Self-Determination Student Involvement in the IEP CDE Transition Institute June 2008 Laura Marshall, UCCS,

Agenda Student Involvement in IEP Student Involvement in IEP Why it’s important – evidence base Why it’s important – evidence base How to make it happen – available curricula How to make it happen – available curricula Practice lessons Practice lessons Other resources Other resources Plan Plan

Required in IDEIA 2004 Students are required to be invited to the IEP in which transition will be discussed Students are required to be invited to the IEP in which transition will be discussed IEP needs to be based on students’ strengths, preferences and interests IEP needs to be based on students’ strengths, preferences and interests

Student Involvement In the IEP Included in two part of Kohler’s Transition Taxonomy Included in two part of Kohler’s Transition Taxonomy –Student Focused Planning –Student Development Self-Determination Self-Determination

National Secondary Transition Technical Assistance Center (NSTTAC) Evidence Based Practices Student-Focused Planning practices with moderate evidence Student-Focused Planning practices with moderate evidence –Involving students in the IEP process (general practice) –Self-Advocacy Strategy (specific practice) –Self-Directed IEP (specific practice) Student Development practices with moderate to strong evidence Student Development practices with moderate to strong evidence –Teaching self-advocacy skills (general practice) –Teaching self-determination (general practice)

Student-led IEP Process Embodies and teaches self-determination skills Embodies and teaches self-determination skills –Self-awareness Interests Interests Skills Skills Limits/disabilities Limits/disabilities –Goal setting and attainment, monitoring progress, assuming responsibility for results, and making necessary changes –Self-advocating and utilizing support Relevant to student Relevant to student

When involved in student-led IEPs Students know more about Students know more about –Their disabilities –Their rights –Accommodations Students gain Students gain –Self-confidence –Advocacy skills Parents attend more IEPs Parents attend more IEPs Mason, McGahee-Kovac, Johnson, (2004) Mason, McGahee-Kovac, Johnson, (2004)

When Students Were Taught the Self-Directed IEP Students Students –Talked more and completed more leadership activities –Had more positive perceptions about the meeting –Remembered their goals afterwards Adults in the meeting reported transition issues were covered more thoroughly Adults in the meeting reported transition issues were covered more thoroughly No significant difference in meeting length with the student leading No significant difference in meeting length with the student leading Martin, J. E., Van Dycke, J. U., Christensen, W. R., Greene, B. A., Gradner, J. E., Lovett, D. L. (2006) Martin, J. E., Van Dycke, J. U., Christensen, W. R., Greene, B. A., Gradner, J. E., Lovett, D. L. (2006)

Just Being There Isn’t Enough When students aren’t taught to participate When students aren’t taught to participate –Meeting atmosphere intimidating –Agenda driven rather than student- centered –Students don’t actively participate and discuss preferences –Self-determination skills inhibited Arndt, Konrad, Test (2006) Arndt, Konrad, Test (2006)

Research Indicates Students need training to actively participate and lead IEP meeting Students need training to actively participate and lead IEP meeting When trained, students with varying disabilities are able to participate in the IEP meeting When trained, students with varying disabilities are able to participate in the IEP meeting Test, Mason, Hughes, Konrad, Neale, Wood (2004) Test, Mason, Hughes, Konrad, Neale, Wood (2004)

Survey of Youth with Disabilities Scored the following transition practices as very important Scored the following transition practices as very important –Learn how to set goals and stick up for myself –Figure out what accommodations I need and how to ask for them –Take the lead in planning my education and future goals in school Powers, Garner, Valnes, Squire, Turner, Couture, Dertinger (2007) Powers, Garner, Valnes, Squire, Turner, Couture, Dertinger (2007)

It’s Not Easy Zarrow Center at the University of Oklahoma Research Zarrow Center at the University of Oklahoma Research &z=50 &z=50 &z=50 &z=50

Levels of Student Involvement Level 1 – Student presents transition plan Level 1 – Student presents transition plan Level 2 – Student presents present level of performance information: strengths, disability information, areas of need, accommodation and the transition plan and goal ideas Level 2 – Student presents present level of performance information: strengths, disability information, areas of need, accommodation and the transition plan and goal ideas Level 3 – Student leads the meeting including Level 2 information plus introductions and opening and closing the meeting Level 3 – Student leads the meeting including Level 2 information plus introductions and opening and closing the meeting Mason, McGahee-Kovac, Johnson, (2004) Mason, McGahee-Kovac, Johnson, (2004)

Topics to Cover Plan for postschool activities and needs Plan for postschool activities and needs Current performance and goals including information from teachers and families Current performance and goals including information from teachers and families Student’s strengths, needs, and accommodations Student’s strengths, needs, and accommodations Student’s rights in education and support Student’s rights in education and support Mason, McGahee-Kovac, Johnson, (2004) Mason, McGahee-Kovac, Johnson, (2004)

Self-Directed IEP Steps State the purpose of the meeting State the purpose of the meeting Introduce everyone Introduce everyone Review past goals and performance Review past goals and performance Ask for others’ feedback Ask for others’ feedback State your school and transition goals State your school and transition goals Ask questions if you don’t understand Ask questions if you don’t understand Deal with differences of opinion Deal with differences of opinion State the support you’ll need State the support you’ll need Summarize your goals Summarize your goals Close the meeting by thanking everyone Close the meeting by thanking everyone Work on IEP goals all year Work on IEP goals all year Martin, Marshall, Maxson, Jerman (1997) Martin, Marshall, Maxson, Jerman (1997)

Self-Advocacy Strategy Inventory your Inventory your –Strengths –Areas to improve or learn –Goals –Choices for learning or accommodations Provide your inventory information Provide your inventory information Listen and respond Listen and respond Ask questions Ask questions Name your goals Name your goals Van Reusen, Bos, Schumaker, Dreshler (1994) Van Reusen, Bos, Schumaker, Dreshler (1994)

CDE Personal Learning Profile Introduce Personal Learning Profile 2 Pre-test 3 Learning Styles Invent 4 Activities that match learning styles 5 Multiple Intelligence Survey 6 Dreams and goals 7 Long-term goals, short-term goals, plans 8 Strengths and needs from CSAP scores/graphs 9 Disability information from IEP 10 Rights and how they impact transition 11 Communication styles, prepare and practice PLP

A Student’s Guide to the IEP NICHCY Introductory work with students Introductory work with students Introducing the IEP Introducing the IEP Writing the IEP Writing the IEP Getting ready for the IEP meeting Getting ready for the IEP meeting During the IEP meeting During the IEP meeting After the meeting After the meeting

Up Close and Personal Your group will receive a packet of several lessons from these curricula Your group will receive a packet of several lessons from these curricula Review lessons Review lessons Prepare to teach parts of the lessons to another group Prepare to teach parts of the lessons to another group In the large group, briefly discuss the lessons you taught or received In the large group, briefly discuss the lessons you taught or received

Issues in Implementing Students need to be taught how to participate in the IEP meeting Students need to be taught how to participate in the IEP meeting Teachers need and want more training Teachers need and want more training Teachers aren’t aware of curriculum and resources Teachers aren’t aware of curriculum and resources Teaching these skills isn’t a priority to administrators and general educators Teaching these skills isn’t a priority to administrators and general educators Mason, McGahee-Kovac, Johnson, (2004) Mason, McGahee-Kovac, Johnson, (2004)

Other Resources

Student-Directed Transition Planning Lesson Topics Lesson Topics –Awareness of Self, Family, Community, and Disability –Terms and Concepts for Transition Planning –Vision for Employment –Vision for Further Education –Vision for Adult Living –Course of Study –Connecting with Adult Supports and Services –Putting It All Together: The Summary of Performance Sylvester, Woods, and Martin.Zarrow Center for Learning Enrichment, University of Oklahoma Sylvester, Woods, and Martin.Zarrow Center for Learning Enrichment, University of Oklahoma

Student-led IEPs studentledieps.org Laying the foundation Laying the foundation Introductory work with students Introductory work with students Providing instruction Providing instruction Developing the IEP Developing the IEP Conducting the IEP meeting Conducting the IEP meeting After the meeting After the meeting

Student-led IEP Planning and Implementing Strategies Welcome to my IEP Welcome to my IEP Introductions Introductions Why are we here? Why are we here? My vision for the future My vision for the future Goals: academic and transition Goals: academic and transition Accommodations and Modifications Accommodations and Modifications Concluding Summary Concluding Summary –Hawbaker (2007)

Planning See sample implementation timeline on handout See sample implementation timeline on handout Resources available for more indepth review Resources available for more indepth review

Final thoughts Why just involve students on IEPs? Why just involve students on IEPs? Why not teach ALL students these skills so they can participate in the RtI process and their parent teacher conferences? Why not teach ALL students these skills so they can participate in the RtI process and their parent teacher conferences? Don’t ALL students need these skills for their transition? Don’t ALL students need these skills for their transition?