1. Student Involvement in
Their IEP Development
Catherine H. Fowler
NM Summer Cadre Meeting/ Transition Summer Camp
Taos, NM
June 12, 2007

2. Ways to Promote Self-Determination
*Student-driven IEP and transition planning
Teaching skills or enhancing knowledge (school based for students, self-advocacy leadership at adult level)
Person-centered planning
Preference assessment/ functional assessment
Ecological interventions (Self-Determination Synthesis Project)

3. Student-driven IEP
Important step in transferring decision-making power to students as they approach the age of majority
Teaching students about the IEP and its function in guiding their future
All students are capable of participating in some way
Leisure
Career
Residential

4. Forces to Support Student Involvement in Their IEP
Student Involvement in Their IEP Process

5. Student Invitation to the IEP
Mandated by IDEA
Invitation Does Not Equal Participation
Martin et al. (2004)
We are mandated to invite students to attend their IEP meetings when transition issues are discussed. This invitation does not guarantee meaningful student involvement in the meeting, nor does it equal meeting participation on behalf of the student.
INVITE every student to every IEP meeting.

6. Findings Regarding Student Attendance (Martin et al., 2004)
Mandate self advocacy, self determination, self directed IEP training for every student.
Train student’s on how to be active participants and leaders in their IEP meetings.
If the student cannot attend the IEP then the meeting is re-scheduled.
Train students on how to write/report on their PLEP.

7. When Students Attend Meetings (Martin et al., 2004)
Parents knew the reason for the meeting and understood what was going on
Special educators talked less
Parents, gen ed, and related services felt more comfortable saying what they thought
Administrators talked more about students strengths and interests
Parents and gen ed knew more of what to do next
Gen Ed felt better when students attended

8. Students Invited to IEP Meeting (TOPs data, O’Leary, 2007)
Over 8000 IEPs

9. Indicator 13 (IEPs and Postsecondary Goals)
Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C (a)(3)(B)]

10. Item #1 from I-13 Checklist: Postsecondary Goal or Goals
Measurable = Countable
An outcome, not a process
Education or Training (required)
Employment (required)
Independent Living (when appropriate)
Should reflect student input – first person, transition assessment

11. Example Postsecondary Goal or Goals
Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009.
When I graduate, I’ll take classes toward my Associate’s Degree at OCC, starting in the fall.

12. Item #2: Annual IEP Goal(s)
For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)

13. Item #3: Transition Services
Instruction
Related Service(s)
Community Experience(s)
Development of Employment and Post-School Objectives
Acquisition of Daily Living Skills (if appropriate)
Functional Vocational Evaluation (if appropriate)

14. Item #4: Evidence of Coordination
Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, look for: _
Evidence of parent consent (student when age of majority) to invite agency(ies)
Evidence that agency(ies) were invited

15. Item #5: Age-Appropriate Transition Assessment
Transition assessment is the ongoing process of collecting data on the individual’s needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments.
(From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p )
Reference SOP from OK – Jim Martin’s work – Zarrow Center website for more information

16. Item #5: Age-Appropriate Transition Assessment (continued)
Age-appropriate: activities, assessments, content, environments, instruction, and/ or materials that reflect a student’s chronological age
Transition Assessment can be Informal or Formal _
Documenting use of age-appropriate transition assessment
Present Level of Performance
Postsecondary Goals in 1st Person
List assessments in IEP

17. Item #6: Courses of Study Aligned with Postsecondary Goal(s)
A multi-year description of coursework to achieve the student’s desired post-school goals, from the student’s current to anticipated exit year
(From: Storms, O’Leary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)

18. Accountability
Accountability - All students achieve, Disaggregated data, Graduation rates, Attention to low performing students
Emerging research that a positive relationship between student self-determination and academic performance
Emerging research infusing student involvement in IEP and academic instruction
Integrate SD into English/Language Arts classes
Literature Circles
IEP Template
GO 4 IT…NOW!
Self-Realization Writing Portfolios
Use cross-curricular strategies
Self-Determined Learning Model of Instruction (SDLMI)
Self-regulation and/or contracting

19. How Do We Increase Student Involvement in Their IEP?
Think about the process you have in place
Make the process student centered
Teach students how to be engaged in the process
Evidence-based published curricula
Evidence-based practices
Build self-determination into the IEP
If process looks like one about to show – will meet legal/ compliance requirements
Curricula:Self-Directed IEP (Martin et al., 1996) instruction regarding interests, skills, and options (Allen, Smith, Test, Flowers, & Wood, 2001)
IEP participation strategy with role-play of IEP conferences; give information, ask questions, summarize (Lancaster, Schumaker, & Deshler, 2002; VanReusen & Bos, 1994; VanReusen, Deshler, & Schumaker, 1989)
Transition planning meeting preparation using Whose Future is it Anyway? (Wehmeyer & Kelchner, 1995), including student paced learning and teacher coaching on roles in meetings (Wehmeyer & Lawrence, 1995)
TAKE CHARGE for the Future! (Powers & Ellison, 1996) using teacher coaching, adult mentors, parent training, and direct instruction (Powers et al., 2001)
Use of Student-Led IEPs (McGahee, Mason, Wallace & Jones, 2001) documented the increase of self-confidence and self-advocacy through student participation (Mason, McGahee-Kovac, Johnson, & Stillerman, 2002)
Not curricula – Template (CDEI, 2004), powerpoints
SD in the IEP (harder & harder to do)

20. IEP Results Process for Transition Services O’Leary, 2007
Step II:
Present Levels of Academic Achievement and Functional Performance
Step III:
Transition Services
Step I
Measurable Post-secondary Goals
Step IV:
Measurable Annual Goals
Includes: Courses of study
Includes:
Instruction
Related services
Community experiences
Employment and other post-
school adult living objectives
When appropriate:
Daily living skills
Functional vocational evaluation
Training
Education
Employment
Independent Living
Skills – where
appropriate
Age-appropriate transition assessments
O’Leary, E., 2005 © Copyright

21. Published Curricula *Self-Advocacy Strategy *Self-Directed IEP
Next S.T.E.P.
Take Charge!
Take Charge for the Future!
Whose Future is it Anyway?
* strongest research evidence of effectiveness

22. The Self-Advocacy Strategy
Purpose: Designed as a motivation strategy to help students prepare for any type of education meeting
Components:
Choice and Decision-Making
Self-Advocacy
Self-Awareness

23. The Self-Advocacy Strategy
Overview: Teaches students to use I-PLAN strategy following Strategies Intervention Model; takes 7-10 days / 50 minute periods
Materials:
lesson plans
cue cards (transparencies, handouts, and/or worksheets)

24. Steps of the IPLAN Strategy
I Inventory your strengths
P Provide your inventory information
L Listen and respond
A Ask questions
N Name your goals
In the first step students complete an inventory sheet that they can use at their meetings which identifies strengths, areas to improve or learn, goals, and choices for learning or accommodations.
In the second step students use their inventory sheet during discussion in the IEP meeting.
The third step involves students learning the proper times to listen (e.g., when someone is making a statement, when someone is asking a question) and respond (e.g., when someone asks a question, when you have information to add).
The fourth step involves teaching students how to ask questions when they don’t understand what people are saying.
The last step teaches students to name the goals they would like included in their IEP.

25. The Self-Advocacy Strategy
Field-tested with: Students with learning disabilities ages 14-21
Other:
single-subject & group studies
students with cognitive disabilities and emotional/ behavior disabilities

26. ChoiceMaker Self-Determination Curriculum
Purpose: Designed to teach students self-determination skills to be successful in adult life
Components:
Choice and Decision-Making
Goal Setting
Problem-Solving
Self-Evaluation
Self-Advocacy
Self-Awareness

27. ChoiceMaker Self-Determination Curriculum
Overview: Three strands
Choosing Goals: “Choosing Employment Goals”, “Choosing Personal Goals”
Expressing Goals: “Self-Directed IEP”
Taking Action: “Take Action: Making Goals Happen”

28. ChoiceMaker’s Self-Directed IEP
Materials:
teacher manual, videos
ChoiceMaker Self-Determination Assessment
student workbooks
Field-tested with: Students with mild disabilities ages 14-20
Other research:

29. Lesson Structure Cumulative Review Lesson Preview
Vocabulary Instruction
Video / Example
Sample Situations
Workbook / Written Notes
Evaluation
Relate to Personal Experience

30. 11 Steps to the Self-Directed IEP
Begin meeting by stating purpose
Introduce everyone
Review past goals and performance
Ask for others’ feedback
State your school and transition goals
Ask questions if you don’t understand
Deal with differences in opinion
State the support you’ll need
Summarize your goals
Close the meeting by thanking everyone
Work on IEP goals all year

31. Next S.T.E.P.
Purpose: Designed to teach high school students how to plan for their lives after school.
Components:
Decision and Choice-Making
Self-Awareness
Goal Setting
Self-Evaluation

32. Next S.T.E.P.
Overview: Consists of 19, 50 minute lessons. Goes through:
know thyself
areas of transition planning
setting goals and developing a plan
the transition planning meeting
implementing the plan

33. Next S.T.E.P.
Materials:
Teacher manual, videotape
brochures
workbooks
Field-tested with: Students with mild mental retardation ages 14-19

34. TAKE CHARGE and TAKE CHARGE for the Future!
Purpose: Designed to give teenagers tools & skills to help them steer their own life
Components:
Choice & Decision making
Self-awareness
Goal setting & attainment
Self-advocacy
Self-evaluation

35. TAKE CHARGE and TAKE CHARGE for the Future!
Overview:
Dream – plan your future
Set Goals – decide what you are going to do
Problem-Solve – figure out how to do it
Prepare – get ready
Do It! – take action
2 curricula – 2 fairly large group experimental studies

36. TAKE CHARGE and TAKE CHARGE for the Future!
Materials:
TAKE CHARGE
Implementation Guide
Workbook
Student Guide
Parent Handbook
TAKE CHARGE for the Future!
Class Guide
Activity Checklist Companion Guide
Guide for Parents
Video

37. TAKE CHARGE and TAKE CHARGE for the Future!
Field-tested with:
TAKE CHARGE - 12 – 18 year olds with mild cognitive disabilities, orthopedic impairment, and other health impairment
TAKE CHARGE for the Future! – 14 – 17 year olds with E/BD, LD, OHI, cognitive disabilities, orthopedic impairment

38. Whose Future is it Anyway
Whose Future is it Anyway? A Student-Directed Transition Planning Process
Purpose: Designed for students to learn to participate in their transition planning process
Components:
Choice and Decision-Making
Goal Setting
Self-Evaluation
Self-Advocacy
Self-Awareness
Supported by one group study

39. Whose Future is it Anyway
Whose Future is it Anyway? A Student-Directed Transition Planning Process
Overview: Students read and work through at their own pace; teacher’s role is coach & guide

40. Whose Future is it Anyway
Whose Future is it Anyway? A Student-Directed Transition Planning Process
Materials:
Student workbook
Coach’s Guide
Field-tested with: Students with mild to moderate mental retardation ages 15-21

41. Choosing a Curriculum Intended audience
Match between skills covered and students’ needs (including adaptability)
Prerequisite skills
Type of materials provided
Lesson plans easy to use
Field tested
Bottom lines: time and money
ALSO
Personal Futures Planning (1 study, Potentially moderate)
Whole-Life Planning (4 studies, Low)
McGill Action Planning System (1 study, Low)

42. The IEP Process (Konrad & Test, 2004)
Planning
Drafting the Plan
Meeting to Revise the Draft
Implementing the Plan

43. Planning Student understands the IEP process and format
Student helps identify strengths, needs, and goals
Most published curricula have excellent materials for helping students identify strengths, needs, and goals
Provide community-based experiences (vocational, residential, leisure/recreation, educational)

44. Drafting the Plan Students use IEP Template Write in first-person
Present Level of Performance
Goals and Objectives
Services and Accommodations

45. Meeting to Revise the Draft
Student makes introductions
Student presents some content
Student leads meeting
Use published curricula
Use of assistive technology to enhance meeting participation

46. Implementing the Plan
Goal setting
Self-monitoring

47. Examples from the Field of Students Involved in Their IEP Process…

48. Sample IEP Goals (Wood et al., 2002)

49. SD accomplished through student driven IEP
Self-Awareness
Choice-Making
Decision-Making
Goal Setting
Problem Solving
Self-Advocacy
Self-Efficacy
Self-Regulation
(Self-Determination Synthesis Project)
ALL COMPONENTS

50. Resources
National Secondary Transition Technical Assistance Center
Zarrow Center for Learning Enrichment
The Beach Center (University of Kansas)
Self-Determination Synthesis Project
Self-Determination Technical Assistance Centers

51. Contact Us Catherine Fowler, Project Coordinator chfowler@uncc.edu
/ (TTY),
(fax)
9201 University City Blvd.
UNC Charlotte/ SPCD/ College of Ed. 301
Charlotte, NC 28223