Active Student Participation Inspires Real Engagement ASPIRE Active Student Participation Inspires Real Engagement Administrator Meeting (School Name) (Date) Presented by: (Presenter’s name here) The italicized notes in the presentation are useful as a script. Please adjust the wording so that it complements your personal presentation style. The notes in a regular font indicate additional information that may be helpful to the presentation. The administrator PowerPoint is a condensed version of the Teacher Training . The goal of this presentation is to create “buy in”. That will be different for each administrator so emphasize the components that support their school improvement plan and any initiative they already have underway. Ensure they understand that self-determination is the foundation for ASPRIE and that you’re not asking the teachers to do additional work just work differently. Have all meeting participants sign-in using the Administrator Meeting Sign-In Sheet.

ASPIRE A Collaborative Initiative between The Georgia Department of Education, Division for Special Education and Student Services and The Georgia Council on Developmental Disabilities Funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities. The ASPIRE initiative began in 2010. There are currently over 100 schools participating. 3 Until the ASPIRE Administrator Video interviews are on the ASPIRE website (http://www.gaspdg.org/aspire) consider showing the GCDD –Partnerships for Success video which can be accessed by clicking “The Georgia Council on Developmental Disabilities” in the slide.

ASPIRE What’s In A Name? Active Student Participation Inspires Real Engagement ASPIRE is the name that DOE has chosen to call their Student Led IEP project.

Active Student Participation Inspires Real Engagement ASPIRE Active Student Participation Inspires Real Engagement ASPIRE provides training and follow-up activities to enable students to actively participate in the development and implementation of their IEP. This process is referred to as: Self-Directed IEP Student-Led IEP Coke, soda, pop – different words describing a sugary, carbonated beverage. Many terms to describe student led IEP - Students having a say in their IEP. A Student Led IEP simply means that a student participates in their meeting to the best of their ability and this looks different for every student.

ASPIRE Goals ASPIRE is a student-led IEP initiative designed to develop self-determination skills in the following areas: Problem solving Self-evaluation Choice-making Decision-making A visit to the following website may be useful to you as you discuss self-determination and its relevance in SLIEP. http://www.imdetermined.org/modules/module_five. The video and articles can help you gain a deeper understand of the relevance and relationship We want to ensure that everyone knows what self-determination is and why we are talking about it. 1. Because it is the basis for SLIEP and because it is the evidence based practice that supports SLIEP. You can see that these are skills that are important for all students, they are in many of the standards and are 21st century skills.

What is Self-Determination? A combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations, together with a belief of oneself as capable and effective, are essential to self-determination. Field, Martin, Miller, Ward, and Wehmeyer (1998) Formal Definition of Self-Determination. 6

What is Self-Determination? In plain English, self-determination is … Knowing and believing in yourself Knowing what you want in the future AND making plans to achieve those goals Knowing and asking for the supports you need to achieve your goals In plain English. Self-Determination is knowing who you are (self-discovery), knowing what you want, (exploring, trying new things & figuring out what works & what doesn’t work) and knowing how to get there (involves goal setting, understanding your strengths & challenges & how to ask for the support that you need).

Research “Providing support for student self-determination in school settings is one way to enhance student learning and improve important post-school outcomes …and to meet federal mandates to actively involve students with disabilities in the Individualized Education Planning process.” Deci & Ryan July 21,2004 psychologymatters.org “Students … knew more about their disabilities, legal rights, and appropriate accommodations than other students … students gained increased self-confidence and the ability to advocate for themselves.” Mason, McGhee-Kovac, Johnson & Stillerman, 2002 Research indicates the benefit of Self-Determination for all students and emphasize the importance of instruction for student with disabilities to attain successful post school outcomes. 8

Why are Student Led IEPs Important? During the process students: learn how to speak for themselves learn about goals and objectives that form the basis of their education and why these goals and objectives are important for them; and ultimately, become more involved in their own education. Kupper, 1995 As we train your teachers we want them to understand how student led IEPs help to increase student engagement and family involvement in the educational process. How students play a larger role in developing and implementing their IEP and that it shifts from us as adults sitting around the table talking about the student or around the student to the student being the center of the meeting. 9

Results of Participation Helps students learn more about their disability and how to explain it to others Helps students define their strengths as well as their challenges Provides an opportunity for students to express their likes, dislikes, and interests Helps students learn about accommodations and the types of accommodations that might help them succeed These are all self-determination and self-advocacy skills that students can learn by activity participating in their IEP.

Results of Participation Helps students see relevance of school work to their lives Provides structure for goal setting and attainment More focused, motivated, and engaged youth The IEP process becomes more meaningful to everyone involved… Students are encouraged to take more responsibility for their own learning requiring them to evaluate and reflect upon their work on a regular basis and identify what they do and do not understand about a given subject.

Results of Participation Allows students to develop communication and negotiation/compromise skills, such as talking with teachers about accommodations, classroom progress, and needs Students become engaged in their own education and transition planning Students see that people care about their opinions and their successes “It’s not just paperwork anymore” Not only do students see that there are adults in their lives that care about them but Parents also see that you care about their child and want their child to be successful. If you have a parent satisfaction survey requirement for your district, we will suggest to your teachers that they have parents complete that survey following this productive IEP meeting.

Benefits for Your School Increase in graduation rates Decrease in office referrals/discipline issues Decrease in drop-out rate Increase in student achievement This slide will be individualized for each school/system – This is data that the DOE is currently in the process of collecting. How do student led IEPs relate to your school/system improvement plan/strategic plan? How do the self-determination skills gained effect these issues?

“It’s not just paperwork anymore” Benefits for Families Studies show that students who included self-determination goals in their IEPs were more likely to earn a higher income one year after graduation. (Wehmeyer, 2004) Improved communication with teacher Increased understanding of the IEP process More self-determined child (goal setting, decision making) Positive interaction with school personnel “It’s not just paperwork anymore” Families become more actively engaged in discussions with their child and are more inclined to attend a student led IEP. Part of the project is to appoint a person who will work with the parents. This can be a Parent Mentor or some other person in your system that is already working with parents. Families who have participated in the ASPIRE Initiative have described it as “life changing”. Most families are amazed at the level of their child’s involvement in the meeting and report high levels of satisfaction with the student-led IEP process.

ASPIRE By utilizing a student-led IEP model, the IEP meeting becomes a cooperative experience of working together to assist the student!

ASPIRE is for All Students Students of all ages Kindergarten through age 22 Students with all disabilities Mild, Moderate or Severe Cognitive Disabilities Physical Impairments Visual Impairments Hearing Impairments Other health Impairments Speech and/or Language Impairments Students in any instructional setting General Education Classroom Collaborative Classroom Co-Taught Class Part Day Separate Class Full Day Separate Class Examples of participation: Students who are non-verbal have participated through PowerPoint; pre-school students have participated by demonstrating a skill they have learned; a middle school student with a significant disability participates by singing his address and other things he has learned through song; students with social anxiety have participated through video or PowerPoint with voice-over. We encourage teachers during their first year to choose students that already have some self determination skills. 16

Student Participation Students in your system may participate in their IEP meetings in a variety of ways: Creating an invitation to their IEP meeting. Introducing themselves and others at the meeting. Selecting pictures to show at the IEP meeting about a typical school day with them doing the things they enjoy. During the teacher trainings, teachers will be given ideas of how to get the students to participate in their IEP. These are just a few ideas that will be shared with the teachers. (Stress that participation will look different for different students.)

Student Participation Clicking a mouse on a computer to move from one slide to the next in a Power Point presentation and describing each slide during the meeting. Helping narrate and select images for a slide presentation that portrays the subject areas they are good at, those they struggle with, and how teachers can help. Additional ways of participating.

Student Participation Discussing goals for life after high school and how to reach them. Facilitating the agenda of the IEP meeting. Leading the meeting and mentoring other students. As you can see there are a variety of ways to involve students.

A Different Degree of Participation The vocabulary and degree of participation will vary from student-to-student. However, the emphasis remains on the student, what is important to them, and using that information in planning. We will encourage your teachers to be creative and involve students at their comfort and ability level.

Expectations No fewer than 3 teachers per school Teachers will receive an initial 21/2 - 3 hours of training No fewer than 9 students per school Designated Teacher Liaison (usually lead teachers) Someone who will communicate with the teachers and ASPIRE personnel Designated Parent Mentor / Liaison Required to Conduct a Parent Training – Usually 1 hour meeting Completion of assessments, surveys and data collection We encourage you to start out with only 3 students per teacher so that they can get comfortable with the process before adding additional students. Build capacity by increasing the number of students who are participating each year and by educating additional teachers in the concepts of ASPIRE. Talk about providing teachers with coaching & technical assistance following training; Parent Training; Pre & Post data collection; Scale-up model available following first year.

Assessments and Evaluations Needs Assessment Individual school/classroom evaluation Each teacher completes the needs assessment based on their classroom practice or Each department completes the needs assessment as a group Pre-Survey (complete within 4 weeks of training) Perception of IEP involvement Surveys for students Post Survey (complete following IEP meeting) Participation level and evaluation Surveys for teachers, students, and parents Fidelity Checks Responsibility of designated Team Leader Share copies of needs assessment and pre/post surveys. Links to these can be accessed by clicking on the slide Needs assessments can be compiled by department to determine new directions or for enhanced instruction. Pre-surveys completed by all can be helpful in determining PLOP, Can be used as an informal assessment tool for individual students. Post-surveys can help determine future participation levels. There are several tools that are available for the Team Leader or teachers to choose from to help them keep on track.

What’s Next? Select teachers that will participate Identify Teacher Liaison Someone who will communicate with the teachers and ASPIRE personnel Identify Parent Representative/Liaison Parent Mentor if participating in the Parent Mentor Partnership Teacher Training Complete Needs Assessments, surveys and data collection Ask the administrator to discuss each of these items. 23

Challenges Students Time/ Scheduling High stakes testing Student disability level Fear of the unknown No one else at my school wants to… What are your concerns? - Some possible concerns/challenges follow on the next two slides along with possible solutions. Time – What are the priorities – remind yourself about how critical this is to future success Students – Lack of Motivation – students often don’t want to do things that are hard – Students are not often asked their opinion and have not made choices in a very long time. Testing – Try to attach some of the lessons to the standards especially in English or Language Arts. Remember that confident students often do better in testing and life situations. Disability Level – Some adaptations will have to be made, that’s what make special ed teachers so special. Communication can be achieved in a variety of ways. A student delivering invitations to her IEP team for the meeting by putting the invitation in her lap and having a para pro wheel her to their classroom/office so she can hand the invitation to them in person is participating in the IEP process. Loss of Control – The meeting will not be as scripted as in the past, but remember students are only one member of the team. You still have the opportunity to present your data and recommendations No one else wants to – Be a trailblazer, It’s definitely easier to implement with a team but you be the one to have success and let others follow you. After all you are developing your students to become leaders. Be the example.

Some Solutions Start with just a few students (minimum of three) Select students who you think will be successful Choose students who already exhibit some self-determination skills Select a basic level of participation for most students the first year ASK for help Remember, as in anything you try that is new, the learning curve is always widest at the beginning. As you and the students become familiar with how to do this it takes much less time 25

Scheduling Solutions Each school, class and teacher is unique. Some teachers: Create a special class on self-determination and student led IEP Include instruction in existing course structure, teaching about SLIEP topics through group and individualized instruction Incorporate instruction in the general curricula, such as a language arts class, using group and/or individualized Have students come in for individual planning meetings before school starts in the morning, during lunch, and/or at the end of the school day Does you school have an advisement period that can be utilized to teach and discuss self-determination concepts to all students? Brainstorm with your colleagues to think outside the box and solicit the help of your building-level administrators in developing a plan. 26

ASPIRE Resources The following resources are available through the SPDG Website ( www.gaspdg.org ). Parent letter Parent training materials ASPIRE brochure Sample lesson plans Georgia-developed ASPIRE videos (in progress) We visited this site several times today, I encourage you to visit and check out the additional resources.

Other Resources National Secondary Transition Technical Assistance Center (http://nsttac.org/ ) Transition Coalition (http://transitioncoalition.org/transition/) I’m Determined: Virginia Department of Education (http://www.imdetermined.org/) Georgia Interagency Transition Councils (http://www.gatransition.org/ ) Additional Resources. The I’m Determined site has many lessons and short video clips that can be helpful to show students, parents and educators.

ASPIRE Active Student Participation Inspires Real Engagement Questions? Review of Expectations and Requirements

Professional Learning Unit Contact Information Georgia Department of Education Division for Special Education Services and Support Professional Learning Unit 404-656-3963 For information and materials for ASPIRE visit the SPDG's website ( www.gaspdg.org ). (Place current consultant’s/presenter’s name, email and phone number here) ASPIRE Student Led IEP initiative is funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities. 30