Why Should Students Be Involved in their IEPs

1. Why Should Students Be Involved in their IEPs? Wisconsin Statewide Transition Initiative Donna Hejtmanek CESA 9 Dave Nass CESA 8 The purpose of this module is to emphasize a best practice approach, beyond what the law requires for student involvement in the IEP which simply requires them to be invited. Best practice includes the planning and active participation of the student in the IEP process. We hope to provide the beginnings of your own best practice, following the Wisconsin Statewide Transition Initiative (WSTI) and the IEP transition checklist available at wsti.org. The purpose of this module is to emphasize a best practice approach, beyond what the law requires for student involvement in the IEP which simply requires them to be invited. Best practice includes the planning and active participation of the student in the IEP process. We hope to provide the beginnings of your own best practice, following the Wisconsin Statewide Transition Initiative (WSTI) and the IEP transition checklist available at wsti.org.

2. Pre-Evaluation Distribute the pre-evaluation form. See handout 1.Distribute the pre-evaluation form. See handout 1.

3. The Birthday Party Imagine being a small child and hearing your parents talk about your birthday party. You hear the excitement in their voices as they talk and plan, starting with the theme for the the party, deciding on who to invite, and who will do each job. As the time draws closer, you hear more and more conversations about your birthday party, and so you know it will be coming soon. And then your birthday comes and goes, but no one ever invites you to your party. Maybe they just forgot to invite me you think. The next year, you again hear your parents discuss your birthday party. Once again you hear about all the plans, your birthday comes and goes, but no one invites you to your party. It must not be important for me to be there you think. The following year, you once again hear about the birthday party. You barely notice the excited tone in their voices as they decide on the theme and who shall be invited. Your birthday comes and goes but no one ever invites you. Now you think parties are not important at all. Several years later, when you become a teenager, you barely catch a snippet of a conversation about your birthday party. But since you have never been invited to your parties, you know that your presence is not important. But this time you receive an invitation to your party! You are surprised, confused, and even scared. You ask your parents why you received an invitation and they say that since you are a teenager you are old enough to help with everything. You can decide the theme, and who will come and decide who will do the different jobs. But you respond by saying, Why would I want to become involved now? If these birthday parties were suppose to be my parties, why wasn�t I invited all along. Why didn�t I get to help decide whom to invite? Why didn�t I get to help choose who would do the different jobs? Your parents say, We thought you were not old enough to help. Now I am so old that I do not know how to help with any of it, you have been doing it for me all these years. Just keep on doing it without me. Now, imagine this scenario again, but this time insert IEP meetings in place of birthday parties. Students with disabilities hear their teachers and parents talk about the IEP meetings, they hear about goals and services. They hear about who will attend but students rarely receive invitations to attend. They may decide that an iEP meeting is an opportunity for adults to talk negatively about all the problems that students are having in school. They may decide that attending their IEP is not important since no one shares any information about the meeting. Students with disabilities may decide just keep doing the meeting without me. Imagine being a small child and hearing your parents talk about your birthday party. You hear the excitement in their voices as they talk and plan, starting with the theme for the the party, deciding on who to invite, and who will do each job. As the time draws closer, you hear more and more conversations about your birthday party, and so you know it will be coming soon. And then your birthday comes and goes, but no one ever invites you to your party. Maybe they just forgot to invite me you think. The next year, you again hear your parents discuss your birthday party. Once again you hear about all the plans, your birthday comes and goes, but no one invites you to your party. It must not be important for me to be there you think. The following year, you once again hear about the birthday party. You barely notice the excited tone in their voices as they decide on the theme and who shall be invited. Your birthday comes and goes but no one ever invites you. Now you think parties are not important at all. Several years later, when you become a teenager, you barely catch a snippet of a conversation about your birthday party. But since you have never been invited to your parties, you know that your presence is not important. But this time you receive an invitation to your party! You are surprised, confused, and even scared. You ask your parents why you received an invitation and they say that since you are a teenager you are old enough to help with everything. You can decide the theme, and who will come and decide who will do the different jobs. But you respond by saying, Why would I want to become involved now? If these birthday parties were suppose to be my parties, why wasn�t I invited all along. Why didn�t I get to help decide whom to invite? Why didn�t I get to help choose who would do the different jobs? Your parents say, We thought you were not old enough to help. Now I am so old that I do not know how to help with any of it, you have been doing it for me all these years. Just keep on doing it without me. Now, imagine this scenario again, but this time insert IEP meetings in place of birthday parties. Students with disabilities hear their teachers and parents talk about the IEP meetings, they hear about goals and services. They hear about who will attend but students rarely receive invitations to attend. They may decide that an iEP meeting is an opportunity for adults to talk negatively about all the problems that students are having in school. They may decide that attending their IEP is not important since no one shares any information about the meeting. Students with disabilities may decide just keep doing the meeting without me.

4. Questions We Should Ask Do we encourage students to become involved in their IEP meetings? At what age does this involvement begin? Do students contribute to the IEP? Do students contribute during the IEP meeting? Do students know the IEPs designed to improve results and outcomes for them? As parents and educators, we should be asking ourselves these questions. There is clear evidence that students who are actively involved in decisions relating to their own education and transition goals achieve better outcomes than students who have little or no involvement. (Whemeyer, Agran, & Hughes, 1998) The reasons are obvious, active involvement provides students with a sense of ownership and personal investment. As parents and educators, we should be asking ourselves these questions. There is clear evidence that students who are actively involved in decisions relating to their own education and transition goals achieve better outcomes than students who have little or no involvement. (Whemeyer, Agran, & Hughes, 1998) The reasons are obvious, active involvement provides students with a sense of ownership and personal investment.

5. Attendance vs Participation IDEA 2004 Students must be invited to their IEP meetings the year they turn 14 and for the remainder of their high school years (age 16 Federal law) IEPs for transition aged students include measurable postsecondary goals based on the student�s strengths, preferences, and interests IDEA clearly has recognized the importance of student involvement in the IEP meeting. Research has shown that expecting students to exercise an active role in the IEP process means doing much more than just inviting them to attend the meetings. We must encourage them to actively participate in the IEP conversations. IDEA clearly has recognized the importance of student involvement in the IEP meeting. Research has shown that expecting students to exercise an active role in the IEP process means doing much more than just inviting them to attend the meetings. We must encourage them to actively participate in the IEP conversations.

6. Research Design Research by Martin, Marshall, & Sale (2004) 3 year study of middle, junior, senior high school during 393 IEP IEP Meetings Year 1 Observe Meetings, use post meeting survey, collect qualitative data Year 2 Random Self-Directed IEP Intervention Year 3 Total Sample Self-Directed IEP Intervention and Team Training to facilitate student participation A Three year study was conducted to see if IEP intervention steps were effective Source: Invitation to the IEP Meeting Does Not Equal Participation: Strategies to Increase Student Participation by James Martin, University of Oklahoma A Three year study was conducted to see if IEP intervention steps were effective Source: Invitation to the IEP Meeting Does Not Equal Participation: Strategies to Increase Student Participation by James Martin, University of Oklahoma

7. Before IEP Training Who talked during the IEP? 51% Special Ed Staff 15% Family 9% General Ed 9% Administrators 6% Support 5% Multiple Conversations 3% Student 2% No Conversation The baseline percentages of who and how much input was contributed during the IEP before training. The student talked the least.The baseline percentages of who and how much input was contributed during the IEP before training. The student talked the least.

8. Example: Self Directed IEP Steps 1. Begin meeting by stating the purpose 2. Introduce everyone 3. Review past IEP goals and performance 4. Ask for other�s feedback 5. State your education goals and transition goals 6. Ask questions if you don�t understand 7. Deal with differences in opinion 8. State what support you�ll need 9. Summarize your goals 10. Close meeting by thanking everyone 11. Work on IEP goals all year There are many approaches to increasing student involvement in the IEP. The Self-Directed IEP training program by J. E. Martin,is one that concentrates on 11 steps intended to increase student participation in the IEP process. These steps encourage students to take a more active involvement in their IEP. See handout 2 for a sample agenda on Sheila MewsThere are many approaches to increasing student involvement in the IEP. The Self-Directed IEP training program by J. E. Martin,is one that concentrates on 11 steps intended to increase student participation in the IEP process. These steps encourage students to take a more active involvement in their IEP. See handout 2 for a sample agenda on Sheila Mews

9. Student Involvement Increases After the Self-Directed IEP training: Students� involvement increased across ALL 11 areas Students� participation increased to 12% from 3% (Year 1) After the IEP training, the students took a more active involvement during the IEP. Student participation increased to 12%After the IEP training, the students took a more active involvement during the IEP. Student participation increased to 12%

10. Research Shows�� Students learn skills to become active team members (Allen, Smith, Test, Flowers, & Wood, 2001; Snyder & Shapiro, 1997) Students remember IEP Goals (Sweeney, M. (1996) More students and parents attend IEP meetings ( Sweeney,1996) Effective for students with learning disabilities, emotional problems and MR (Allen, Smith, Test, Flowers, & Wood, 2001; Snyder & Shapiro, 1997; Snyder, 2002) Active involvement provides students with a sense of ownership and personal investment. Rather than being told by others what to do and what they should desire, students need to be allowed to make decisions that will have a direct impact on their lives. Research shows that cognitively disabled students when given opportunities for self- determination have a higher rate of employment, higher wages, live more independently, and manage their own money and transportation needs 1 year after graduation than students without such opportunities (Wehmeyer & Schwartz, 1997) Many other studies support this relationship between self-determination and successful transition outcomes. IDEA mandates that students should be provided an active decision making role in transition planning. the IEP needs to be based upon the student�s strengths, preferences, and interests. Active involvement provides students with a sense of ownership and personal investment. Rather than being told by others what to do and what they should desire, students need to be allowed to make decisions that will have a direct impact on their lives. Research shows that cognitively disabled students when given opportunities for self- determination have a higher rate of employment, higher wages, live more independently, and manage their own money and transportation needs 1 year after graduation than students without such opportunities (Wehmeyer & Schwartz, 1997) Many other studies support this relationship between self-determination and successful transition outcomes. IDEA mandates that students should be provided an active decision making role in transition planning. the IEP needs to be based upon the student�s strengths, preferences, and interests.

11. Self-Directed IEPs Lead to Self-Determination Students actively involved in decisions relating to their own education and transition goals achieve better outcomes than students who have little or no involvement. (Wehmeyer, Agran, Hughes, 1998) During the past ten years, self-determination (or teaching students to take control of their lives) has become a central topic in special education literature. However research has shown that this hallmark is rarely achieved. Agran, Snow, and Swaner (1999) found that although 75% of middle and high school teachers rated Self determination skills as a high priority, 55% failed to include goals related to self determination in the student�s IEPs. Wehmeyer, Agran, and Hughes (2000) found that only 22% of secondary teachers reported writing self determination goals. Many teachers reported having difficulty finding time to teach these goals or prepare the students to self direct their IEP. For many students this is why the IEP process may appear be as awkward as annual birthday party that they do not help plan or attend. During the past ten years, self-determination (or teaching students to take control of their lives) has become a central topic in special education literature. However research has shown that this hallmark is rarely achieved. Agran, Snow, and Swaner (1999) found that although 75% of middle and high school teachers rated Self determination skills as a high priority, 55% failed to include goals related to self determination in the student�s IEPs. Wehmeyer, Agran, and Hughes (2000) found that only 22% of secondary teachers reported writing self determination goals. Many teachers reported having difficulty finding time to teach these goals or prepare the students to self direct their IEP. For many students this is why the IEP process may appear be as awkward as annual birthday party that they do not help plan or attend.

12. WSTI�s Best Practice Was the student provided a written invitation to the annual IEP meeting at least 10 calendar days prior to the meeting? Does the IEP meeting notice indicate that the student has been invited? � � Did the student attend the IEP meeting? IDEA 2004 requires that the student be invited to the IEP, however attendance is NOT required. WSTI is encouraging a best practice approach which includes student attendance and participation in the IEP process. This can only occur if the student has been trained in the meeting process and when given an understanding of themselves. Ten days is a target for best practice to provide a resonalbe time allowance for all participants to attend. IDEA 2004 requires that the student be invited to the IEP, however attendance is NOT required. WSTI is encouraging a best practice approach which includes student attendance and participation in the IEP process. This can only occur if the student has been trained in the meeting process and when given an understanding of themselves. Ten days is a target for best practice to provide a resonalbe time allowance for all participants to attend.

13. Websites for Transition and Related topics http://www.nichcy.org/ Information on Transition Services in the IEP, Options After High School for Youth with Disabilities, A Student�s Guide to the IEP, Transition Planning a Team Effort, Vocational Assessment: A Guide for Parents and Professionals http://www.familyvillage.wisc.edu/ A website with over 100 links on transition, career interest inventories, independent living, employment, health, civil rights and legal information, postsecondary education, transportation, programs and benefits, and supports for youth and young adults If you are interested in learning more about transition and related topics these sites are both excellent sources on transition and related information. If you are interested in learning more about transition and related topics these sites are both excellent sources on transition and related information.

14. Websites continued http://www.ncset.org/ The National Center on Secondary Education and Transition (NCSET) coordinates national resources, offers technical assistance, and disseminates information related to secondary education and transition for youth with disabilities in order to create opportunities for youth to achieve successful futures. It is a great resource for teachers, parents, and students. And more�.And more�.

15. Websites continued www.ncwd-youth.info National Collaborative on Workforce and Disability �making the Connection between youth with disabilities and employment www.cec.sped.org Student Led IEP�s Council for Exceptional Children And more�.And more�.

16. Commercial Resources NEXT STEP Student Transition and Educational Planning www.proedinc.com Choicemaker www.sopriswest.com Curriculum focused on choosing goals and self-directed IEP Self-Directed IEP www.sopriswest.com Improving student�s attendance and involvement in their IEP by using 11 steps My Future, My Plan A Transition Planning Resource for Life After High School for students with disabilities and their families www.myfuturemyplan.com Commercial materials availableCommercial materials available

17. Commercial Resources � Full Life Ahead A Workbook and Guide to Adult Life for Students for Students and Families of Students with Disabilities www.fullLifeAhead.org� Transitions to Postsecondary Learning or High School- Self Advocacy Handbook and Video Series Eaton Coull Learning Group www.eclg.com� On Your Own as A Young Adult -Self Advocacy Case Studies. www.jist.com Building Your Future- A Transition Curriculum www.pcieducation.com My Life, My Dream A Guide to Person Centered Planning www.eedc.indiana.edu

18. Post Evaluation Handout 3 for participants to complete.Handout 3 for participants to complete.

19. For Additional Information Donna Hejtmanek at dhejtmanek@dce.k12.wi.us Dave Nass dnass@cesa7.k12.wi.us WSTI Wisconsin Statewide Transition Initiative www.wsti.org