1. Active Student Participation Inspires Real Engagement
ASPIRE
Active Student Participation Inspires Real Engagement
(School Name)
(Date)
Presented by:
(Presenter’s name here)

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.

3. Expectations No fewer than 3 teachers No fewer than 9 students
Appoint Team Leader
Appoint Parent Representative
Four hour training to include parents
or re-deliver information to parents
Completion of assessments, surveys and data
Have the teachers look at the pre and post surveys at this time and then again later. Talk briefly about the importance of submitting a pre and post for data collection.

4. Factors That Help Create Success
School engagement
meaningful, challenging curriculum
connecting school to personal goals
perceiving adults care
Family involvement
Development of basic personal skills
functional and social
self-determination
All of these factors are interrelated with student led IEPs. Self-Determination is key to participation in an IEP meeting. There are a variety of forms of self-determination: Financial Literacy, Teaching life skills. When we talk about self-determination we are talking about teaching students to think for themselves; to make their own decisions and their own choices.

5. Self-Determination
What is the importance of self-determination in the process of implementing student led IEPs?
Note: Interactive Discussion & Show Virginia I’m Determined DVD. Video shows students, teachers & parents talking about self-determination and students participating in their IEP meeting. You will see a variety of students from elementary to high school.

6. What is Self-Determination?
Field, Martin, Miller, Ward, and Wehmeyer (1998) defined 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.
Formal definition 6

7. What is Self-Determination?
When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society.
Formal definition 7

8. In Plain English 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, and knowing how to get their.

9. Research “Providing support for student self-determination
in school settings is one way to enhance student
learning and improve important post-school
outcomes …and to meet federal mandates to
actively involve students with disabilities in the
Individualized Education Planning process.”
Deci & Ryan July 21,2004 psychologymatters.org
“Students using this process (SLIEP) knew more
about their disabilities, legal rights, and appropriate
accommodations than other students and that
students gained increased self-confidence and the
ability to advocate for themselves.”
Mason, McGhee-Kovac, Johnson &Stillerman, 2002
Research next 2 slides indicates the benefit of S-D for all students and emphasize the importance of instruction for student with disabilities to attain successful post school outcomes 9

10. How are Student Led IEPs and Self-Determination Linked?
Student led IEPs are one way of helping students become better self- advocates; learning to apply the skills of self-determination, goal setting, and self-evaluation.
Self-determination and self-advocacy are interrelated (Field, 1996)
Self-determination: Involves making and implementing choices based on personal needs, interests, and values.
Self-advocacy: Involves the actions that one takes on one’s own behalf
Self-Determination and Student Led IEPs are interrelated. A student led IEP is one way students can practice the self-determination skills that you are teaching them. 10

11. Fostering Self-Determination
Intentional instruction
Infuse into the curriculum
Embed in the IEP goals
Support student participation in the IEP meeting
commonly referred to as student-led IEP
Intentional – curriculum based
Infuse throughout curriculum naturally – providing choice in completion of project, setting timeline for project completion
IEP goals – Set and achieve a goal, Take an interest inventory, Take a learning styles survey
SLIEP – Begin student preparation by ensuring student understands the basics

12. What’s In a Name? ASPIRE :
Active Participation Inspires Real Engagement
Students actively participating in their IEP
Self-Directed IEP
Student-Led IEP
Many terms to describe student led IEP
Coke, soda, pop, dope – different words describing a sugary, carbonated beverage.
Students having a say in their IEP. Students participating in their IEP meeting to the best of their ability – looks different for everyone.

13. What is 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 their IEP, participating in their IEP meeting, and implementing their IEP.
Shifts the focus from adult-centered to student centered
Increase student engagement and family involvement in the educational process 13

14. Just Imagine… …your student
Creating an invitation to their IEP meeting.
Introducing themselves and others at the meeting.
Selecting pictures to show at the IEP meeting about a typical school day with them doing the things they enjoy.

15. Just Imagine… …your student Picture your student doing these things to
Clicking a mouse on a computer to move from one slide to the next in a Power Point presentation and describing each slide during the meeting.
Help narrate and select images for a slide presentation
that portray the subject areas they are good at, those
they struggle with and how teachers can help.
Discussing goals for life after high school and how to
reach them.
Picture your student doing these things to
participate in a student led IEP

16. Just Imagine… …your student
Facilitating the agenda of the IEP meeting.
Leading the meeting and mentoring other students.
Picture your student doing these things to participate in a student led IEP

17. Student Led IEP Meeting
What are students, parents and teachers
saying about student led IEPs?
Note: Show Partnerships for Success SLIEP DVD

18. Student-Led IEP Traditional IEP versus
Student might have little knowledge of purpose for meeting, the IEP and its contents, or his/her disability
Adult team members generally take the lead in determining content of IEP
Student might not participate in discussion or decision-making
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
Student is often the discussion leader and presents information in a variety of ways 18 18

19. Student-Led IEP Traditional IEP versus
Meeting may focus on the student’s deficits or “can’t dos”
IEP contains jargon & “legal-ese”- not understood by student or parent
Meetings might not be valued by students, general education teachers, and parents
Meeting emphasizes capabilities, student interests and plans for the future
Wording of IEP document is user-friendly for all participants
Meetings have improved participation as teachers and parents respond to invitations from student 19

20. Student-Led IEP Traditional IEP versus
Students and parents have a better understanding of student accommodations and their role in instruction
IEP reflects intent to increase student voice in educational decisions, producing a dynamic document reflective of student’s personality
Meeting becomes a cooperative experience of working together to assist the student
Students and parents
may not understand
how the
accommodations help
instruction
IEP might not reflect
the student’s interests
or concerns
Meetings sometimes
are not a collaborative
effort

21. Why are Student Led IEPs Important?
Kupper, 1995
While the concept of involving students in developing their own IEPs may seem difficult at first, in fact, students have much to gain by being involved.
During the process they can:
learn more about their disability,
including how to talk about and explain the nature of their disability to others
learn what accommodations are and what types of
accommodations might help them succeed 21

22. Why are Student Led IEPs Important?
Kupper, 1995
During the process they can:
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. 22

23. Why are Student Led IEPs Important?
Kupper, 1995
During the process they can:
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. 23

24. Implemented with ALL Students
Students of all ages
Kindergarten through age 22
Students with all disabilities
Mild, moderate or severe cognitive disabilities
Physical impairments
Visual impairments
Hearing impairments
Other health impairments
Speech and/or language impairments
Students in any instructional setting
General Education Classroom
Collaborative Classroom
Co-Taught Class
Part Day Separate Class
Full Day Separate Class 24

25. A Different Degree of Participation
The vocabulary and degree of participatio
will vary from student-to-student. However,
the emphasis remains on the student, what
is important to them and using that
information in planning.
What does a student led IEP look like for
students in general education classes?
Note: Show video clips of HS & MS students in general education classes leading their IEP meeting.

26. A Different Degree of Participation
What does a student led IEP look like for
higher functioning students?
Note: Show video clips of HS & MS students in general education classes leading their IEP meeting.

27. Benefits for Your School
How do student led IEPs relate to your school/system improvement plan?
This slide will be individualized for each school/system.

28. Benefits for the Student
Ability to define their strengths and challenges
Express interests, likes, and dislikes
Practice communication and negotiation skills, such as talking with teachers about accommodations, classroom progress and needs
Do these match your goals for your students? 28

29. Benefits for the Student
Students see it is important for them to attend and people care about their opinions and their success.
Students become engaged in their own education and transition planning
Participate in team situations and understand compromise
Do these match your goals for your students? 29

30. Benefits for the Families
Studies show that students who included self-determination goals in their Individualized Education Programs (IEPs) were more likely to earn a higher income one year after graduation (Wehmeyer, 2004)
Improved communication with teacher
More self-determined child
Positive interaction with school personnel

31. The Ultimate Benefit Students develop self-determination skills:
problem solving,
self-evaluation,
choice-making,
decision-making
Increases Student and Family Engagement

32. Results of Participation
Helps students see relevance of school work to their lives
Provides structure for goal setting and attainment
Allows students to learn new skills which can lead to a decrease in paperwork
Increased parental involvement and improved communications with teacher
More focused, motivated youth
The IEP process makes sense to everyone involved…
“It’s not just paperwork anymore”
Families become more actively engaged in discussions with their child and are more inclined to attend a student led IEP.
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.

33. What’s the Mystery?
Note: Show Virginia I’m Determined video clip – getting to know your IEP (or teacher presentation)

34. Getting Started:Teachers
Begin by:
Understanding the SL-IEP process
Look at how this process will motivate students to increase their responsibility for learning
Gather resources
Address questions and concerns
Teachers need to “buy into” the process and understand that their role will not be diminished. Students become a member of the team, not the ruler of the team.
How participation in this process increases “buy in” for the student because they are planning for their future.
PLEASE DO NOT start too big, as with other new projects – Success breeds success
Offer suggestions for teaching self-determination and suggestions for IEP review 34

35. Assessments and Evaluations
Needs Assessment
Individual school/classroom evaluation
Pre-Survey
Perception of IEP involvement
Post Survey
Participation level and evaluation
Fidelity Checks
Needs assessments can be compiled by department to determine new directions or for enhanced instruction.
Checklists completed by all can be helpful in determining PLOP, Can be used as an informal assessment tool for individual students. Exit checklists can help determine future participation levels.
Rubrics can determine an entry point for student participation based on student strengths
Re administer these tools one every year to 15 months.
Pick one student and complete the teacher checklist. Discuss

36. What’s Next? Choose students
Determine tools that will best fit your classroom style and your students abilities.
Sample invitations
Lesson plans
Skills to be taught
Provide training in the process to:
IEP Team
Students
Parents
Choose students you have a relationship with and that have a high probability of success. Prep time can vary depending on level of involvement. Involve parents and other professionals from the beginning. Show parent letter. 36

37. Instruction and Preparation
Identify strengths, limitations, and goals.
Individualized instruction about IEP meeting to increase familiarity of terms, documents and the process.
Determine level of participation. 37

38. Sample Lesson Plan Self-awareness Goal Setting Terminology
Social and communication skills
Use IEP lesson plans to plan for the actual meeting. Use Helping students develop their IEP published through NICHY

39. Steps for Student Participation
Attend meeting and observe; prepare invitations.
Introductions, likes and dislikes.
Explain strengths and weaknesses; explain current accommodations.
Assist teacher to identify goals for new school year and share them at meeting. Discuss accommodations needed.
Present actual portions of the IEP at a meeting.
Contribute to the IEP meeting using the skills and activities learned.

40. Before the Meeting Create an agenda Help student create prompts
Discuss relaxation techniques
Hold mock meetings - - PRACTICE!
Relaxation techniques include “yoga” breathing, taking a deep breath, etc… 40

41. Guidelines for a Success
Start on time
Don’t interrupt when another person "has the floor" (This includes no “sidebar” conversations)
Remain open-minded and non-judgmental
Respect the ideas of others
Expand on ideas shared by others 41

42. Guidelines for a Success
No person may dominate the meeting
Be willing to compromises when necessary
Stick to the agenda
The facilitator must enforce the guidelines

43. After the Meeting Evaluate Send thank you notes Celebrate
Evaluate - Post Survey 43

44. Involving Administrators
Begin by:
Keeping them informed
Explaining the benefits:
increase in graduation rates
decrease in drop out rates
decrease in inappropriate behavior
Asking for assistance with:
student participation
parental notification
confidentiality and access
scheduling 44

45. Involving Parents Begin by: Explaining the process
Involving the Parent Mentor/Representative
Explaining the process
Reassuring parents that their participation is still
valued and needed and encourage them to:
talk with their child about setting goals
help their child understand how accommodations can assist them
help their child understand their disability,
strengths and challenges
**Bolded area needs clarity.
Parent Mentors can help educate parents by explaining the process,
Goal setting at home including how to overcome barriers
Accommodations and how they can help or hinder career and educational goals – reading glasses, computer use etc. 45

46. Challenges Will SLIEPs take more time?
Initially, YES because of the additional time needed to communicate
with students on an individual basis.
However ,you can:
Start with just a few students.
Pick a student who you think could be successful
Choose a student who already exhibits self-determination
Choose a basic level of participation for most students the first year
After becoming better acquainted with this process, teachers may find that
some students are able to assume responsibility for drafting portions of
their IEP (i.e., talking to teachers or asking the teacher to complete a form
about their present level of performance)
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 46

47. Challenges How do I fit this into my teaching schedule?
Each school, class and teacher is unique. Some teachers:
Create a special class on self-determination and student
led IEP.
Include instruction in existing course structure, teaching
about SLIEP topics through group and individualized
instruction.
Incorporate instruction in the general curricula, such as a
language arts class, using group and/or individualized
Have students come in for individual planning meetings
before school starts in the morning, during lunch, and/or at
the end of the school day. 47

48. Challenges Time Students High stakes testing Student disability level
Fear of the unknown
No one else at my school wants to…
Time – What are the priorities – remind yourself about how critical this is to future success
Students – Lack of Motivation – students often don’t want to do things that are hard – James telling Mom she should do it from now on, this was way too hard. Students are not often asked their opinion and have not made choices in a very long time.
Testing – Try to attach some of the lessons to the standards especially in English or Language Arts. Remember that confident students often do better in testing and life situations.
Disability Level – Some adaptations will have to be made, that’s what make special ed teachers so special. Communication can be achieved in a variety of ways.
Loss of Control – The meeting will not be as scripted as in the past, but remember students are only one member of the team. You still have the opportunity to present your data and recommendations
No one else wants to – Be a trailblazer, It’s definitely easier to implement with a team but you be the one to have success and let others follow you. After all you are developing your students to become leaders. Be the example.

49. THE IMPORTANT THING IS…
Focus on
each individual student
and his/her interest in and unique ability to participate in the development and implementation of their IEP
and IEP meeting. 49

50. Why Is This Cake On Fire?
Imagine you are a small child and hear your parents talking about your birthday party. You hear excitement in their voices. They talk, they plan, they decide who to invite, and figure out who will do each job. As time draws closer you hear more and more conversations about your birthday party, but no one ever invites you to your party. So you think “Maybe next year”.
Year after year you hear the same conversation and year after year, no invitation. Finally, you become a teenager and you get your invitation. But you don’t want to go because it is not important and your parents have been doing all the work and enjoying all the cake for years. They thought you were not old enough to help. Now you think “I am so old, I do not know how to help. They have been doing it all these years. They can just keep doing it without me”.
Now imagine the scenerio again, only this time insert IEP meetings in place of birthday party. It’s up to professional and parents to invited students into the IEP process and support them while they learn to be actively involved in their IEP meeting. Then students can blow out candles of success as they transition into adulthood instead of wondering why a cake is on fire at a party to which no one invited them.
Jamie L. Van Dycke, James E. Martin, and David L. Lovett 50

51. Planning and sharing session
Guided Planning
Let’s get started!
Planning and sharing session

52. Professional Learning Unit
Contact Information
Georgia Department of Education
Division for Special Education Services
and Support
Professional Learning Unit
For information and materials for ASPIRE visit the SPDG's GraduateFirst website (
(Place current consultant’s/presenter’s name,
and phone number here)
ASPIRE Student Led IEP initiative is 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. 52