1. Active Student Participation Inspires Real Engagement
ASPIRE
Active Student Participation Inspires Real Engagement
Teacher Training
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.
As participants arrive have them sign-in using the sign-in sheet that can be found in the ASPIRE Master Index of Resources ( and give them an index card and ask them to write three things they are good at on one side and three things they are not good at on the other side. These are not strengths & challenges necessarily related to work but can be about themselves personally.
We do this activity to set the tone for the meeting (thinking about strengths and challenges) and to complete an activity later in the presentation.

2. 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 imitative began in There are currently over 100 schools participating in this collaborative effort.
Until the ASPIRE videos are on the GA ASPIRE website ( if time permits, you can begin by showing the GCDD –Partnerships for Success video which can be accessed by clicking “The Georgia Council on Developmental Disabilities” in the slide.

3. 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.

4. ASPIRE is for All Students
Students of all ages
Pre-Kindergarten through age 22
Students with all disabilities:
Mild, Moderate or Severe Cognitive Disabilities
Speech and/or Language Impairments
Visual or Hearing Impairments
Emotional/Behavioral Disabilities
Students in any instructional setting
You can see from this list that a SLIEP is for everyone. In Georgia we have students participating in a variety of non-traditional ways. 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. Students in a severe and profound class have signed invitations with their thumbprint. 4

5. Active Student Participation Inspires Real Engagement
ASPIRE
Active Student Participation
Inspires Real Engagement
As a teacher with students participating in ASPIRE, you will provide 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
Many terms to describe student led IEP – just like Coke, soda, pop – different words describing a sugary, carbonated beverage.
ASPIRE, self-directed, SLIEP all mean - students having a say in their IEP; participating in their IEP meeting to the best of their ability. This looks different for everyone.
You want teachers to understand that this may look different from the traditional IEP but it still contains all the components they are accustomed to. Also understand that while the student participates in some way, they are one member of the team – not the ruler of the team

6. Why a Student-Led IEP?
A way to increase student and family involvement and representation in the IEP process.
Encourages students to play a larger role in developing and implementing their IEP.
Shifts the focus from adult-centered to student- centered.
As we go through this training you will see 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. 6

7. 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 7

8. ASPIRE Goals
ASPIRE is a student-led IEP initiative designed to develop self-determination skills in students in
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. 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.
What does Self-Determination mean to you? Illicit some response. There are different forms of self-determination. Teaching financial literacy is a form of self-determination, teaching life skills is a form of self-determination. When we talk about self-determination we are talking about teaching students to make their own choices & decisions, to think for themselves to the best of their ability. How do you foster self-determination? 1) Intentional Instruction through a self-determination curriculum. 2) Infuse into your curriculum – you already do this, when you give students choices about what projects they are going to complete and how they are going to complete them you are infusing self-determination into the curriculum. 3) Helping students participate in a student led IEP – when students have a role in deciding what their IEP goals are & how they are going to accomplish these goals you are embedding self-determination skills into their IEP.

9. 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)
This is a formal definition, we’re going to look at what this means in plain English on the next slide 9

10. 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).
Ask participants to share with each other what they put on their index cards (3 things you are good at & 3 things you are not good at). After a few minutes of sharing with each other ask participants how they felt about sharing this information and was it hard or easy for them to come up with 3 things. Discuss how difficult this can be for students and how students who know about themselves through these concepts of self-determination will be more successful in their participation.
Did this activity help you visualize how self-determination is the foundation of a student led IEP and is the key to participation?

11. Traditional IEP versus Student-Led IEP
Student has very little knowledge of purpose for meeting, the IEP and its contents, or his/her disability
Adult team take the lead in determining content of IEP
Student is aware of purpose for IEP meeting, contributes to the content of the IEP document, and understands his/her disability
Student helps determine content of IEP and how it will be discussed at the meeting
Our goal is for teachers to make the paradigm shift and see the possibilities for all. The next few slides help illustrate the possibilities.
Two options for the next few slides:
1. Ask teachers to think for a moment about a typical IEP meeting and to consider the levels of student and parent participation at their meetings
… Jim Martin & The Zarrow Center in Oklahoma observed IEP meetings and found that SPED teachers talk 51% of the time, families 15% and students only 3%. Let’s look at how a SLIEP might change those numbers.
Choose one comment from this slide and the next two slides and cite how this item could make a difference.
2. Make it interactive (depending on time). Break teachers into groups, assign a note taker and have the teachers discuss what they think are the differences between a traditional IEP and a student led IEP. Have each group share and then review this section very quickly only covering what was not on their list.

12. Traditional IEP versus Student-Led IEP
Student might not participate in discussion or decision-making
Meeting may focus on the student’s deficits and things they can’t do.
Meetings might not be valued by students, general education teachers, and parents
Student leads the discussion and presents information in a variety of ways
Meeting emphasizes capabilities, student interests and plans for the future
Meetings have improved participation as teachers and parents respond to invitations from students

13. Traditional IEP versus Student-Led IEP
Students and parents may not understand the connection between accommodations and instruction
IEP might not reflect
the student’s interests
or concerns
Because they helped plan the content of the IEP, students and parents have a better understanding of student accommodations and their role in instruction
IEP reflects the student input and the increase in student voice in the educational decisions will produce a dynamic document reflective of student’s personality
Bullet 1
We are hearing anecdotal information that accommodations discussions are becoming more “real”. Students are learning the importance of understanding their accommodations if they attend college, in the workplace and what is needed to stay safe in their community. Have you ever had a student who has the laundry list of accommodations that mom wants them to have but these accommodations are not working for the student? Think about how powerful it is for mom to hear the student say this is not working for me, but this is what works..
Bullet 2
Reflect back on the I’m Determined video. What were some examples of student participation in the video that might reflect their personality.

14. ASPIRE
In a student-led IEP, the meeting becomes a cooperative experience of working together to assist the student!
You may have noticed in the videos that the “tone” of student-led IEP meetings is such that it reduces the likelihood of contentious meetings. Having the student present for some or all of the meeting sets the stage for a productive and collaborative meeting.

15. Student Participation
Remember that students can participate in their IEP meeting in a variety of ways:
Preparing and delivering meeting invitations
Introducing IEP meeting participants
Discussing their likes and dislikes
Explaining their strengths and weaknesses
Explaining their accommodations
Assisting in developing goals for the upcoming year
Presenting actual portions of the IEP
Remember this is an Individualized Education Plan, promoting Active Student Participation to Inspire Real Engagement . We want you to have the creativity and flexibility to work with the students at a level that inspires them to become active in their education. Do you have one student in mind right now who would benefit from this type of participation? Can you visualize one method that the student could utilize for participation?

16. Here is what your students will do…
Create an invitation to their IEP meeting.
Introduce themselves and others at the meeting.
Select pictures to show at the IEP meeting about a typical school day with them doing the things they enjoy. Or bring work samples that show their best work, as well as, work they have problems with.
We are going to look at some possibilities for participation. Think about a student you might like to work with and think about which of these items on the next few slides would be an appropriate starting point.
An invitation created by a student does not replace the legal document. Be creative and age appropriate - a preschooler could make a construction paper invitation, a middle-schooler could compose and send an and a high school student could send text invitations or reminders.
There are sample invitations in the ASPIRE manual that you might want to review with participants.

17. Here is what your students will do…
Present a Power Point , describing each slide during the meeting.
Help 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.
Discuss goals for life after high school and how to reach them.
Until there are examples on the ASPIRE website, there are PowerPoint templates and examples at Click on Power Point in the presentation if you want to access the samples or examples during your presentation
Discussing goals for life after high school and how to reach them, the transition plan, is something that every 8th -12th grader should already be involved in. Consider having the students complete the transition plan in their own words and talk about at the meeting. You may have to translate it into “legalese” but think of the time it can save not having to come up with some “cookie cutter” words to insert into the document.

18. Here is what your students will do… participate in their IEP meeting
Facilitate the agenda of the IEP meeting.
Lead the meeting.
Mentor other students.
Just Imagine
Your students doing these things to
participate in their IEP meeting
These are some examples of how a student would participate at a more advanced level. Some students will never reach this level and some will move very quickly to this level.

19. A Different Degree of Participation
The vocabulary and degree of participation will vary from student to student. The emphasis, however, remains on the student, what is important to them, and using that information to plan and implement the IEP.
This is a good place to have a teacher present how their students have participated in ASPIRE.
Remind teachers of the examples in the Virginia I’m Determined video viewed earlier. Note the various ways that students participated in their meetings.

20. 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
Colleges and Employers need to know how to accommodate through ADA. They cannot do this if a student does not self-identify.

21. 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
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.

22. 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
Students 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.

23. 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. You can add information here about how ASPIRE supports their school or county-wide improvement plan as well as their CAP. Data is showing that these benefits occur over a period of time because students are starting to understand the relevance of their education to what they want to do in their future.
How do student led IEPs relate to your school/system improvement plan or other initiative at your school?

24. Involving Parents valued and needed! ASPIRE brochure
Keep parents informed
ASPIRE brochure
Letter of explanation
Phone calls
Notes home
Parent training
Reassure parents that their participation is still
valued and needed!
You, as the classroom teacher are the most trusted source of information. Encourage your parents to assist their child in preparation and reassure them that the process will be positive. Again, call upon your Parent Mentor to help educate parents by explaining the process, providing training, and ongoing contact. 24

25. Involving Parents Encourage parents to:
Help their child understand their disability, strengths, and challenges
Help their child understand how accommodations can assist them
Talk with their child about setting goals
When a parent asks how they can help you with their child’s participation mention how understanding and practicing these self-determination traits can benefit their child in school, at home and when they graduate and move to college or work.

26. 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
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.
If you district is participating in the online parent satisfaction survey, consider asking parents to complete it when they leave your meeting. It can make you administration very happy.

27. CGCA Year 2 Expectations
Every Teacher will select 3 students to become ASPIRE students.
If any of your students were Year 1 ASPIRE students, then they must be part of ASPIRE this year.
Select students with IEP meetings far enough along to allow you time to teach them the skills.
Surveys MUST be completed or we are not in compliance.

28. ASPIRE is a GaDOE Initiative
New this year – have not met yet. Will give us help to make sure we are implementing with fidelity.
Facilitates ASPIRE for our GLRS region by checking for fidelity of implementation regularly.
Maintains current data for CGCA and reports out to GLRS Contact monthly. Trains staff on ASPIRE. Can answer your ASPIRE questions.
Ms. Durdley will help to facilitate Parent Training in collaboration with the SCCPSS Parent Liasion

29. By now… You have selected your 3 students
They have taken the PreSurvey
You have sent a parent letter
You have begun the discussion with them about leading their IEP
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 29

30. Surveys Pre-Survey – For students only.
PreSurveys are ONLY for new students in ASPIRE
Once a student in an ASPIRE student – They are Always an ASPIRE student
Post Survey (complete following IEP meeting)
Participation level and evaluation
Post Surveys for teachers, students, and parents
Educators! Please fill out your Survey with some level of Interest! Do not leave the “Positive Experience” blank!
Surveys can be done online, on paper or on a phone call!
Paper/phone surveys must be transcribed onto the Online Survey!
Fidelity of Implementation is destroyed if a survey is missing.
The assessments and surveys can be found at gaspdg.org/aspire
If a needs assessments has not already been compiled, its helpful to be completed by the 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 identify what the student did to participate in the process.
Access the student pre-survey as an example by clicking on Pre-Survey. Highlight that there are only 11 questions on the survey.

31. Teaching Self-Determination Skills
Now What?
Teaching Self-Determination Skills
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. 31

32. Georgia Student Samples
The next few slides show how some students in Georgia are participating in their meetings.
An elementary student created a Poster with pictures. The IEP meeting should not become a reading lesson, encourage students to use pictures if they need prompts. This student is beginning the process of identifying Strengths – What I like at School, Challenges – What is hard at school, and a Transition Plan – Things I like
The picture on the right depicts a high school student simply following an agenda at the meeting, something that is very appropriate for a student ready to leave high school and enter college or the workforce. This particular student used a picture agenda.

33. Georgia Student Samples
This high school student and elementary school student both utilized PowerPoint for their presentation. The high school student is dressed up because the teacher incorporated preparing for the IEP meeting into work readiness skills – how to dress for an interview/important meeting.

34. Before the Meeting Create an agenda
Discuss and practice relaxation techniques
Hold mock meetings - - PRACTICE!
Like us, a student will feel more comfortable if they have or create an agenda to follow during the meeting. This has the added benefit of keeping everyone on track, if a student uses PowerPoint then the PowerPoint is their agenda.
The first meeting is going to be nerve racking for everyone; a little practice can go a long way. Relaxation techniques include “yoga” breathing, taking a deep breath, etc… 34

35. After the Meeting Evaluate (complete post-survey) Send thank you notes
Celebrate
After the meeting, be sure to Evaluate and Celebrate. Some teachers have everyone take the Post Survey on the spot, one teacher reads the survey to the student so the parents can follow along with their survey if needed.
There is a sample thank you note in the manual. 35

36. ASPIRE Resources WWW.CGCATOGO.COM Parent letter Survey Links
ASPIRE brochure
Sample lesson plans
Georgia-developed ASPIRE videos
Links to Resources
Examples of CGCA (Be sure to take pictures and send in your artifacts for the website!)
We visited this site several times today, I encourage you to visit and check out the additional resources.

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