Student Led IEP Meetings
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Transcript of Student Led IEP Meetings
Student Led IEP Student Led IEP MeetingsMeetings
Self Advocacy in ActionSelf Advocacy in Action
What is your What is your definition of self definition of self
advocacy?advocacy?
Philosophy & Philosophy & Background Background
• President Johnson’s “Great Society” President Johnson’s “Great Society” MovementMovement
• Civil Right’s Movement for children with Civil Right’s Movement for children with disabilitiesdisabilities
• Entitlement Programs: social welfare, Entitlement Programs: social welfare, vocational/rehabilitation services, vocational/rehabilitation services, Medicare, services for the elderly, Head Medicare, services for the elderly, Head Start, and Special EducationStart, and Special Education
• Belief that these systems led to dependence Belief that these systems led to dependence instead of fostering independenceinstead of fostering independence
Philosophy & Philosophy & BackgroundBackground
• Mid-1990’s Welfare Reform & change in Mid-1990’s Welfare Reform & change in belief system for entitlement programsbelief system for entitlement programs
• Special Education = IDEA 97 Special Education = IDEA 97 Reauthorization Transition to Reauthorization Transition to IndependenceIndependence
• Meanwhile in Glenn County…Meanwhile in Glenn County…– Lyn Smith Lyn Smith – Vicki Shadd Vicki Shadd – Kathy BrownKathy Brown
Educational Benefit ?Educational Benefit ?
Was the Transition Plan and Transition Service Language in the IEP reasonably calculated over a 3-year period to provide Educational Benefit in the area of Post-Secondary Transition?
ASSESSMENT (Grade-level Transition Assessment)
Identifies…PRESENT LEVELS OF PERFORMANCE
(Define Areas of Need)Drives…
MEASURABLE POST-SECONDARY GOALS (Written to meet areas of Need)
Which Drives…ANNUAL TRANSITION GOALS
(In the areas of Training, Education, Employment, Daily Living)Drives…
SERVICESEnsures…
PROGRESSDid the student make yearly progress? If not, were the goals and objectives changed?Were there enough transition services/activities to ensure student progress towards?
•Career Education Work-Based Learning•Grade-level Transition Assessment
•Career/Interest inventories•TPP match class
•Senior Portfolio or Senior ProjectStudent-led Individual Education Plan (IEP) and Self-Advocacy Exercises
Drives…INSTRUCTION, LRE & ACCOMMODATIONS and/or MODIFICATIONS
(Does the instruction ensure student post-secondary outcomes?) (Is the Accommodation & Modification Plan complete?)
Ensures…EDUCATIONAL BENEFIT
Competencies of Student Competencies of Student Led IEP MeetingsLed IEP Meetings
• To prepare for life after high schoolTo prepare for life after high school• To develop confidence and promote To develop confidence and promote
ownershipownership• To promote self-advocacy and disability To promote self-advocacy and disability
awarenessawareness• To provide structure and natural setting To provide structure and natural setting
to practice self advocacyto practice self advocacy• To provide immediate feedback and To provide immediate feedback and
assessment for learningassessment for learning
Student Led IEP Meeting Student Led IEP Meeting PROCESSPROCESS•BeforeBefore
•DuringDuring
•AfterAfter
Before: Gathering Evidence with Before: Gathering Evidence with the Studentthe Student
Psychological evaluationPsychological evaluationProgress toward goalsProgress toward goalsExecutive FunctioningExecutive FunctioningTeacher reports from Teacher reports from
General EdGeneral EdTransition assessmentTransition assessmentCritical skills assessmentCritical skills assessmentWork experiencesWork experiencesGrades, Attendance, Grades, Attendance,
DisciplineDisciplineWhat other information What other information
do you use?do you use?
Before: Preparing for the IEP Before: Preparing for the IEP MeetingMeeting
With the student:With the student:• Prepare the scriptPrepare the script• PracticePractice• Fill-out a draft of Fill-out a draft of
the documentthe document• Invite the IEP team Invite the IEP team
membersmembers
DuringDuringThe student uses the The student uses the
script to lead the script to lead the meetingmeeting
The teacher coaches The teacher coaches the student and the student and
redirects redirects conversation if conversation if
neededneeded
AfterAfter• Rubric Rubric – self score and student’s choice– self score and student’s choice• ImplementationImplementation – student’s take a role in – student’s take a role in
making sure what was decided is carried making sure what was decided is carried outout
• Self- advocacySelf- advocacy - the student is more likely - the student is more likely to ask for what he needs because he was in to ask for what he needs because he was in on the decisionon the decision
• Increased awarenessIncreased awareness – fosters open dialog – fosters open dialog between the student and other school staffbetween the student and other school staff
Middle School and Work Middle School and Work Ability IAbility I
The Beginning ToolsThe Beginning Tools
Student-Led IEP MeetingsStudent-Led IEP Meetings
BEFORE…BEFORE…Transition PortfolioTransition Portfolio
DURING…DURING…WorkAbility I ExpectationsWorkAbility I Expectations66thth Grade Grade
•IntroductionsIntroductions•Share 1 piece of related informationShare 1 piece of related information
77thth Grade Grade•IntroductionsIntroductions•Share an artifact from Service Learning Share an artifact from Service Learning Project, Industry Tour, or PortfolioProject, Industry Tour, or Portfolio
88thth Grade Grade•IntroductionsIntroductions•Share an artifact from Service Learning Share an artifact from Service Learning Project, Industry Tour, or PortfolioProject, Industry Tour, or Portfolio
•Share High School PlannerShare High School Planner
AFTER…AFTER…WorkAbility I SupportWorkAbility I Support
Work-BasedWork-Based• Career InterviewCareer Interview• Industry TourIndustry Tour• Guest SpeakerGuest Speaker• Service Learning Service Learning
ProjectProject
Connecting ActivitiesConnecting Activities• Student Data FormsStudent Data Forms• IEP/ILP meeting IEP/ILP meeting
participationparticipation• High School Planning High School Planning • High School VisitHigh School Visit• High School ShadowHigh School Shadow• Self Advocacy Self Advocacy
DevelopmentDevelopment
Best PracticesBest PracticesService Learning and ToursService Learning and Tours
Self Advocacy is…Self Advocacy is…knowing yourself, knowing knowing yourself, knowing your rights, and asking for your rights, and asking for
what you need.what you need.
Knowing YourselfKnowing YourselfSelf-reflection journalsSelf-reflection journals
Who am I?What do I want for myself?What kind of life do I want?What do I like?What don't I like?What am I good at?What do I need help with?What is easy for me?What is hard for me?What is fun for me?What interests will always be important to me?
What is the opposite of fun for What is the opposite of fun for me?me?
What kind of work can I see What kind of work can I see myself doing as an adult?myself doing as an adult?
What kind of work would be What kind of work would be torture for me?torture for me?
What are my values?What are my values?What really makes me upset?What really makes me upset?What makes me feel What makes me feel
comfortable?comfortable?What areas do I want to What areas do I want to
improve?improve?How am I at communicating?How am I at communicating?How am I at organizing?How am I at organizing?How am I at relationships?How am I at relationships?How am I at school? sports? How am I at school? sports?
other interests?other interests?
More “knowing yourself” More “knowing yourself” activitiesactivities
• Self portraits –with Self portraits –with symbols represented symbols represented various knowledge of selfvarious knowledge of self
• Questionnaires – about Questionnaires – about goals, likes, dislikes, goals, likes, dislikes, aptitudesaptitudes
• Learning Styles inventoryLearning Styles inventory• IEP exploration:IEP exploration:
– present levels present levels – name of disabilityname of disability– accommodationsaccommodations– modifications modifications – servicesservices
Knowing my rightsKnowing my rightsteacher and students read, highlighted and took notesteacher and students read, highlighted and took notes
• IDEAIDEA• ADAADA• Rights and Rights and
Responsibilities Responsibilities When You Turn 18When You Turn 18
• Students added Students added these links to their these links to their blogsblogs
www.hhlamb.blogspot.com
Development of StandardsDevelopment of Standards
• Student-Led IEPStudent-Led IEPgrade 6 – age grade 6 – age 2222
• Self-AdvocacySelf-Advocacygrade 6 – age grade 6 – age 2222
Start with the biggest part Start with the biggest part of the whole that the of the whole that the student can handle.student can handle.
How to get started and how How to get started and how to make it workto make it work
• Believe it is importantBelieve it is important• Identify your support partnersIdentify your support partners• Prepare the team members for the Prepare the team members for the
changechange• Reframe the taskReframe the task• Scheduling Day Long IEP MeetingsScheduling Day Long IEP Meetings
Student comments …Student comments …Tell us about the process of preparing Tell us about the process of preparing
the IEP script. What do you learn the IEP script. What do you learn about yourself?about yourself?
What is the difference for you between What is the difference for you between leading your IEP meeting and just leading your IEP meeting and just attending your IEP meeting?attending your IEP meeting?
Questions and Questions and AnswersAnswers