Student-led IEPs

1. Student-led IEPs UCPS-8/2009

2. The purposes of today’s session are: Provide an overview of student-led IEPs. Provide you with the steps to develop a student -ed IEP training program Provide you with activities to engage your students in the IEP process. Prepare students to participate and lead their own IEPs

3. ! ? Who I do Student-led IEPs makes the Choices This presentation based on : A “Who Makes The Choices? We Do, Student-led IEPs!” www.studentledieps.org A Student's Guide to the IEP, http://www.nichcy.org/pubs/stuguide/st1book.htm CEC's Student-led IEPs: A Guide for Student Involvement http://www.ideapractices.org/bk/catalog2/student-led_ieps.pdf 3

4. Can you imagine your student doing any of the following? • Selecting pictures of her/himself to show at the IEP meeting about a typical school day, and the things he/she likes to do? • Selecting samples of his/her schoolwork to show people at the IEP meeting those subjects he/she does well in and those he/she struggles with? • Helping narrate and select images for a slide presentation that portray the subject areas she/he is good at and those she/he struggles with, and how teachers can help? • Creating the invitation to her/his IEP meeting?

5. Can you imagine your student doing any of the following? • reducing him/herself and other people he/she knows at the meeting? • Clicking a mouse on a computer to move from one slide to the next slide in a Microsoft ® PowerPoint ® presentation, telling what each slide says, during his/her IEP meeting? • Facilitating the agenda of the IEP meeting? • These are just a few of the things that some students do as part of • their student-led IEP. If you can picture your student doing some • of these things, • then she or he can do a student-led IEP.

6. What is a Student-led IEP (SL-IEP)? • A way to increase student (and others’) involvement and representation • in the IEP process. • Students develop self-determination and self-advocacy skills by learning about: • their exceptionality, • the laws that protect their civil rights, • their strengths and needs, • the accommodations that enhance their success, • special education, • the IEP, and • the IEP meeting. • The process encourages students to play a larger role in developing their IEP, participating in their IEP meeting, and implementing their IEP. It is probably NOT like your typical, traditional IEP!

7. Student-led IEP Traditional IEP versus Student is aware of purpose for IEP meeting, contributes to the content of the IEP document, and understands his/her exceptionality Student helps determine content of IEP, and how it will be discussed at the meeting Student is often the discussion leader and presents information in a variety of ways Meeting emphasizes capabilities, student interests and plans for the future – it’s FUN! Student might be unaware of purpose for meeting, the IEP and its contents, or his/her exceptionality category Adult team members generally determine content of IEP Student might not participate in discussion or decision-making Meeting might be negative - emphasis on student deficits or “can’t dos” 7

8. Student-led IEP Traditional IEP versus IEP contains jargon & “legal-ese”- not understood by student or parent Meetings might not be well attended by students, general education teachers, parents General education teachers might not understand/implement accommodations IEP might not reflect the student’s interests or concerns, rather the adults’ Meeting often has “us” against “them” feeling Wording of IEP document is user-friendly for all participants Meetings have improved attendance as teachers and parents respond to invitations from student Educators more likely to accommodate students in the classroom, including learning styles IEP reflects intent to increase student voice in educational decisions, producing a dynamic document reflective of student’s personality Meeting becomes a cooperative experience of working together to assist the student 8

9. PLEASE • do not be frightened by the term • “student-led IEPs” • It is not to imply that all students LEAD their IEPs in this model. • We use the term “student-LED IEPs” because: • It is used by the individual who created the model (Marcy McGahee-Kovac); • It is short; • It is easy to remember; • It signifies a critical concept: Undeniable involvement and representation of the student in IEP planning and implementation.

10. The Need for SL-IEPs is based on: • IDEA mandate to involve students in transition planning • NCLB mandate for continual student academic achievement gains • Increased number of states with high school diploma contingent on passing of • minimum competency test • Increased student drop-out rates • Students feeling curriculum is not relevant to their lives • Lack of student motivation • Increased complexity of students’ needs • Research findings about the benefits of self-determined and self-advocating • behaviors • Increased time & paperwork requirements for implementing special education

11. Why are student-led IEPs important? • According to Dianne Barton, a special educator in California with extensive experience with SL-IEPs, it “gives [students] the tools, perspectives, methods, and concepts they need to carry out authentic tasks” (2003, p. 6). • It places the students’ learning process in a context that is meaningful to them, “where they are actively engaged in making decisions, solving problems, and evaluating situations that are shared among individuals also involved in carrying out the task….[which] results in the development of a thinking process where students learn to self-regulate and take charge of their own learning” (p. 6).

12. Why are student-led IEPs important? • It enhances educational outcomes for students by: • Helping them identify what is most important and promoting feelings of control over their educational decisions; • Exploring their attitudes about themselves as learners and about learning.…providing opportunities for them to assess and consider strategies to overcome the learning difficulties they face; and • Encouraging a clarification of their purposes in performing a task, to assess what they already know, and to predict what they need to learn (p. 7).

13. Why are student-led IEPs important? • “While the concept of involving students in developing their own IEPs may seem difficult at first, in fact, students have much to gain by being involved. During the process they can: • learn more about their exceptionality, including how to talk about and explain the nature of their exceptionality to others, • learn what accommodations are and what types of accommodations • might help them succeed in the classroom, • learn how to speak for themselves…, • learn about goals and objectives that form the basis of their education • and why these goals and objectives are important for them; and • ultimately, become more involved in their own education.” • (Kupper, 1995, p. 1)

14. Why are student-led IEPs important? • They are one way of helping students become better self-advocates: learning to apply the skills of self-determination, goal setting, and self-evaluation. • Self-determination and self-advocacy are interrelated – • Self-determination: Involves making and implementing choices based on personal needs, interests, and values. • Self-advocacy: Involves the actions that one takes on one’s own behalf (Field, 1996). • “The capacity to make complex decisions, solve complex problems, or engage in any of the skills and knowledge-based activities that enable one to exert better control over one’s life is secondary in importance to being the causal agent in one’s life and making things happen in accordance with one’s preferences, wants, needs, and interests” (Wehmeyer, 1998).

15. Why are student-led IEPs important? • Preliminary research is showing benefits to SL-IEPs: • Students knew more about their exceptionality, legal rights, and appropriate • services than other students. • Students gained increased self-confidence and the ability to self-advocate. • Parental participation in IEP meetings increased (with 100% of parents • participating in IEP meetings during the year). • Educators (both general and special) were enthusiastic about the changes they • observed in student involvement in education, including the follow-up that • occurred in implementing IEP goals. • (Mason, McGahee-Kovac, & Johnson, 2004)

16. Student involvement in the IEP process also fosters the ability to: • Define their strengths and needs related to education, recreation, jobs, • independent living, and be better advocates for themselves in school and life • Express interests, likes, and dislikes • Understand compromise • Demonstrate communication and negotiation skills, such as talking with general • educators about classroom progress and needs • See how many people are working to help them be successful in their • educational endeavors • Develop leadership skills • Develop skills necessary for self-determination, such as problem solving, • self-evaluation, choice-making and decision-making • Become more involved in their education and transition planning • Participate in future team situations • Have fun developing their IEP!

17. SL-IEPs can be implemented with ALL students • Students of any AGE • Preschool through age 22 • Students with any EXCEPTIONALITY/DISABILITY • Mild, moderate or severe • Students in any INSTRUCTIONAL SETTING • Integrated, resource, cross-categorical, self-contained, secure care • The vocabulary and degree of responsibility varies from student-to-student; however, the concept of leadership is maintained through the emphasis on asking the child about what is important to him or her and using that information in planning. • Students can be involved in and even lead IEP meetings even if they have not received previous preparation in self-determination and self-advocacy. (Mason, McGahee-Kovac, & Johnson, 2004) 17

18. Students can be involved in their IEP in many ways • SL-IEPs can be adapted to meet the unique needs of any student, regardless of age, exceptionality, culture, & setting (yes, it is true!) • Activities can be as simple as: • Talking about what they like or don’t like about school • Introducing self and others they know at their IEP meeting • Sharing information about their exceptionality at their comfort level • Discussing their strengths, needs, interests & preferences • Asking questions about their goals and objectives • Using pictures, drawings, storyboards, portfolios, school diary and/or video to portray their school day, activities, and preferences

19. Students can be involved in their IEP in many ways • Activities can be as sophisticated as: • Asking teachers about classroom progress and performance • Designing and distributing invitations to their IEP meeting • Helping to develop components of their IEP • Leading sections of or all of their IEP meeting • Using technology to present portions of their IEP at the meeting • Serving as a mentor to other students in developing a SL-IEP • Requesting needed accommodations from teachers • Presenting at conferences about being involved in SL-IEPs

20. The important thing is... To focus on each individual student and his/her interest in and unique ability to participate in the development and implementation of their IEP and IEP meeting.

21. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials  Providing Instruction ·Exceptionalities ·Laws ·Accommodations ·Transition planning & services ·Self-determination & self-advocacy ·The IEP ·The IEP meeting ·Other  Introductory Work With Students ·Orientation ·     = Establish ground rules ·Introduce key vocabulary  Developing the IEP ·Invitations ·Collect information ·Draft document  Conducting the IEP Meeting ·Reminder notices ·Set meeting agenda with student ·Practice with student ·Conduct actual meeting  After the Meeting ·Congratulate and celebrate the student ·Implement the IEP From Who makes the choices? Arizona student-led IEPs: Toolkit for teachers (2002). Adapted from McGahee, M., Mason, C., Wallace, T., & Jones, B. (2001). Student-led IEPs: A guide for student involvement. Arlington, VA: The Council for Exceptional Children. 21

22. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials

23.  LAYING THE FOUNDATION • Will SL-IEPs take a lot longer than typical (regular) IEPs? • This process does take longer than typical IEPs because of the additional time to communicate with students on an individual basis. • However, with careful planning and starting with a small number of students, most teachers find the extra time is available to them and are able to work with the time constraints. • After becoming better acquainted with this process, teachers find that some students are able to assume responsibility for drafting portions of their IEP (i.e., collection information on present level of performance from their teachers) and setting up their IEP meeting (i.e., sending out invitations), which results in a time savings for the teacher.

24.  LAYING THE FOUNDATION • How do you fit SL-IEPs into your teaching schedule? • Teachers adapt SL-IEPs to meet the unique circumstances of their school, classroom setting, and students. Some teachers: • Create a special class on SL-IEPs, self-determination, and/or self-advocacy. • Include instruction in existing special education courses, teaching about • SL-IEP topics through group instruction and individualized assistance • during class time. • Incorporate instruction in the general curricula, such as a language arts • class, using group and/or individualized instruction. • Develop after-school clubs. • Have students come in for individual planning meetings before school • starts in the morning, during lunch, during a study skills class, and/or at • the end of the school day.

25.  LAYING THE FOUNDATION • Involving Administrators • Student participation • Parental Notification • Confidentiality • Student access to their IEPs • Scheduling

26.  LAYING THE FOUNDATION • Involving Parents • Explain the process • Ensure rights will not be violated • Parents participation still valued and needed • Answer their questions

27.  LAYING THE FOUNDATION • Selecting the Students • ALL students can benefit • If you need to start small, start with those you predict will have a high probability of success • Start with those who already demonstrate leadership skills • Choose how each student will participate

28.  LAYING THE FOUNDATION • Ensuring Confidentiality • Storage • Student copies • Release of information

29. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials  Introductory Work With Students ·Orientation ·Establish ground rules ·Introduce key vocabulary

30.  INTRODUCTORY WORK WITH STUDENTS • Helping Students Understand Their IEPs • Purpose • Rationale • Parts of the IEP • Where are you now (PLP) • Where do you need to be a year from now? (Annual Goals) • How are we going to help you get there? (Services, Modifications, etc)

31.  INTRODUCTORY WORK WITH STUDENTS • Ground Rules • The IEP will start and end on time. • Don't interrupt when another participant "has the floor." (This includes no “sidebar” conversations.) • Don't criticize the ideas of others. (No put downs) • Build on the ideas shared by others. • Remain open-minded and non-judgmental. • Everyone participates, no-one dominates. • Complaints are okay when they come packaged with a solution. • Make compromises when necessary. • Stick to the Agenda and time frames. • The Facilitator is empowered to enforce • ground rules.

32.  INTRODUCTORY WORK WITH STUDENTS • Key Vocabulary • Identification – exceptionality – disability • Present Level of Performance • Transition Planning • Annual goal, objectives, benchmarks • Special Factors • Positive Behavior Intervention • Accommodation/Modification • State and District Testing • Specially Designed Instruction • Related Services • Supplementary Aids and Services • Placement • Least Restrictive Environment • Confidentiality

33. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials  Providing Instruction ·Disabilities ·Laws ·Accommodations ·Transition planning & services ·Self-determination & self-advocacy ·The IEP ·The IEP meeting ·Other  Introductory Work With Students ·Orientation ·Establish ground rules ·Introduce key vocabulary

34. 3 PROVIDING INSTUCTION • Instructional Activities • What does my IEP look like? • What does it mean to have an exceptionality? • What does the law say about IEPs? • What are my strengths? • How do I learn best? • For an initial: What do I want to accomplish in the next year? • For an annual review: Did I accomplish my goals? What do I want to accomplish in the next year? • What are the service options? • How do I transition to Adult Life (beginning 8th grade or earlier)?

35. 3 PROVIDING INSTUCTION • Engaging students in the development of the IEP • Helping Students Access their IEPs • Review each section • Ask clarification questions • Highlight statements that you disagree with • Add your own ideas for things you think need to be added

36. 3 PROVIDING INSTUCTION Reviewing Goals and Objectives += completed goal/objective - = incomplete goal/objective ?=disagreement with goal/objective Be able to give evidence of success Get input from other sources

37. 3 PROVIDING INSTUCTION Reviewing Service Plan + = successful accommodation - = unsuccessful accommodation

38. 3 PROVIDING INSTUCTION • Suggestions for Transition Aged Students • Informal and/or formal interest inventory • Accommodations that will be needed after graduation • Identify potential adult living, working and educational environments • Transfer of Rights

39. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials  Providing Instruction ·Disabilities ·Laws ·Accommodations ·Transition planning & services ·Self-determination & self-advocacy ·The IEP ·The IEP meeting ·Other  Introductory Work With Students ·Orientation ·  =   Establish ground rules ·Introduce key vocabulary  • Developing the IEP • ·Invitations • ·Collect information • ·Draft document

40. Here’s an example of an invitation to the SL-IEP meeting that the student can fill out or redesign: 40

42. To: ____________ Invitation to attend the IEP meeting of [student's name] Date: Wednesday 23 February 2005 Time: 7:30 am Place: Conference Room MCAT High School This meeting is to review and revise the former Individualized Education Plan Please read on the reverse and return this invitation to me. I hope you will attend my IEP!

43. Developing the IEP • Collecting Information • Students should interview or survey • Parents • All teachers • Other important people in their lives

44. Developing the IEP • Preparing Students for their IEPs • Greeting • Introductions • Review Ground Rules • Review Agenda • Deal with differences of opinion • Summarize • Thanks

45. Developing the IEP • The Agenda • Introductions • Ground Rules • Where is the student now? (PLP) • Where does the student need to be a year from now? (AG&OBJ) • How are we going to get him there? • Considerations/Accommodations/ • State and District Wide Assessment • Services • LRE • Debrief the IEP

46. Developing the IEP • Helping Students Write The IEP • PLP-Describe exceptionality in your own words and tell how it impacts your learning • PLP-Develop a list of strengths and educational needs • Goals - based on the educational needs identified in PLP • Accommodations/Educational Options – review an accommodations/Options checklist

47. A very popular way for students to participate in their IEP is through a Microsoft ® PowerPoint ® presentation. Most students seem to know how to use a computer or click a mouse – either in very simple or fairly sophisticated ways. Templates have been created that students can use to develop their own Microsoft ® PowerPoint ® presentation to show at their IEP meeting – tailoring it by inserting their own words, graphics, and sound clips.

48. A very popular way for students to participate in their IEP is through a Microsoft ® PowerPoint ® presentation. • The slide show can cover topics that the student chooses, such as: • Topics to be discussed • Their exceptionality/disabilities and what it means • Desired post-school goals for transition services • What their teachers say about them • Pictures of their school day, friends, teachers • How their exceptionality affects their performance in school subjects • Present level of performance – strengths, areas of need, accomplishments, learning style • Course of study for high school • Accommodations needed in their classes • Goals they’d like on their IEP to address their needs • Interesting facts about themselves

49.  DEVELOPING THE IEP • If students are not comfortable speaking in front of others, there are alternatives. • Students can make a presentation in many different formats: • Audio can be added to the Microsoft ® PowerPoint ® slide show. • Pieces of a script can be read. • Digital pictures and videotape of the student can be shown or a prerecorded • audiotape can be played. • Samples of the student’s work can be displayed or read. • Others can present on the student’s behalf, with the student being available • during the meeting to answer questions that arise.

50. Student-led IEP Model  Laying the Foundation ·Solicit support from school administrator ·Select students ·Inform parents of program ·Develop timeline ·Gather materials  Providing Instruction ·Disabilities ·Laws ·Accommodations ·Transition planning & services ·Self-determination & self-advocacy ·The IEP ·The IEP meeting ·Other  Introductory Work With Students ·Orientation ·Establish ground rules ·Introduce key vocabulary  Developing the IEP ·Invitations ·Collect information ·Draft document  Conducting the IEP Meeting ·Reminder notices ·Set meeting agenda with student ·Practice with student ·Conduct actual meeting