1. How to be actively involved in my IEP using Bell Ringers
Mindy Lingo & Malarie Deardorff
The University of Oklahoma

2. Introductions Mindy Lingo & Malarie Deardorff
The University of Oklahoma
Sooner Scholars
Zarrow center for learning enrichment
Former teachers

3. Agenda Active involvement in IEP Bell Ringers
Self-awareness
Disability awareness
Postsecondary planning
IEP involvement
Finalize information in one-pager
Questions

4. IEP Involvement
Students are more likely to take ownership of the educational planning when they are actively involved in the process (Fiedler & Danneker, 2007).
Students are gaining important life skills and demonstrating self-determination when they lead their IEP meetings through goal setting, planning, self-evaluation, mediation, public speaking, self-advocacy, and mediation skills (Martin, et al., 2006)
Student-led IEP meetings provide opportunities for students to learn and participate in important social skills (Torgeson, Miner, & Shen, 2004).

6. Attendance vs. Participation
Passive
Seat at the table
No input provided, or superficial answers given
Talking “about” students
Participation
Active
Member of the team
Input is sought
Talking “with” students

7. Self-Awareness Secondary Transition Bell Ringers
Fundamental Transition Bell Ringers

8. Disability Awareness Secondary Transition Bell Ringers
Fundamental Transition Bell Ringers

9. Postsecondary Planning
Secondary Transition Bell Ringers
Fundamental Transition Bell Ringers

10. IEP Involvement Secondary Transition Bell Ringers
Fundamental Transition Bell Ringers

11. Example of one pager

12. Today’s one-pager
Use your bell ringer information to compelte

13. Questions

14. Zarrow Center for Learning Enrichment Website
Contact Information
Mindy
Malarie
Zarrow Center for Learning Enrichment Website
zarrowcenter.ou.edu