Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition Summer Camp Taos, NM June 12, 2007

Ways to Promote Self-Determination *Student-driven IEP and transition planning Teaching skills or enhancing knowledge (school based for students, self-advocacy leadership at adult level) Person-centered planning Preference assessment/ functional assessment Ecological interventions (Self-Determination Synthesis Project)

Student-driven IEP Important step in transferring decision-making power to students as they approach the age of majority Teaching students about the IEP and its function in guiding their future All students are capable of participating in some way Leisure Career Residential

Forces to Support Student Involvement in Their IEP Student Involvement in Their IEP Process

Student Invitation to the IEP Mandated by IDEA Invitation Does Not Equal Participation Martin et al. (2004) We are mandated to invite students to attend their IEP meetings when transition issues are discussed. This invitation does not guarantee meaningful student involvement in the meeting, nor does it equal meeting participation on behalf of the student. INVITE every student to every IEP meeting.

Findings Regarding Student Attendance (Martin et al., 2004) Mandate self advocacy, self determination, self directed IEP training for every student. Train student’s on how to be active participants and leaders in their IEP meetings. If the student cannot attend the IEP then the meeting is re-scheduled. Train students on how to write/report on their PLEP.

When Students Attend Meetings (Martin et al., 2004) 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

Students Invited to IEP Meeting (TOPs data, O’Leary, 2007) Over 8000 IEPs

Indicator 13 (IEPs and Postsecondary Goals) Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]

Item #1 from I-13 Checklist: Postsecondary Goal or Goals Measurable = Countable An outcome, not a process Education or Training (required) Employment (required) Independent Living (when appropriate) Should reflect student input – first person, transition assessment

Example Postsecondary Goal or Goals Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009. When I graduate, I’ll take classes toward my Associate’s Degree at OCC, starting in the fall.

Item #2: Annual IEP Goal(s) For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)

Item #3: Transition Services Instruction Related Service(s) Community Experience(s) Development of Employment and Post-School Objectives Acquisition of Daily Living Skills (if appropriate) Functional Vocational Evaluation (if appropriate)

Item #4: Evidence of Coordination Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, look for: _ Evidence of parent consent (student when age of majority) to invite agency(ies) Evidence that agency(ies) were invited

Item #5: Age-Appropriate Transition Assessment Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. (From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p. 70-71) Reference SOP from OK – Jim Martin’s work – Zarrow Center website for more information

Item #5: Age-Appropriate Transition Assessment (continued) Age-appropriate: activities, assessments, content, environments, instruction, and/ or materials that reflect a student’s chronological age Transition Assessment can be Informal or Formal _ Documenting use of age-appropriate transition assessment Present Level of Performance Postsecondary Goals in 1st Person List assessments in IEP

Item #6: Courses of Study Aligned with Postsecondary Goal(s) A multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year (From: Storms, O’Leary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)

Accountability Accountability - All students achieve, Disaggregated data, Graduation rates, Attention to low performing students Emerging research that a positive relationship between student self-determination and academic performance Emerging research infusing student involvement in IEP and academic instruction Integrate SD into English/Language Arts classes Literature Circles IEP Template GO 4 IT…NOW! Self-Realization Writing Portfolios Use cross-curricular strategies Self-Determined Learning Model of Instruction (SDLMI) Self-regulation and/or contracting

How Do We Increase Student Involvement in Their IEP? Think about the process you have in place Make the process student centered Teach students how to be engaged in the process Evidence-based published curricula Evidence-based practices Build self-determination into the IEP If process looks like one about to show – will meet legal/ compliance requirements Curricula:Self-Directed IEP (Martin et al., 1996) instruction regarding interests, skills, and options (Allen, Smith, Test, Flowers, & Wood, 2001) IEP participation strategy with role-play of IEP conferences; give information, ask questions, summarize (Lancaster, Schumaker, & Deshler, 2002; VanReusen & Bos, 1994; VanReusen, Deshler, & Schumaker, 1989) Transition planning meeting preparation using Whose Future is it Anyway? (Wehmeyer & Kelchner, 1995), including student paced learning and teacher coaching on roles in meetings (Wehmeyer & Lawrence, 1995) TAKE CHARGE for the Future! (Powers & Ellison, 1996) using teacher coaching, adult mentors, parent training, and direct instruction (Powers et al., 2001) Use of Student-Led IEPs (McGahee, Mason, Wallace & Jones, 2001) documented the increase of self-confidence and self-advocacy through student participation (Mason, McGahee-Kovac, Johnson, & Stillerman, 2002) Not curricula – Template (CDEI, 2004), powerpoints SD in the IEP (harder & harder to do)

IEP Results Process for Transition Services O’Leary, 2007 Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step I Measurable Post-secondary Goals Step IV: Measurable Annual Goals Includes: Courses of study Includes: Instruction Related services Community experiences Employment and other post- school adult living objectives When appropriate: Daily living skills Functional vocational evaluation Training Education Employment Independent Living Skills – where appropriate Age-appropriate transition assessments O’Leary, E., 2005 © Copyright

Published Curricula *Self-Advocacy Strategy *Self-Directed IEP Next S.T.E.P. Take Charge! Take Charge for the Future! Whose Future is it Anyway? * strongest research evidence of effectiveness

The Self-Advocacy Strategy Purpose: Designed as a motivation strategy to help students prepare for any type of education meeting Components: Choice and Decision-Making Self-Advocacy Self-Awareness

The Self-Advocacy Strategy Overview: Teaches students to use I-PLAN strategy following Strategies Intervention Model; takes 7-10 days / 50 minute periods Materials: lesson plans cue cards (transparencies, handouts, and/or worksheets)

Steps of the IPLAN Strategy I Inventory your strengths P Provide your inventory information L Listen and respond A Ask questions N Name your goals In the first step students complete an inventory sheet that they can use at their meetings which identifies strengths, areas to improve or learn, goals, and choices for learning or accommodations. In the second step students use their inventory sheet during discussion in the IEP meeting. The third step involves students learning the proper times to listen (e.g., when someone is making a statement, when someone is asking a question) and respond (e.g., when someone asks a question, when you have information to add). The fourth step involves teaching students how to ask questions when they don’t understand what people are saying. The last step teaches students to name the goals they would like included in their IEP.

The Self-Advocacy Strategy Field-tested with: Students with learning disabilities ages 14-21 Other: single-subject & group studies students with cognitive disabilities and emotional/ behavior disabilities

ChoiceMaker Self-Determination Curriculum Purpose: Designed to teach students self-determination skills to be successful in adult life Components: Choice and Decision-Making Goal Setting Problem-Solving Self-Evaluation Self-Advocacy Self-Awareness

ChoiceMaker Self-Determination Curriculum Overview: Three strands Choosing Goals: “Choosing Employment Goals”, “Choosing Personal Goals” Expressing Goals: “Self-Directed IEP” Taking Action: “Take Action: Making Goals Happen”

ChoiceMaker’s Self-Directed IEP Materials: teacher manual, videos ChoiceMaker Self-Determination Assessment student workbooks Field-tested with: Students with mild disabilities ages 14-20 Other research:

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

11 Steps to the Self-Directed IEP Begin meeting by stating purpose Introduce everyone Review past goals and performance Ask for others’ feedback State your school and transition goals Ask questions if you don’t understand Deal with differences in opinion State the support you’ll need Summarize your goals Close the meeting by thanking everyone Work on IEP goals all year

Next S.T.E.P. Purpose: Designed to teach high school students how to plan for their lives after school. Components: Decision and Choice-Making Self-Awareness Goal Setting Self-Evaluation

Next S.T.E.P. Overview: Consists of 19, 50 minute lessons. Goes through: know thyself areas of transition planning setting goals and developing a plan the transition planning meeting implementing the plan

Next S.T.E.P. Materials: Teacher manual, videotape brochures workbooks Field-tested with: Students with mild mental retardation ages 14-19

TAKE CHARGE and TAKE CHARGE for the Future! Purpose: Designed to give teenagers tools & skills to help them steer their own life Components: Choice & Decision making Self-awareness Goal setting & attainment Self-advocacy Self-evaluation

TAKE CHARGE and TAKE CHARGE for the Future! Overview: Dream – plan your future Set Goals – decide what you are going to do Problem-Solve – figure out how to do it Prepare – get ready Do It! – take action 2 curricula – 2 fairly large group experimental studies

TAKE CHARGE and TAKE CHARGE for the Future! Materials: TAKE CHARGE Implementation Guide Workbook Student Guide Parent Handbook TAKE CHARGE for the Future! Class Guide Activity Checklist Companion Guide Guide for Parents Video

TAKE CHARGE and TAKE CHARGE for the Future! Field-tested with: TAKE CHARGE - 12 – 18 year olds with mild cognitive disabilities, orthopedic impairment, and other health impairment TAKE CHARGE for the Future! – 14 – 17 year olds with E/BD, LD, OHI, cognitive disabilities, orthopedic impairment

Whose Future is it Anyway Whose Future is it Anyway? A Student-Directed Transition Planning Process Purpose: Designed for students to learn to participate in their transition planning process Components: Choice and Decision-Making Goal Setting Self-Evaluation Self-Advocacy Self-Awareness Supported by one group study

Whose Future is it Anyway Whose Future is it Anyway? A Student-Directed Transition Planning Process Overview: Students read and work through at their own pace; teacher’s role is coach & guide

Whose Future is it Anyway Whose Future is it Anyway? A Student-Directed Transition Planning Process Materials: Student workbook Coach’s Guide Field-tested with: Students with mild to moderate mental retardation ages 15-21

Choosing a Curriculum Intended audience Match between skills covered and students’ needs (including adaptability) Prerequisite skills Type of materials provided Lesson plans easy to use Field tested Bottom lines: time and money ALSO Personal Futures Planning (1 study, Potentially moderate) Whole-Life Planning (4 studies, Low) McGill Action Planning System (1 study, Low)

The IEP Process (Konrad & Test, 2004) Planning Drafting the Plan Meeting to Revise the Draft Implementing the Plan

Planning Student understands the IEP process and format Student helps identify strengths, needs, and goals Most published curricula have excellent materials for helping students identify strengths, needs, and goals Provide community-based experiences (vocational, residential, leisure/recreation, educational)

Drafting the Plan Students use IEP Template Write in first-person Present Level of Performance Goals and Objectives Services and Accommodations

Meeting to Revise the Draft Student makes introductions Student presents some content Student leads meeting Use published curricula Use of assistive technology to enhance meeting participation

Implementing the Plan Goal setting Self-monitoring

Examples from the Field of Students Involved in Their IEP Process …

Sample IEP Goals (Wood et al., 2002)

SD accomplished through student driven IEP Self-Awareness Choice-Making Decision-Making Goal Setting Problem Solving Self-Advocacy Self-Efficacy Self-Regulation (Self-Determination Synthesis Project) ALL COMPONENTS

Resources National Secondary Transition Technical Assistance Center www.nsttac.org Zarrow Center for Learning Enrichment The Beach Center (University of Kansas) Self-Determination Synthesis Project www.uncc.edu/sdsp/ Self-Determination Technical Assistance Centers www.sdtac.uncc.edu

Contact Us Catherine Fowler, Project Coordinator chfowler@uncc.edu 704-687-8735/ 704-687-6327 (TTY), 704-687-2916 (fax) 9201 University City Blvd. UNC Charlotte/ SPCD/ College of Ed. 301 Charlotte, NC 28223 www.nsttac.org