Increasing self-determination through involvement in the IEP process Student-led IEPs Have LeDerick’s poetry on playing on cd drive of computer (I’ll bring my speakers) as participants enter What opener will we use? Increasing self-determination through involvement in the IEP process

Pre/Post Assessment 1. Which statement is true about student-led IEP? Student participates in some way during the IEP meeting Student has to run the entire meeting Student attends the meeting but does not participate 2. Students need to practice their participation before the actual meeting. True or False 3. What is one student benefit of a student-led IEP? Student will get all A’s Student will have an opportunity to practice self-determination skills Student will never misbehave again 4. What is one teacher benefit of a student-led IEP? Teacher no longer has to speak at the IEP meeting Teacher no longer has to write IEPs Positive relationships develop between teacher, parent, and student 5. What is one administrator benefit of a student-led IEP? Administrator no longer attends IEP meetings Students with self-determination skills tend to not drop out of school Administrator does not speak at the IEP meeting  

Few things help an individual more than to place responsibility upon him, and to let him know that you trust him. ~ Booker T. Washington The price of greatness is responsibility. ~Winston Churchill

What are Student-Led IEPs? Introduce meeting participants Present important information Prepare/present select pieces Lead entire meeting Student-led IEPs are about getting the students involved in their education. It can take various forms with the hope that by high school students are close to running the meeting.

Who is a good candidate? All Students You can use a variety of communication styles to accommodate student needs Level 1 Introduce self or others Level 2 Building on Level 1 skills Goal of leading own IEP meeting Prepare visual aid (i.e. PowerPoint) All About Me Level 3 Building on Level 2 skills Cooperatively develop all aspects of the IEP Chair the meeting Students can participate starting in elementary school. At least by high school students should be running their own meeting. Remember that there is a continuum of involvement, not everybody starts in the same place. Show level of involvement worksheet.

Student-Led IEP meeting vs. Traditional IEP meeting Differences? More focused on student IEP more relevant to student needs Meeting maintains positive focus and interactions The meeting changes from adults talking about what the student can’t do, to the student talking about how they learn, their strengths, interests, preferences and dreams as well as barriers. Satisfaction level of everyone involved increases significantly.

Student Benefits Better understanding and awareness of: Disability IEP process and relevance Self-determination skills Many students don’t know what their disability is and can’t name any accommodations they receive. This is often where the instruction starts and can be one of the most powerful aspects of becoming self-determined. Part of being self-determined is understanding your rights and responsibilities including IDEA 04 vs. ADA (entitlement vs. eligibility) Students need the opportunity to practice self-determination skills, this is a great opportunity for them. Civil Rights: Difference between IDEIA, ADA, and Section 504 of Rehab Act of 1973 Greater student involvement makes IEP relevant and may lead to greater goal attainment.

Parent Benefits Increased parent involvement and voice Improved communication with teacher More self-determined youth Positive interaction with school personnel Often, parents of students with disabilities have negative interactions with school. This is a chance to reverse that trend. Also, students often open up to teachers more and this is a chance for everyone to get on the same page.

Teacher Benefits Positive relationships with student/parent IEP meeting centered on student needs The IEP process makes sense to everybody involved . . . “It’s not just paperwork anymore” Extra time may seem excessive in the beginning, but quickly pays off with positive interaction and relationship with student. Student is able to understand the IEP process and express needs honestly. Teacher’s job finally makes sense . . . And in the long run, this reduces work load through more efficient use of time.

Administrator Benefits Increase in graduation rates SPP Indicator 1 Decrease in drop out rates SPP Indicator 2 Decrease in inappropriate behavior SPP Indicator 4

Challenges Change is always a struggle! Preparation Time Where to present lessons Direct instruction Disability Awareness Self-determination Legal jargon/information Confidentiality Change is always a struggle! Creative scheduling is essential, especially with students receiving all services in the general education setting. . . Many activities/worksheets can be completed independently by student. Remember: Increased instruction primarily at the beginning of the learning curve. Remember: Student is 1 member of the team and this process does not minimize role of others on the team

Getting Started Choose students Involve Parents and IEP Team members Explain process Preparation time Begin working Independent worksheets Interview format Involve Parents and IEP Team members Choose students you have a relationship with and that have a high probability of success. Prep time can vary depending on level of involvement. 3 weeks is usually plenty of time. Involve parents and other professionals from the beginning. Show parent letter.

Working with the student ... Review parts of IEP Determine level of participation Begin writing chosen pieces/create presentation Student may type or dictate Use actual document or Break up into smaller assignments Highlight areas student will present Level of participation can range from simply introducing IEP team participants, writing and/or presenting specific parts of the IEP (PLoP, Transition pages, goals), to writing entire IEP and leading the meeting. Presentation is optional and can be left as a last-minute decision.

Working with the student… Increase disAbility and Ability awareness Impact on functioning Discuss meeting structure How long?, Who attends?... Discuss laws Pre-graduation (IDEA 04) Post-graduation (ADA) How the disability affects the student in school and in the community IDEIA vs. ADA (entitlement vs. eligibility)

Working with the student… Discuss relaxation techniques Hold mock meetings--Practice! Relaxation techniques include “yoga” breathing, taking a deep breath, etc…

Working with the student… Determine seating Create back-up plan Establish prompts and encouragement Make sure everyone is comfortable before the meeting begins.

Working with the student… Provide PRAISE! Encourage thank you notes Debrief and request feedback

What will I do next… Pick 1 student Determine level of involvement Get Started!

Sources Council for Exceptional Children www.cec.sped.org National Information Center for Children and Youth with Disabilities www.nichcy.org