Involving Students in Their IEP Meetings: a Teacher’s and Administrator’s Perspectives Presented By: Melissa Madden & Norma Ting

OUR JOB IS NOT TO PREPARE STUDENTS FOR SOMETHING. OUR JOB IS TO HELP STUDENTS PREPARE THEMSELVES FOR ANYTHING -- A.J. JULIANI --

OBJECTIVES Review law and transition. Provide research and rationale for involving students in the IEP process. 3. Tips for educators to make student led IEPs a reality and gain administrative support. 4. Discuss available resources.

In the 2014-15 school year, 6.6 million students in the United States ages 3 -21 were served under the Individuals with Disabilities Education (IDEA).

IDEA 2004 and Transition IEP 1. Transition planning begins not later than the first annual IEP when the child is 16, and updated annually. In many states transition planning begins at age 14. 2. In Oklahoma, transition planning must be in effect not later than the beginning of the student’s ninth grade year or upon turning 16, whichever comes first. LEGAL MANDATES

3. In the case of transition IEPs, the child must be invited, and his or her preferences must be considered. Representatives of agencies providing transition services must also be invited. 4. Students who are actively involved in their IEP meetings have a better outcome when they leave high school.

Who participates in the IEP meeting?

* parent * student * special education teacher * general education teacher * administrator * related service providers as appropriate * transition agency representative as appropriate

What percentage of time does each IEP member speak?

Why Is This Cake on Fire? Inviting Students Into the IEP Process JIGSAW ACTIVITY

RATIONALE STUDENT INVOLVEMENT *Time spent talking in IEP meeting: 3% student and 51% special education teacher *Students have become token members *Significantly lower post school outcomes for students with disabilities RATIONALE STUDENT INVOLVEMENT

STRATEGIES TO INCREASE STUDENT INVOLVEMENT * The Student Led IEP *Student Created Presentations at IEP Meeting (One Pager) *Student Chooses Attendees & Sends Invites *Student uses Summary of Performance or Script *Role Play the IEP Meeting STRATEGIES TO INCREASE STUDENT INVOLVEMENT

BUILD YOUR OWN ONE PAGER ONE PAGER ACTIVITY BUILD YOUR OWN ONE PAGER

TRANSITION RESOURCES FOR TEACHERS *Zarrow Center for Learning Enrichment https://www.ou.edu/education/centers-and-partnerships/zarrow/ *Free Evite https://www.evite.com/Free_Evites *Free Invitation Flyers https://www.Smilebox.com TRANSITION RESOURCES FOR TEACHERS

*Oklahoma Transition Services Resource Guide http://sde.ok.gov/sde/sites/ok.gov.sde/files/SpecEd-TransitionResource_Guide.pdf *One Pager http://www.sheffkids.co.uk/adultssite/pages/onepageprofilestemplates.html

3 STEP APPROACH FOR CHANGE *Administrative Dialogue *Train All IEP Team Members *Dedicated Transition Time 3 STEP APPROACH FOR CHANGE

REFERENCES Gersten, R., & Dimino, J. (2001). The realities of translating research into classroom practice. Learning Disabilities Research & Practice, 16(2), 120-130 Kellems, R. O., & Morningstar, M. E. (2010). Tips for transition. Teaching Exceptional Children, 43(2), 60-68. Landmark, L. J., Roberts, E. L., & Zhang, D. (2013). Educator’s beliefs and practices about parent involvement in transition planning. Career Development and Transition for Exceptional Individuals, 36(2), 114-123. doi:10.1177/2165143412463047

Lubbers, J. H. , Repetto, J. B. , & McGorray, S. P. (2008) Lubbers, J. H., Repetto, J. B., & McGorray, S. P. (2008). Perceptions of transition barriers, practices, and solutions in Florida. Remedial and Special Education, 29(5), 280-292. doi: 10.1177/0741932507313016. Martin, J. E., Greene, B. A., & Borland, B. J. (2004). Secondary student’s involvement in their IEP meetings: Administrators’ perceptions. Career Development for Exceptional Individuals, 27(2), 177-188. Martin, J. E., Marshall, L. H., & Maxson L. L. (1993). Transition policy: Infusing self- determination and self-advocacy into transition programs. Career Development and Transition for Exceptional Individuals. 16, 53-61. doi:10.1177/088572889301600105

Martin, J. E. , Van Dycke, J. , D’Ottavio, M. , & Nickerson, K. (2007) Martin, J. E., Van Dycke, J., D’Ottavio, M., & Nickerson, K. (2007). Student-directed summary of performance: Increasing student and family involvement in the transition planning process. Career Development and Transition for Exceptional Individuals, 30, 13-26. doi:10.117/08857288070300010101 Martin, J. E., Van Dycke, J. L., Greene, B. A., Gardner, J. E., Christensen, W. R., Woods, L. L., & Lovett, D. L. (2006). Direct observation of teacher-directed IEP meetings: Establishing the need for student IEP meeting instruction. Council for Exceptional Children, 72(2), 187-200.

Martin, J. E. , & Williams-Dehim, K. (2013) Martin, J. E., & Williams-Dehim, K. (2013). Student engagement and leadership of the transition planning process. Career Development and Transition for Exceptional Individuals, 36(1), 43-50. doi:10.1177/21651434134765545 Mason, C. Y., McGahee-Kovac, M., Johnson, L., & Stillerman, S. (2002). Implementing student- led IEPs student participation and student and teacher reactions. Career Development for Exceptional Individuals, 25(2), 171-192.

Myers, A., & Eisenman, L. (2005). Student-Led IEPs: Take the first step, Teaching Exceptional Children, 37 (4), 52-58. United States Department of Education Office of Special Education Programs (2007). Topical brief: Secondary education. Retrieved from http://idea.ed.gov/explore/view/p/%2Croot%2Cdynamic%2CTopicalBrief%2C17%2C Van Dycke, J., L., Martin, J. E., & Lovett, D. L. (2006). Why is this cake on fire? Inviting students into the IEP process. Teaching Exceptional Children, 38(3), 42-47.