Allison wants to travel out of state to go to
college; however, she knows she does not have the money to go out of state directly out of high
school. Allisons mom stated that she would like her daughter to attend a local community
college for the first couple of years after high school. Allison agreed that this would be a good
idea, this way she could get accustomed to life in college before moving away from home.
Allison and her mom both think attending a local community college will give Allison a chance
to be independent, and it will also help Allison save some money before moving on to a four-

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year university. In order for Allison to be successful in college, she will need some self-advocacy
skills training. Allison can be shy, so receiving training on how to ask for assistance will be very
beneficial for her.
Employment
Transition Outcome:
After receiving a college degree, Allison will obtain a full-time job in forensic anthropology or a
similarly related job.
IEP Goal:
By March 2016, Allison will shadow a forensic anthropologist or someone who works in the
forensics sciences field
Timeline:

Research forensic anthropology requirements

Research jobs similar to forensic anthropology

September 2016
September 2016

Learn on the job decision making skills

Attend college

January 2017
August 2018

Rationale:
Allison is very passionate about forensic anthropology and is determined to become a forensic
anthropologist. However, forensic anthropology requires a doctoral degree. For this reason,
Allison will look into finding a job that is very similar to forensic anthropology. This may
include a forensic lab technician. If Allison shadows a forensic anthropologist, she will have a
better understanding of what is expected of a forensic anthropologist, and if it is something she
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would want to pursue. According to her career assessment, Allison is most interested in jobs that
relate to working in the law area or working with forensics.
Independent Living
Transition Outcome:
After graduation, Allison will move into an apartment with her twin sister or roommate.
IEP Goal:
By January 2017, given a recipe for a meal, Allison will be able to independently go to the
grocery store, buy all of the necessary ingredients, and independently prepare a meal.
Timeline:

Learn to follow a recipe

Cook a meal independently
Apply for a place to live
Move in with sister or roommate

September 2016
November 2016
May 2018
August 2018

Rationale:
Allison wants to be independent after high school. She wants to experience living on her
own. Allison and her sister are very close and they have discussed living together immediately
after high school. However, if Allisons sister decides to go away for college, Allison would like
to move in with a roommate. Allisons mom would like Allison to stay at home for a year after
high school. She would be okay with Allison moving out immediately after high school if Allison
moved in with her sister. After looking at her assessment, Allison showed that she needs to work

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on grocery shopping and cooking. In order for Allison to live on her own, she will need to work
on these goals.
Recreation and Leisure
Transition Outcome:
After graduation, Allison will join an aerobic walking club or class.
IEP Goal:
By May 2017, Allison will find different aerobic walking clubs or classes in the local area.
Timeline:

Take aerobic walking course at Texas High School September 2016

Research gyms in the area for an aerobic walking class
March 2017
Research aerobic walking classes offered at Blinn College
March 2017
Sign up for aerobic walking club/class
June 2018
Attend aerobic walking club/class
August 2018

Rationale:
Every day after school Allison walks two to three miles. Allison enjoys walking because
it helps relieve her stress, and she is able to exercise. When the recreation and leisure assessment
was given, Allison stated she would like to participate in an aerobic walking class after high
school. If Allison participates in an aerobic walking class, not only will she be getting exercise,
but she will also be working on her socialization skills, by communicating with others around
her.

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Job Analysis
The purpose of this job analysis was to find out if the career Allison was interested in
would be a good fit for her. After talking to Allison several times, she stated that she would like
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to pursue a career in forensic anthropology. Allison has no interests in any other jobs. Because of
this, a forensic anthropologist was contacted out of Houston, Texas. Sharon M. Derrick Ph.D., DABFA, is a forensic anthropologist in Houston, Texas, at a large facility. The job analysis was
conducted over the phone using the job analysis form. Dr. Sharon Derrick spent a lot of time
giving thorough answers, in order to help Allison make her decision.
A forensic anthropologist typically works for a medical examiners office or within law
enforcement. Dr. Derrick stated that a forensic anthropologists hours vary depending on how
busy the area of work is. However, she stated that forensic anthropologists typically work at least
40 hours Monday through Friday, but often forensic anthropologists work much longer hours. On
weekends, Dr. Derrick stated that she is on-call, and she may be expected to come to a crime
scene if needed. Dr. Derrick said being forensic anthropologist is very detailed oriented. A
forensic anthropologist has to work at a steady pace and be accurate. Also, a forensic
anthropologist has to be prepared for the areas he or she will be working in, and what he or she is
going to see. The three areas a forensic anthropologist works in are the office, the morgue, and a
crime scene. Finally, Dr. Derrick stated that it is highly recommended for a forensic
anthropologist to obtain a Ph.D.
After the interview, Allison completed the match portion of the job analysis form. Allison
was excited to see how she compared with the match. There were 16 different areas to compare.
Out of the 16 different areas, Allison matched with 15 out of the 16. The forensic anthropologist
answered both on a few options, so this made many of Allisons answers match the forensic
anthropologists answers. For example, a forensic anthropologist will have to work with both
people and things. After doing this match, it did show that Allison will be a good fit for a career
in forensic anthropology.
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Allison wants to continue pursuing a degree in forensic anthropology. Allison knows she
will have to receive a Ph.D. in order to pursue this career. However, Dr. Derrick said she could
major in forensic sciences as another option. If Allison majors in forensic sciences, she would
have many different options that were similar to forensic anthropology, but she would not have
to obtain a masters degree. If Allison decided she did want to go into forensic anthropology,
majoring in forensic sciences would allow her to do this. The next step for Allison will be to do
some research on jobs that are similar to forensic anthropology. Allison will continue to learn
about forensic anthropology, and she will possibly participate in a forensic anthropology camp
for high schoolers.

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Student Progress Summary

Throughout this semester, Allison has started to make some progress toward achieving
her goals. Allison is only a sophomore, so she has not taken any huge steps in achieving goals
and outcomes. Although Allison has not taken any huge steps in her transition program, she has
shown some great progress. Throughout the semester, Allison has opened up to talking with me,
she has become more knowledgeable in each area of transition, and she understands what it is
going to take to achieve her goals and outcomes in each area.
Allison has become much more understanding on what it is going to take to achieve her
post-secondary education goals. At the beginning of the semester, Allison was determined to
attend a four year university in Virginia. Now that Allison understands her graduation plan, and
the benefits of attending a two-year college first, Allison is excited to continue furthering her
education at Blinn and then transferring to a four-year university after two years. Allison
understands that other colleges offer degrees in forensic sciences, and she will not have to travel
out of state to obtain her degree. Allison is really working hard to maintain good grades, so she
can get accepted to college and apply for scholarships. Allison is currently making all As and
Bs. She continues to struggle in her Spanish class, but is taking the time to go to tutoring to help
improve her grade. Allison understands that college is expensive, and she would like to stay
close to home for her first couple of years of college in order to save money.
With regards to employment Allison has decided she would like to obtain a part-time job
while she is in college. Allison is determined to obtain a career in forensic anthropology after she
graduates from college. However, after reviewing the job analysis and hearing what the forensic
anthropologist has to say, Allison has now become open to pursuing a job in the forensic sciences

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field that would not require a doctorates degree. In order to accomplish this goal, Allison is
looking into going to a summer camp in the summer of 2017, specifically for high school
students in forensic anthropology. Allison knows she will need to have a part-time job while she
is in college to help pay for expenses. She has stated she would like to work somewhere where
she completes hands-on tasks. Recommendations were made to work at the on-campus library or
book store. Once Allison obtains a drivers license, she will start looking for a job.
Allison is starting to make some progress in the area of recreation and leisure. Although
Allison is still nervous to drive a car, she has begun to study for her permit exam. Allison plans
to take her permit test by the end of May. Allison is gradually trying to overcome her fear of
driving. In order to participate in more community activities outside of school, Allison
understands the benefits of having a drivers license to drive from place to place. Allison would
also like to take aerobic walking classes or participate in an aerobic walking group after she
graduates high school. Walking helps Allison relax and get her exercise. When Allison had her
ARD meeting recently, she requested she be placed in the walking athletic class. This request
shows that Allison is determined to accomplish her goals, and she will take some courses to help
her accomplish these goals.
In the area of independent living, Allison has begun to take small steps. When Allison
graduates high school, she would like to move into an apartment with her twin sister or a
roommate. One of Allisons goals was to be able to make a meal independently. Allison has
slowly started working on this goal, as she has helped her mom cook meals many times. By the
end of May, Allison will cook a meal independently. Allison understands that living on her own
will be a challenge. She has started to ask more questions about budgeting and is preparing
herself for living on her own by taking on more chores at home.
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Overall, Allison has shown some progress. Over the next couple of years, Allison will be
taking larger steps to achieve her post-secondary goals. Allison still needs to work on advocating
for herself and understanding the accommodations she receives. Although Allison knows all of
the accommodations she receives, she does not understand why she receives these
accommodations. Helping her to understand her accommodations will help her to advocate for
herself in her post-secondary education and career.
The next steps for Allison will be focusing on keeping her grades high in school and
preparing for college. Allison is only a sophomore, so the next two years of school are important
for her. If Allison can maintain good grades and practice good study habits, she will be better
prepared for college. Allison will also focus on obtaining her drivers license. Allisons goal is to
have her drivers license by the time she graduates from high school. In order for Allison to do
this, she will need to take her permit test and begin practicing driving with her parents. With
these steps in mind, Allison will be on her way to success.
Throughout this semester, Allison has started to make some growth in achieving her
postsecondary goals. Allison is showing she is more motivated and interested in completing her
goals. If Allison continues to stay motivated, try her best, and stay self-determined, she will have
no trouble accomplishing her goals.

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