It’s Your Future…It’s Your Right

It’s Your Future…It’s Your Right
It’s Your IEP Individual Education POWER for your Individualized Education Program Developed by: Renee Evetts, Michele Wendling, Kelly Huff, Meghan Erickson Spring 2005 Transition Services Preparation & Training

Transition Services Preparation & Training
This is a “student friendly” unit presentation with slides for teachers and students. It is designed to help high school deaf or hard-of-hearing students learn how to become more effective and involved in: Your own IEP Spring 2005 Transition Services Preparation & Training

The Big Picture! An IEP is about you and what you want for your future— with your parents, teachers, school personnel, and others helping you plan. Spring 2005 Transition Services Preparation & Training

Have you ever wondered… What’s an IEP for anyway?
Why do I have an IEP? Why should I get involved? Why can’t the adults just run the meeting? What other meetings will I have to attend in high school and after high school? These are just brainstorming ideas. No need for them to be perfect. This is a way to understand what the students know about their own IEPs. Spring 2005 Transition Services Preparation & Training

What is an IEP? An IEP is an Individualized Education Program. An IEP is a legal document about: your education goals and supports or technology to help you learn. Your principal, teachers, parents or guardian, and, of course you work together to make sure that you can learn by writing down: your goals, your learning strengths and weak areas in school. We may not like everyone knowing our weaknesses, but it helps make better plans—and that is a good thing ! Spring 2005 Transition Services Preparation & Training

First: You need to know what you like and dislike.
This helps you and your IEP team choose a career and lifestyle that will make you satisfied. Do you think about… What classes do you like? What classes do you dislike? What would you change if you could about your school life? Spring 2005 Transition Services Preparation & Training

Next: Relate these to your possible future
Postsecondary: What classes will help you reach your dream? Careers: What job would you like to have in 2 years…, in 5 years?…, in 10 years? Living: How will you find and pay for your dream house or apartment—in 2 years…, in 5 years?…, in 10 years? Community Services: What transportation, medical, dental, interpreting or other services do you need? Leisure and Recreation: Where are activities that you enjoy and can meet new friends? Spring 2005 Transition Services Preparation & Training

Use the 11 Steps of a Self-Determined IEP to help you participate in your meeting. Tell everyone the reason for the meeting. Introduce everyone sitting at the table: Say their name and what they do. Talk about the goals set for you in the past. How did you do? Did you finish them all? Talk about why you were (or were not) able to finish the goals. Describe your transition goals and school goals for this year. Remember—ask questions when you don’t understand The team is there to help answer everyone’s questions. Can do an informal mock IEP meeting with just the students and yourself. Assign titles to each person and practice explaining what that person’s responsibilities are. Spring 2005 Transition Services Preparation & Training

11 Steps Continued If someone has a different opinion: Listen politely and carefully to their idea Explain maturely and professionally why you want to do something else, and why this supports your goals Remember to be nice (and mature), even if you are angry! Tell everyone what you need from them so that you can finish your new goals. Discuss/review your new goals again so that everyone understands the same way. 10. Say to everyone for coming to your meeting. 11. After the meeting, work with your teachers all year so that you can finish your goals. Spring 2005 Transition Services Preparation & Training

Why do people disagree with me sometimes?
People don’t know me the way I know me. People want me to be successful. People think they know things that I don’t know—and sometimes they are right. But—if someone disagrees with your ideas, does that mean that the person doesn’t like you or your idea? Spring 2005 Transition Services Preparation & Training

What if there’s a problem? Why do I need to be “professional” when I disagree? People can disagree without arguing. They try to work out a compromise something that everyone can agree on. I must learn about consequences: If I am mean or disrespectful, people will become upset at me. People won’t want to come to my IEP meetings. I won’t have their help in planning and helping me to become successful. If I am immature and disrespectful, the team may believe I am not ready to plan for my future. It is good practice for other meetings after I graduate: When I have to talk to my boss or a supervisor. When I meet with vocational rehabilitation or adult services. Spring 2005 Transition Services Preparation & Training

Conflict Resolution- Some suggestions to use:
I can learn how to listen to ideas first, before I disagree. I can learn to explain my ideas and my reasons clearly, so that other people understand my perspective. I can use five steps to help me solve the problem in a positive way. Step one, Identify the problem: What caused the conflict? What was said or done that led to the conflict? Step two, Propose solutions (brainstorm): Identify several solutions that could solve the conflict or problem. Step three, evaluate your ideas: Decide which solutions are better than others. Rank them if needed. Step four, Try out your solution: Use role play and practice better responses. Prepare to use in “real” situations with others. Ask for others’ feedback. Step five, evaluate your solution: Did the solution work? Could the result be improved? Ask for others’ feedback also. Revise and repeat steps four and five. Spring 2005 Transition Services Preparation & Training

Use the 11 steps, and think about…
Which things are you already good at? Which things do you need to improve? Pick one thing from the 11 steps that you want to improve and practice now—and start getting ready for your next IEP. Spring 2005 Transition Services Preparation & Training

Here are some forms to help—you can become involved in your own IEP meeting! Begin by thinking of which people want to attend the meeting, and also who should attend, according to the law: You, your parents, your teacher, an administrator. Use the invitation forms beginning on the next page, or make your own. Spring 2005 Transition Services Preparation & Training

Dear _(Person’s Name you want to come), Your presence is requested at (name and address of your school). For an Individualized Education planning meeting for (Your name)____________ Date: (month/day/year of the meeting) Time: (hour: minute) a.m. / p.m. Room: (room number) R.S.V.P. to (this is French and means for this person to respond if they can or cannot come to the meeting and who they tell) _______ Before _(month/day/year)_________ Thank you for your support in my education. Sincerely, (your signature goes here) Dear ____________________, Your presence is requested at ___________________________ For an Individualized Education planning meeting for __________________________ Date: _______________ Time: ___________a.m. / p.m. Room: ____________ R.S.V.P. to ____________________________________________________________ Before ______________________ Thank you for your support in my education. Sincerely, Spring 2005 Transition Services Preparation & Training

Practice with a video and Rate how you did.
Statements My Name:________________________________ My IEP date:______________________________ Circle answers that match your behavior. 1. I knew ___ people at my IEP meeting. (number or ‘all’) 2. I said ‘hello’ to ____people at my IEP meeting. (number or ‘all’) 3. I introduced ____ people to each other at my IEP meeting. (number or ‘all’) 4. I talked about my past goals and how well I was doing in my classes. No Yes 5. I talked about my current school and transition goals. Teachers: Have the students complete this form. Then send it back to us in order to participate in the ongoing study of student outcomes. The students’ names will not be used. Spring 2005 Transition Services Preparation & Training

Almost done! 6. I asked for feedback about my goals and how well I was doing. No Yes 7a. I didn’t understand some things. 7b. I asked questions about things I didn’t understand. 7c. I understood everything. Yes 8a. I disagreed with someone at the meeting. 8b. I explained my reasons why I disagreed. 9. I talked about help I needed with some goals. 10. I helped or summarized my IEP goals. 11. I helped or ended the IEP meeting by thanking _____people. (number or ‘all’) 12. I will work on my IEP goals all year. The first thing I will do is: _____________________________________________________________________________________________________________________________________________________________________________________________ Spring 2005 Transition Services Preparation & Training

Self-Rating Scale How well did you do?
List three positive things you noticed from the meeting. List three weak things you want to work on. Spring 2005 Transition Services Preparation & Training

Meeting Meter How did you feel during the meeting? How did the review of past goals go? Do the goals seem acceptable? Spring 2005 Transition Services Preparation & Training

Now It’s Time for a Mock IEP: ready, set..., go!
Have a practice or “mock” IEP and videotape yourself. After the meeting, watch the videotape to see how you did—use the rating form to score yourself. What do you think you did right? Pick 3 things. What do you think you need to work on? Write them down and practice. Try another “mock” IEP and rate yourself: Did you improve? Try to videotape this event so that you can sit down with your student afterward and explain what he or she did correctly and what they need more work on. The student will also be able to pick things out that he or she needs to improve. Spring 2005 Transition Services Preparation & Training

It’s Time for the REAL IEP!
Decide on people to attend: Those who must attend, by law, Those who you want to attend, to help you or who know you well. Send out the invitations and collect their responses. Prepare to use the 11 steps and show you can participate effectively in your meeting. After it’s over, think about how it went How well you did How you felt about other people’s comments and participation Spring 2005 Transition Services Preparation & Training

Other “meeting” skills to practice for my future:
What if my boss calls me into his/her office for a meeting? Will I know how to behave correctly? Will I be able to control my emotions if I am upset or angry? What if someone violates my rights at work or in my neighborhood? Who do I contact? What are my rights and should I take action? Spring 2005 Transition Services Preparation & Training

Other Questions to consider: How do I set up meetings that I need with supervisors or bosses? When you call a meeting, you must know what you are going focus on. Is this a regular meeting to share information? Or is there a situation or problem you are concerned about? Something else to think about: If your boss or supervisor disagrees with you, how will you respond in a professional way? To run the meeting is Stage 1-The desired result. Evidence is the meeting. Planned learning experience is the mock IEP with self analysis. Spring 2005 Transition Services Preparation & Training

Understanding my IEP: Can I explain all of these different areas?
Spring 2005 Transition Services Preparation & Training

Outcomes and Accomplishments You have learned and improved your skills GREAT WORK! Now you have more skills for participating in other meetings and talking about issues you are concerned about: with your boss, vocational rehabilitation counselor, school counselor, and college counselor; with other people in your life. You learned more about yourself and how other people see you. You practiced how to recognize your strengths and weakness. By thinking about your weaknesses, you practiced setting goals for yourself. By thinking of your strengths, you can feel proud of what you’ve learned Spring 2005 Transition Services Preparation & Training

Your Journey Forward… If you shoot for the moon, you will land among the stars! This is where the student stops and the teacher can continue in order to see the facets, lesson plans, acceptable evidence and outcomes. Spring 2005 Transition Services Preparation & Training

Teacher’s Section: Developing and Using the Unit
Student Section: To help motivate and engage students through the overarching unit questions To provide visual and instructional prompts and support for instruction Teacher Section: To provide unit design information including possible state standards and outcomes-based assessments Work is based upon Understanding by Design’s research-based practices and processes To provide further description of possible lessons and activities Spring 2005 Transition Services Preparation & Training

Teacher’s Section: Rationale for Unit Development Process
The next 6 slides show the three stages of unit design applied to this unit. Student Section: To help motivate and engage students through the overarching unit questions To provide visual and instructional prompts and support for instruction Teacher Section: To provide unit design information including possible state standards and outcomes-based assessments Work is based upon Understanding by Design’s research-based practices and processes To provide further description of possible lessons and activities Spring 2005 Transition Services Preparation & Training

Using the Three Stages of Understanding by Design
Stage ONE: Identify external standards and overall unit goals that are relevant to the students’ strengths and needs Incorporate these standards and goals to create relevant, authentic questions that “hook” students and address any key misunderstandings Stage TWO: Develop assessments that demonstrate thorough unit learning by using the Six Facets of Understanding Stage THREE: Develop learning activities that develop the knowledge and skills needed to successfully complete the assessments and to demonstrate thorough unit understanding Spring 2005 Transition Services Preparation & Training

Integrating Curriculum Standards using the Ohio Dept. of Educ. Standards (click on title to connect) Grade 10 Language Arts Reading Comprehension and self-monitoring strategies A. Apply reading comprehension strategies to understand grade-appropriate text. B. Demonstrate comprehension of print and electronic text by responding to questions (e.g., literal, inferential, evaluative, and synthesizing). C. Use appropriate self-monitoring strategies for comprehension. Writing Prewriting 4.Determine a purpose and audience and plan strategies (e.g., adapting focus, content structure, and point of view) to address purpose and audience. 5. Use organizational strategies (notes, outlines) to plan writing. Speaking (Signing) Communication: Oral and Visual D. Demonstrate an understanding of effective speaking strategies by selecting appropriate language and adjusting presentation techniques. Spring 2005 Transition Services Preparation & Training

Ohio Dept. of Educ. Standards
Grade 10 Social Studies History 14. Analyze the origins, major developments, controversies and consequences of the civil rights movement with emphasis on: Brown v. Board of Education; Changes in goals and tactics of leading civil rights advocates and organizations; The linkages between the civil rights movement and movements to gain justice for other minority groups. Citizenship Rights and Responsibilities 1. Describe the ways in which government policy has been shaped and set by the influence of political parties, interest groups, lobbyists, the media and public opinion with emphasis on: Extension of suffrage; Labor legislation; Civil rights legislation; Military policy; Environmental legislation; Business regulation; Educational policy. Spring 2005 Transition Services Preparation & Training

Ohio Dept. of Educ. Standards
Grade 10 Science Life Sciences 19. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the quality of life (e.g., energy production and sustainable vs. nonsustainable agriculture). Science and Technology 2. Describe examples of scientific advances and emerging technologies and how they may impact society. Scientific Inquiry 4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and evidence (data) from investigations. Math Patterns, Functions and Algebra Standard 11. Solve real-world problems that can be modeled, using systems of linear equations and inequalities. Data Analysis and Probability Standard 8. Differentiate and explain the relationship between the probability of an event and the odds of an event, and compute one given the other. Spring 2005 Transition Services Preparation & Training

Life-long Student Needs Major Self-Determination Concepts for Students
Participation in setting meetings to address needs and concerns, requesting and listening to feedback from others, dealing with differences in opinions, meeting etiquette IEP meetings to provide foundational skills for future professional and adult meetings Describing own strengths, needs, and goals Spring 2005 Transition Services Preparation & Training

Stage One’s Overarching Questions
How can I participate in planning my own future? What are my rights and responsibilities? How can I use IEP meetings to prepare for other important meetings in adulthood? Spring 2005 Transition Services Preparation & Training

Understanding By Design: Six Facets of Understanding (Wiggins & McTighe, 1998) Activity or Prompt Desired Outcomes Facet 1 Explanation What is an IEP and what other meetings can you use this skill? Describe IEP. Describe what the IEP meeting is for Describe other meetings I can use the behaviors I learn. Facet 2 Interpretation Why do we need IEPs and why do I need these meeting skills for my adult life? Describe at least 3 skills that can be applied to other meetings as an adult. Facet 3 Application Attend the meetings, and use all the skills that you learned from the 11 steps. Identify individuals and send invitations, practice mock IEP. During the real IEP complete 9 of the 11 steps with a self rating of 4 on a scale of 1to5. Facet 4 Perspective Why would/did others disagree with you? Describe at least one other person’s perspective that differed from you own. Explain how this person can still want you to succeed but have different beliefs on how best to accomplish this. Compare IEP self-rating scales with teacher’s ratings. Facet 5 Empathy Why do I need to be respectful, mature, and professional when stating my concerns and when disagreeing with someone? Describe the person’s feelings and responses when disagreements are and are not expressed respectfully and professionally at meetings: explain possible longer-term consequences. Facet 6 Self-Knowledge Use Self Ratings scales and compare with those of teacher to identify goals to improve in concerned areas. Describe specific as well as general weaknesses (habits and biased perceptions) that contribute to need areas. With teacher’s help, develop and carry out plan. Spring 2005 Transition Services Preparation & Training

IEP Unit Development Review of Stages 1 & 2 Stage One: Uses authentic and life-long student needs (e.g., to participate meaningfully in IEP and adult agency meetings), with State standards, To develop inquiry-based overarching unit questions (and unit goals) that drive and focus the unit’s: Assessment of outcomes and Lessons and instructional activities to support the outcomes assessments Stage Two: Uses the overarching unit questions and goals to ensure assessment and documentation of outcomes Use the Six Facets of Understanding to demonstrate thorough, depth of learning Spring 2005 Transition Services Preparation & Training

Preparation for Lesson Planning and Activity Development
Use Stage One’s: overarching and enduring understandings which incorporate external standards, To plan Stage Two’s: assessments to collect evidence of these understandings, across the Six Facets, Which are supported by Stage Three’s: learning experiences and instructional activities that ensure that students have the necessary skills and knowledge to fully and effectively demonstrate these understandings across each of the Six Facets. Spring 2005 Transition Services Preparation & Training

Stage Three: Instructional Activities
Reading: Read last year’s IEP to identify major areas: transition goals, present level of performance, annual academic goals and objectives, goal attainment (statewide testing and accommodations, if desired). Writing: Use invitation format to write, edit, and send letters—or compose invitations using business format. Compose statement of student’s role in IEP and ask for team’s support in fulfilling this new role. Speaking/Signing: Participate in the mock and IEP meetings using appropriate professional style. Use appropriate listening and conflict-resolutions skills when disagreements arise. Social Studies: History: Link the Brown vs. Board of Educ. to disability rights and IEP participation of students and parents;. Citizenship: Describe how civil rights movements (including disability rights) has impacted educational policy (IEP meetings and participation). Science: Life Sciences: Describe how IEP resources and choice of those who attend may affect planning and ultimately, quality of life. Science and Technology: Describe use of emerging technologies for contacting and communicating with IEP team members. Scientific Inquiry: Draw conclusions about the rate of improvement needed per year to achieve needed levels (see Algebra) using logic and data. Math: Patterns and Algebra: Examine present-levels of functioning in terms of postsecondary or career requirements; develop & solve equation to represent differences. Data Analysis and Probability: Describe probability of consequences or outcomes when using conflict resolution strategy decisions. Spring 2005 Transition Services Preparation & Training

Lesson Plan: Identifying IEP Team Members
Activity: Identifying members in preparation for Steps 1-2 of Self-Determined IEP (11 steps). Behavioral Objectives: Each student will be able to identify both required and optional members of their IEP team at a mock and/or real IEP meeting with 80% accuracy for their names, titles, and roles. Related objective: Each student will correctly introduce ALL IEP members at mock and real IEP meetings, including each person’s name and title with 80% accuracy. Prerequisite Knowledge: IEP meeting and its purpose, roles of typical school personnel Lesson Procedure: (1) Introduction (motivation, engagement, review of prior learnings): Engage the students and review by asking questions such as, What is an IEP and how can it help you be more successful? If you could choose people to help you plan your future, who would you include? (2) Steps for learning (development and key questions): Probe and scaffold student’s learning to identify (a) who is required to attend an IEP meeting and why (their role), (b) who may also be invited to attend and why (their role). Ask students to identify both required and optional persons important to attend their own IEP meeting, their names, title, and role (students can work in pairs or groups then check each other’s work). (3) Culmination (review of today's learnings and links to future lessons): Review names, titles, and roles of persons. Have students practice using a matching game to help them remember (if needed). Adaptations: Allow students to work individually or in groups, to research IEP attendance requirements, interview administrators and others about their IEP roles and responsibilities. Provide more structure if needed, or ask students to identify only one person to attend meetings, compile these into full listing, use pictures and cues about school personnel and roles as needed. Follow-up: Explain/discuss how other professionals may need to attend some students’ IEPs depending upon needs (audiologists, speech therapists, OT/PTs, etc). Practice and model correct ways to introduce the team members and use this to build skills for completing Steps 1-2 of the 11-step process. Explain/discuss how students can use this skill at other meetings as well Spring 2005 Transition Services Preparation & Training

Lesson Plan: Sending IEP Invitations
Activity: Sending invitations (and cover letter) for the IEP/Transition Meeting Behavioral Objectives: Students will use the sample invitation format to type invitations to the IEP members with 90% accuracy for spelling and format. Students will track the responses from invitations regarding who is/is not able to attend the meeting at the identified time with 90% accuracy and report this to the IEP team coordinator each week. Prerequisite Knowledge: Background on reason for IEP meetings; correct spelling and spellcheck using word processing; correct paragraph form, prior lesson on persons to attend IEP meetings, use of checklist for data collection. Lesson Procedure: (a) Introduction: Review persons to attend IEP meeting and their role. Probe about how to inform/ask persons to attend (written invitation). Inform students they will be sending invitations and tracking the responses, and informing the IEP team coordinator. (b) Steps for Learning: Ask students to identify key information to be included on an invitation (students may work in pairs to develop a sample, then whole class evaluates and revises). Develop sample form (see form that follows) or allow students to independently develop forms to use. Have students use list of individuals from “Identifying Team Members” lesson to fill in forms. [Optional addition: have students develop a cover letter to team to explain their role in participating in the IEP meeting, and the 11 steps they will follow, as increasing their own self-determination and responsibility for their own future.] Demonstrate how to develop checklist of individuals, how to collect data, and to whom the data should be reported. (c) Culmination: Have students use spellcheck, have students review each other’s work for format and spelling of person’s names. Have students send invitations, track the responses, and report to team coordinator. Adaptations: Students can be give more, or less, structure in completing their work and in tracking and reporting the responses. Students or teacher can create cover letter using business letter format and paragraphing (salutation, introduction, body, closing, etc.). Follow-Up: Make follow-up contacts for individuals who have not responded by deadline, send reminders and track. Spring 2005 Transition Services Preparation & Training

Invitation Response Checklist
Date Response Received Attendance (Yes/No) Who 1. 2. 3. 4. 5. 6. Role Date Invitation Mailed [Student logs each invitation made: when mailed, when response received, and nature of response. Student reports results to teacher and administrator (principal) prior to the meeting.] Spring 2005 Transition Services Preparation & Training

Lesson Plan: IEP Conflict Resolution
Activity: Learning appropriate listening, problem and conflict resolution skills Behavioral Objective: The students will develop at least one positive solution by using the five steps for solving conflicts, with 4/5 steps correct. Prerequisite knowledge: Memory of prior conflicts with peers and adults, ability to analyze feelings and behaviors. Lesson Procedure: (a) Introduction: Ask students about prior conflicts they have had with peers, siblings, or adults, or provide a scenario about a conflict similar to ones they have had. Discuss the outcomes of these conflicts, both positive and negative. Ask if they can think of ways to help resolve conflicts and disagreements more positively. Ask about how they believe disagreements are resolved at IEP meetings (formal settings). (b) Steps for learning: Present conflict-resolution steps Step one, Identify the problem: What caused the conflict? What was said or done that led to the conflict? Step two, Propose solutions (brainstorm): Identify several solutions that could solve the conflict or problem. Step three, evaluate your ideas: Decide which solutions are better than others. Rank them if needed. Step four, Try out your solution: Use role play and practice better responses. Prepare to use in “real” situations with others. Ask for others’ feedback. Step five, evaluate your solution: Did the solution work? Could the result be improved? Ask for others’ feedback also. Revise and repeat steps four and five. Present practice scenarios involving conflict and differences of opinions with peers and adults. Have students role play these for the rest of the class. Ask students to use the five steps to analyze the problem and develop solutions. Spring 2005 Transition Services Preparation & Training

IEP Conflict Resolution (cont.)
(b) Steps for learning (cont) Break students into small groups and give each group a scenario (or have students develop their own scenarios). Have each group use the five steps to identify possible positive solutions Have each group present their solutions and have the class give feedback. Continue giving students practice scenarios as needed to develop skills. Include scenarios that are increasingly similar to situations they will face in IEP meetings, for example: adults in the meeting recommend that student take classes that they do not prefer, or recommend activities that the student dislikes. Practice good listening skills (to correctly identify the conflict) and creating positive solutions. (c) Culmination: Have students review the five-step process and how it leads to positive solutions. Discuss how it helps students participate effectively in IEP meetings. Adaptations: Have students develop their own scenarios, have them implement the 5 steps in their daily life—with family and friends and log or journal about each incident. Strategies/evidence for evaluation: Students are able to generate at least one positive solution for each conflict, students show increasing skills in applying this process to their daily lives. Follow-up: Discuss/describe how this process can be applied as conflict situations arise in school, discuss how process can be used in various work and adult situations, have students use process in mock and real IEPs and evaluate their solutions. Spring 2005 Transition Services Preparation & Training

Stage THREE: Additional Teaching Activities
View Choicemaker video to introduce students to IEP participation & the 11 step process Students participate in a mock IEP meeting and use some or all of the 11 steps Students practice presenting goals and ideas to the class and to others, in a clear and “professional” manner Students identify and select individuals to attend IEP meeting, send invitations and track responses Students practice listening and conflict resolution skills with school and other conflicts that arise, and use increasingly positive and successful strategies. Spring 2005 Transition Services Preparation & Training

Additional Forms 11 Steps of the IEP Process [Self-Determined IEP, ChoiceMaker Curriculum, Sopris West Pub.] State the purpose Introduce everyone Review past goals and performance Talk about how did last year go State school and transition goals Ask questions if you don’t understand something Deal with differences in opinion State the support you think you will need Summarize goals Thank everyone for coming and their time Work on goals all school year Spring 2005 Transition Services Preparation & Training

Teacher’s rating scale: use to validate and support perspective-taking
Student: _________________________________ IEP meeting date:__________________________ 1a. Student knew ______people at the IEP meeting. (number or ‘all’) 1b. Student greeted _____ people at the IEP meeting. (number or ‘all’) 2. Student introduced him/herself to ____ people and introduced people to each other. (numbers or ‘all’) 3. Student talked about past goals and how well s/he was doing. ____ (#of things said) 4. Student talked about current school and transition goals. 5. Student asked for feedback about goals and how well s/he was doing. 6. Student asked ___(#) questions about things s/he didn’t understand or (check) understood everything. 7. Student disagreed with someone (___ No ____Yes) and explained his/her reasons:____ (#of things said). Spring 2005 Transition Services Preparation & Training

Teacher’s rating scale, cont.
8. Student talked about help needed with some goals: ____(#of things said) 9. Student helped or summarized his/her goals: 10. Student helped or ended the IEP meeting by thanking _______ people. (# or ‘all’) Given the student’s communication the other abilities, s/he did? (circle one) very well / well / satisfactorily / not well / poorly because: _______________________________________________________________ Spring 2005 Transition Services Preparation & Training

Outcomes-Based Instruction: Evidence of Student Learning Outcomes
Students and teachers use rating scales to monitor improvement: Mock IEP to real IEP Year to year Students’ self-rating is increasingly similar to that of teachers Students are able to identify 3 appropriate areas of strength and needs from a video tape analysis Students are able to suggest increasing numbers of appropriate IEP goals Lesson plan outcomes addressing communication techniques Observation of student’s increasing ability to summarize strengths/needs Students are able to identify appropriate and inappropriate interpersonal, communication, and conflict-resolution behaviors using: Video tape model of appropriate/inappropriate behaviors at a mock IEP, Own videotape of mock IEP Self- and teacher-ratings of real IEP Spring 2005 Transition Services Preparation & Training

Other Resources NICHCY: A Student’s Guide to the IEP by Marcy McGahee-Kovac, 2002 ( Identifying strengths, needs, and accommodations (p. 8) NICHCY: Technical Assistance Guide, Helping Students Develop Their IEPs, January 2002. Forms, strategies, and suggestions Reiman, J. Bullis, & Davis, C. (no date). Transition competency battery for deaf and hard of hearing adolescents and young adults. Santa Barbara, CA: James Stanfield Co. Six transition (video) subtests normed on D/HH students: Job seeking Work adjustment Job related/interpersonal skills Money management Health/home Community awareness Spring 2005 Transition Services Preparation & Training

References Choicemaker Series: Self-Determined IEP by Martin and Marshall, Sopris West, Pub. Martin, J. E., & Marshall, L. H. (1998). ChoiceMaker: Choosing, planning and taking action. In M. L. Wehmeyer & D. J. Sands (Eds.), Making it happen: student involvement in education planning, decision making, and instruction (pp ). Baltimore, MD: Paul H. Brookes. Wehman, P. (1996). Life beyond the classroom: Transition strategies for young people with disabilities (2nd ed). Baltimore: Paul H. Brookes. Wiggins, G., & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. Spring 2005 Transition Services Preparation & Training

Thank you for your participation and critical feedback in using and reviewing this unit. Your information helps Kent State University, through this OSERS-funded project, create better transition outcomes for teachers and D/HH students throughout the U.S. Spring 2005 Transition Services Preparation & Training

It’s Your Future…It’s Your Right

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