Increasing Self-Advocacy Skills though the Creation, Presentation, Implementation and Monitoring of Student-Led IEPs. Presenters: Julie LaBerge, Associate Director of Special Education – Green Bay Area Public Schools Matthew LaBerge, Student, Northeast Wisconsin Technical College Mitchell LaBerge, Student, Northeast Wisconsin Technical College

Getting Started Focus on Transition – Bonduel Special Education Department – Researched self-determination I’m Determined website: file://localhost/Users/jalaberge/Desktop/secondar y_iep_template1 copy.pptx file://localhost/Users/jalaberge/Desktop/secondar y_iep_template1 copy.pptx

Staff Meetings Discussion about current process Educators and parents planning and talking about students with students present Need for self-advocacy Discussion about options Increase student involvement in IEP process Potential benefits

Planning/Preparation Special education staff members working with students age Reviewed Self-Determination PowerPoint Discussed potential changes to the PowerPoint (make it match IEP as closely as possible) file://localhost/Users/jalaberge/Desktop/Self Directed IEP DPI PST Presentation 2015/Student Led IEP Template.pptx file://localhost/Users/jalaberge/Desktop/Self Directed IEP DPI PST Presentation 2015/Student Led IEP Template.pptx Discussed process for implementation

Planning/Preparation (Process) Begin working with each student 1 month prior to IEP date Teachers/Therapists develop PowerPoint with students from start- to-finish Important concept: Discuss Disability/Impairment Students are asked to talk to their parent(s) to obtain their input for presentation Encourage student to add personal touches to presentations Have a plan for completion of legal document during meeting – A draft is created for the meeting based on planning with student

Planning/Preparation (Presentation) Make sure technology is set up properly Need Computer, Projector, Screen/Smart Board Student is the presenter Designate staff person to add to the ‘draft’ IEP on a separate device during the meeting Review final presentation with student prior to IEP meeting Offer incentives to students (coupon to Bears’ Den) for participating in the process

Mitchell’s Self-Directed IEP file://localhost/Users/jalaberge/Desktop/Mitchell LaBerge copy.pptx file://localhost/Users/jalaberge/Desktop/Mitchell LaBerge copy.pptx

Matthew’s Self-Directed IEP file://localhost/Users/jalaberge/Desktop/Matthew LaBerge copy.pptx file://localhost/Users/jalaberge/Desktop/Matthew LaBerge copy.pptx

7 th Grade Example EBD file://localhost/Users/jalaberge/Desktop/Example A 7th Grade.pptx file://localhost/Users/jalaberge/Desktop/Example A 7th Grade.pptx

11 th Grade Example EBD file://localhost/Users/jalaberge/Desktop/CB pptx file://localhost/Users/jalaberge/Desktop/CB pptx

12 th Grade Example Autism/ADD file://localhost/Users/jalaberge/Desktop/Example D 12th Grade.pptx file://localhost/Users/jalaberge/Desktop/Example D 12th Grade.pptx

12 th Grade Example SLD file://localhost/Users/jalaberge/Desktop/Example C 12th Grade.pptx file://localhost/Users/jalaberge/Desktop/Example C 12th Grade.pptx

12 th Grade Example SLD file://localhost/Users/jalaberge/Desktop/SLD Example pptx file://localhost/Users/jalaberge/Desktop/SLD Example pptx

Feedback from Students Matthew and Mitchell What were IEP meetings like for you before the student-led IEP process? “They meant nothing because I didn’t get the experience of deciding how to get help or talking about what my struggles were.” “IEP meetings made me feel anxious before because I didn’t know how it was going to go and what people were going to say about me.” “People talked about me in front of me which made me feel nervous.”

Feedback from Students Matthew and Mitchell How did the Student-Led IEP process help you? “I learned to develop self-advocacy skills such as asking for help in high school which made me learn important strategies for college.” “I Ask for help when: I don’t understand a question or when I want to know what something means I need to have an accommodation (retake a quiz or more time)”

Feedback from Students Matthew and Mitchell Would you recommend the Student-Led process to other schools? Why or why not? “Yes, because it gives students experience to learn how to speak up for themselves” “Before the meeting, students are prepared for what they are going to say to the audience.” “I had more self-confidence when I could explain directly to the teachers what my struggles were to help make the year more successful.” “It isn’t a lot of extra work for the teacher but it makes a big difference for the students.”

Considerations Ensure that staff are involved in the process of creating a system that will work for your district Must allow for enough time to complete the student-led IEP development process with each student Staff must be highly encouraging for students, especially the first time the process is implemented Be sensitive to staff concerns, but encouraging Focus on the positive benefits of this process for students…It Makes a Difference…

Questions ???