Student Involvement In Their IEP

1. Student Involvement In Their IEP A Self-Directed Approach

2. Agenda • IDEA Student Involvement in the IEP • Teaching Students to Actively Participate in IEP Meetings • Self-Determination, Self-Advocacy and the ChoiceMaker Curriculum • Lessons • Summary and Comments

3. What About This?

4. IDEA Tells Us • Students need to be a part of their IEP meetings starting at least by age 14 • Transition aged IEPs must be based upon student preferences and interests

5. Kohler’s Taxonomy for Transition Programming Student Development Family Involvement Student- Focused Planning Program Structure Interagency Collaboration

6. Three Year IEP Meeting Study • Almost 1,700 IEP team members across 393 IEP meetings • 25% from junior high schools • 22% from middle schools • 53% from high schools • 5 schools districts in SW

7. Reason for Meeting • Students knew the reason for IEP meeting less than all other participants. • General educators knew the reasons for the meeting less than everyone except the student

8. More Findings • Students knew what to do at the meetings than everyone else, followed by parents, and then general educators. • Students talked less than everyone & sped teachers talked the most • Students felt uncomfortable in saying what they thought more so than anyone else. • Students reported that they helped make decisions less than anyone else. • Students understood less than anyone else in what was said. • Students reported feeling less good about the meeting than anyone else.

9. When Students Attend Meeting • Parents knew the reason for the meeting and understood what was going on • Special educators talked less • Parents, gen ed, and related services felt more comfortable saying what they thought • Administrators talked more about students strengths and interests • Parents and gen ed knew more of what to do next • Gen Ed felt better when students attended

10. Self-Determination Constructs • Self-awareness • Self-advocacy • Self-efficacy • Decision-making • Independent performance • Self-evaluation • Adjustment

11. Self-Determination Constructs Which construct(s) relate to Student Participation and IEP Meeting Leadership? Why?

12. Active Participation and Perhaps Leadership of the IEP process is a wonderful way to teach self-advocacy!

13. IEP Participation Is a By- Product of Skills and Opportunities Skills Participation Opportunity

14. Examples and Non-Examples

15. More Examples and Non-Examples

16. Even More Examples and Non-Examples

17. IEP Participation and Leadership Lesson Material

18. Answer These Questions

19. Assessment & IEP Present Level of Performance Assessment: Mary presently demonstrates 45% of the IEP participation and leadership behaviors as measured by the ChoiceMaker Self-Determination Assessment. Her school provides her 55% of the needed opportunities to engage in IEP meeting behaviors. Transition Statement Mary will learn the skills needed to participate and to co-lead her IEP meeting.

20. Self-Directed IEP IEP Teaches students to become active participants of their IEP team!

21. Lesson Structure • Cumulative Review • Lesson Preview • Vocabulary Instruction • Video / Example • Sample Situations • Workbook / Written Notes • Evaluation • Relate to Personal Experience

23. Teacher from St. George Utah

24. STEP Stating the Purpose Students: • Watch the Self-Directed IEP video showing the 11 steps for leading a staffing. • Discuss the purpose of a staffing. • Write the three purposes for the IEP staffing and practice stating purposes.

25. • 40 minutes Hi, I'm Sam. Welcome to my IEP meeting!

26. STEP Introduce Everyone Students: • Discuss who attended Zeke’s staffing and why they attended. • Learn who is required to attend IEP staffings. • Decide whom they will invite. • Practice introducing everyone.

27. • Who comes to meeting • Who will student invite • Who has to be there • Time: 30 minutes This is my best friend Ann.

28. STEP Review Past Goals and Performance Students: • Review Zeke’s goals and actions. • Discuss actions they can take to accomplish two sample goals. • Review their own IEP goals. • Write actions toward each goal. • Practice saying goals and actions.

30. Develop Script • My goal is…. • The action I take to meet my goal is….

31. STEP Ask for Others’ Feedback Students: • Discuss how Zeke received feedback. • Discuss feedback they could receive on two sample goals. • Decide how they receive feedback on each of their IEP goals. • Practice saying goals, actions, and receiving feedback.

33. Develop Script • My goal is…. • The action I take to meet my goal is…. • I receive feedback by….

34. STEP State School and Transition Goals Students: • Discuss the four transition areas. • Discuss how Zeke’s interests, skills, and limits helped him to choose goals. • Write their education interests, skills, and limits, and how they impact goals.

35. STEP Ask Questions if You Don’t Understand Students: • Discuss how Zeke asked a question about something he didn’t understand. • Practice ways to ask questions in an IEP meeting when they don’t understand something.

36. STEP Deal With Differences in Opinion Students: • Discuss how Zeke used the LUCK strategy to deal with a difference in opinion. • Learn and practice the LUCK strategy to deal with opinion differences.

37. The LUCK Strategy L Listen to and restate the other person’s opinion. U Use a respectful tone of voice. C Compromise or change your opinion if necessary. K Know and state the reasons for your opinion.

38. STEP State the Support You’ll Need Students: • Discuss the support Zeke will use to reach his new goals. • Discuss support they could use to accomplish two sample goals. • Decide what support they will need. • Practice stating goals, actions, feedback, and support.

40. Develop Script • My goal is…. • The action I take to meet my goal is…. • I receive feedback by…. • The support I need is….

41. STEP Summarize Your Goals Students: • Discuss the four parts to a summary and Zeke’s example. • Summarize their current goals, the actions they take, how they receive feedback, and the support they need to accomplish goals.

42. Summarize Goals • Say the goal in your own words. • Tell the action you will take to meet your goal. • Tell how you will receive feedback. • Tell what support you will need to meet your goal.

43. STEP Close Meeting by Thanking Everyone Students: • Read and discuss Zeke’s example for closing the meeting by thanking everyone. • Write a closing for their staffing, thanking everyone for participating in the IEP meeting.

44. STEP Work on IEP Goals All Year Students: • Complete the “Student Staffing Script” to prepare for their staffings. • Practice all the steps by role-playing their own staffings.

45. Oklahoma Student Group 1 • Metro OKC area • 6 students (4 males, 2 females) • Students with MR • Public school students • Grades 8 - 10

46. Oklahoma Student Group 2 • Metro Tulsa area • 6 students (3 males, 3 females) • Students with LD • Private school students • Grades 10 - 11

48. Research Brief • Students learn skills to become active team members (Allen, Smith, Test, Flowers, & Wood, Snyder & Shapiro, 1997; Arnold, & Martin 2002) • 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, Snyder & Shapiro, 1997; Arnold, & Martin 2002; Snyder, 2002)

49. Self-Directed IEP Available From • Sopris West • 4093 Specialty Place • Longmont, CO 80504 • Phone: (303) 651-2829 • Fax: (888) 819-7767 • www.sopriswest.com

50. Self-Advocacy Strategy Edge Enterprise P.O. Box 1304 Lawrence, KS 66044 A Student’s Guide NICCY P.O. Box 1492 Washington, DC 20013 NEXT S.T.E.P. PRO-Ed 8700 Shoal Creek Blvd Austin, TX 78757 More IEP Teaching Materials