1. Self- Advocacy and Self- Awareness: Developing Student-Led IEP Meetings Molly M. Wilkins, M.Ed.

2. Introduction  Molly Wilkins, M.Ed.  East Tennessee native  Masters Programs: WA and TN  Teaching Credentials: CA and CO  Taught Self-Contained, ASD specific classrooms entire teaching career

3. Agenda  Learning Objectives  What are SL-IEPs?  Benefits  Challenges  Getting Started  Working with the Students  Next Steps  Questions Few things help an individual more than to place responsibility upon him, and to let him know that you trust him. -Booker T. Washington

4. Learning Objectives  Attendees will be able to:  utilize backwards planning teaching strategies for their student to be able to meet their social/executive functioning goals.  develop an outline for a lesson plan that teaches students about the IEP process and why they have an IEP.  identify two of the most impactful social/executive functioning skills that the student will need to work on to be able to present a student-led IEP and write a learning goal for each.

5. Do Now Turn and Talk  Turn to your neighbor and discuss the following questions:  What are student-led IEPs?  Who are they for?

6. What are Student-Led IEPs?  Involving the student in their personal IEP process as most appropriate for their levels  Introducing meeting participants  Present important information  Goal setting  Prepare/present select parts of the meeting  Leading entire meeting

7. Who Are They For? All students: use variety of communication styles to accommodate student needs Level 1 Introduce self and others Use communication device/switches Level 2 Building on Level 1 skills Goal of leading meeting Prepare visual aid i.e. PowerPoint ‘All About Me” Level 3 Building on Level 2 skills Cooperatively develop all/most aspects of the IEP Chair of the meeting

8. Student-led vs. Traditional IEP Meetings Traditional  Case manager- driven  Lots of jargon  Typically more conversation about what the student can’t do  Systemized Student-Led  Student-driven  Comfortable and familiar language  More conversation about strengths, preferences, and goal- focused  Original and ever changing

9. Better understanding of disability and skills Self-advocacy and Self- determination Greater self-confidence Students Increased parent involvement and voice Improved communication with teacher Positive interactions with school Pride Families Positive relationships Student-centered meetings IEP process makes sense to everyone involved Increase in goals met Increase in graduation rates Decrease in unexpected behavior Teachers/Admini strators Benefits

10. Skills Used When Leading an IEP Meeting (Hawbaker, 2007)

11. Challenges and Solutions ChallengesSolutions Lack of Time-Make it a priority -As students have more exposure, it will take less time to prepare -Prepare for actual meetings to be a bit longer due to more participation Lack of team support- Start it out small in showing how the student can be involved and then build Lack of parent support-May be a deal breaker, but as you build relationships and better communicate intent, most parents will come around Legal Jargon/Assessment summaries-Not every part of the IEP has to come from the student. Teacher can still present, and student talks about what it was like to take the assessment.

12. Where to Start 1. Choose Student(s)  Determine level of involvement  Set goal for meeting  Backward planning 2. Involve/Inform Families  Parent letters  Help for home discussion 3. Involve/Inform IEP Members  Prepare for format  Talking points for the student

13. Working with Students Ability Awareness Lesson  How is my brain different?  What do I need to be successful? © M. Garcia-Winner

14. Working with Students What is an IEP? Lesson  Why do I have an IEP?  Review parts of IEP Meeting Structure Lesson  Who comes?  How long is the meeting?

15. Working with Students Common Social/Executive Functional Skills to Address  Presentation Skills  Eye contact  Tone  Self-Reflection  Asking follow-up questions  Reading Non-Verbal Cues  Setting goals  Time management  Organization of papers

16. Working with Students Create Presentation  Student type/ dictate  Highlight areas student will present  Inform other team members

17. Working with Students Prepare and Practice  Mock meetings  Explicitly teach presentation skills  Make back up plan(s)  Determine seating  Establish prompts, questions, and encouragement  Discuss relaxation techniques

18. Next Steps  Pick 1 student  Start small  Focus more on skills needed and ability awareness lessons  Get families and other team members excited!

19. Questions?  Contact info:  mollymwilkins@gmail.com mollymwilkins@gmail.com  Moving back to Chattanooga in July!

20. Resources  http://www.imdetermined.org/student_involvement http://www.imdetermined.org/student_involvement  Hawbaker, Becky Wilson; 2007, May 5; Student-Led IEP Meeting: Planning and Implementation Strategies; TEACHING Exceptional Children Plus; Vol 3. Issue 5