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Student-led IEPs

Student-led IEPs. Increasing self-determination through involvement in the IEP process Presented by: Alan Hedges alahedge@whitepine.k12.nv.us. If you take responsibility for yourself you will develop a hunger to accomplish your dreams. -Les Brown. Self Determination.

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Student-led IEPs

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  1. Student-led IEPs Increasing self-determination through involvement in the IEP process Presented by: Alan Hedges alahedge@whitepine.k12.nv.us

  2. If you take responsibility for yourself you will develop a hunger to accomplish your dreams. -Les Brown Alan Hedges: Nevada Transition Conference 10-5-13

  3. Self Determination • Acting as the primary causal agent in one’s life and making choices regarding one’s actions free from undue external influence or interference. • Students AND educators Alan Hedges: Nevada Transition Conference 10-5-13

  4. What is a Student-led IEP? Alan Hedges: Nevada Transition Conference 10-5-13

  5. Your worst and best • Typical IEP? • Do we empower or enable? If the IEP is developed without the student, or with only token involvement, are we sending the message that his or her voice really doesn’t matter and that important decisions are best made for him/her? Alan Hedges: Nevada Transition Conference 10-5-13

  6. Gran Fondo • My story—Elizabeth’s story Alan Hedges: Nevada Transition Conference 10-5-13

  7. If there is a better way, why wouldn’t I do it? • For a young adolescent who craves independence, a student-led IEP is a tremendous opportunity for him to be in control of his world. • The meeting changes from adults talking about what the student can’t do, to the student talking about how she learns, her strengths, interests, preferences, barriers and dreams. The satisfaction level of everyone involved increases significantly. Alan Hedges: Nevada Transition Conference 10-5-13

  8. How does leading an IEP meeting benefit a student? What skills are used? • Planning • Choosing mediums to communicate progress • Paraphrasing technical/eduspeak language • Reading and writing in context • Using technology such as presentation software and word processing • Explaining the purpose of an IEP meeting • Thinking and planning for the future (vision) • Goal setting • Higher-order thinking • Asking relevant, proactive questions • Advocating – stating opinions, backing with data • Compromising/Reaching consensus • Closing, summarizing decisions made Alan Hedges: Nevada Transition Conference 10-5-13

  9. Who Is A Good Candidate? • A student you have a close relationship with • Parents who would be supportive of your efforts • A student you believe would feel comfortable with the process • One of your more independent/outgoing students Alan Hedges: Nevada Transition Conference 10-5-13

  10. Participation Continum • Simply introducing self and IEP team participants • Presenting specific parts of the IEP • Writing the IEP and leading the meeting. *(Ensure students understand their level of participation is a sliding scale they are in control of. The actual meeting is a very fluid process in which we are constantly monitoring and can jump in to prompt at the slightest sign of hesitation from the student.) Alan Hedges: Nevada Transition Conference 10-5-13

  11. Simplified Overview • Opening: Welcome, introductions, why we are here. • Where are we now? Student interests, strengths & challenges, PLoP, existing goals, celebrations of progress made. • Where are we going? Student’s vision for the future. • How can we get to where we want to go? Future goals, accommodations/modifications, support services, Transition planning. Alan Hedges: Nevada Transition Conference 10-5-13

  12. Entr’acte Alan Hedges: Nevada Transition Conference 10-5-13

  13. Weakness can be strength • Many students don’t know what their disability is and can’t name any accommodations they receive. Why Not? • This is often where the instruction starts and can be one of the most powerful aspects of becoming self-determined. Students need the opportunity to practice self-determination skills, and this is a great occasion for them to do so. Alan Hedges: Nevada Transition Conference 10-5-13

  14. Pre Meeting The student can: • Take a survey • Have access to the IEP! • Learn about IEPs and meetings • Scavenger hunt • Suggest people to invite • Write invitation letters • List strengths, challenges, likes, dislikes • List accommodations and goals • Write/assist writing part of IEP • Portfolio/Power Point/Notes/Pre-record presentation • Role play • ROLE PLAY! Alan Hedges: Nevada Transition Conference 10-5-13

  15. During the meeting The student can: • Introduce participants • Share samples of work • Present specific information (PLoP, accommodations) • Share ideas about what works well • Review previous goals and progress • Discuss transition • Recommend new goals and accommodations Alan Hedges: Nevada Transition Conference 10-5-13

  16. Challenges • Time: • This is about priorities.Remind yourself how critical it is. As you and students gain experience, it will take less time to prepare. • Instruction: • Like many other discrete skills, instructing students to lead their own IEP meetings can be taught in a straightforward and systematic way. Scaffold. R-O-L-E P-L-A-Y! • Lack of student motivation: • Begin with a motivated student! • Loss of control: • If you always get your way, your students are probably not being allowed much self-determination! • Change: • Despite obstacles, committed, determined educators can make it happen, one step at a time. Alan Hedges: Nevada Transition Conference 10-5-13

  17. Our students • Melissa • Yvonne Alan Hedges: Nevada Transition Conference 10-5-13

  18. Culture “It’s the way we do things around here.” Alan Hedges: Nevada Transition Conference 10-5-13

  19. History Lesson • WWII • Vietnam • Gulf War Alan Hedges: Nevada Transition Conference 10-5-13

  20. Gran Fondo Alan Hedges: Nevada Transition Conference 10-5-13

  21. Alan Hedges: Nevada Transition Conference 10-5-13

  22. Planning • Pick one student on your case load you feel would be a good candidate for a student-led IEP. If you are support staff, regular ed, administration, or parent, advocate for a student. • Decide what level of participation is appropriate for the student you chose. Although the student may choose her level of participation, you can help her to stretch. • Try to identify when you will meet with the student, and where. • If possible at this time, identify what portions of the student’s IEP, or the IEP process, you need to help her learn. • Who do you need to get on board with you? • Identify potential challenges, and possible solutions Alan Hedges: Nevada Transition Conference 10-5-13

  23. The doer alone learneth. Friedrich Nietzsche

  24. Sources • Virginia Department of Education’s I’m Determined Project:www.imdetermined.org • Counsel For Exceptional Children: www.cec.sped.org • National Information Center For Children and Youth With Disabilities: www.nichcy.org • Detailed IEP template: http://movingstudentsforward.org/my-iep-meeting-template-by-becky-wilson-hawbaker/ • alahedge@whitepine.k12.nv.us Alan Hedges: Nevada Transition Conference 10-5-13

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