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Student Involvement In Their IEP. A Self-Directed Approach. Agenda. IDEA Student Involvement in the IEP Teaching Students to Actively Participate in IEP Meetings Self-Determination, Self-Advocacy and the ChoiceMaker Curriculum Lessons Summary and Comments. What About This?.

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Student involvement in their iep

Student Involvement In Their IEP

A Self-Directed Approach


Agenda
Agenda

  • IDEA Student Involvement in the IEP

  • Teaching Students to Actively Participate in IEP Meetings

  • Self-Determination, Self-Advocacy and the ChoiceMaker Curriculum

  • Lessons

  • Summary and Comments



Idea tells us
IDEA Tells Us

  • Students need to be a part of their IEP meetings starting at least by age 14

  • Transition aged IEPs must be based upon student preferences and interests


Kohler’s Taxonomy for Transition Programming

Student Development

Family Involvement

Student- Focused Planning

Program Structure

Interagency

Collaboration


Three year iep meeting study
Three Year IEP Meeting Study

  • Almost 1,700 IEP team members across 393 IEP meetings

  • 25% from junior high schools

  • 22% from middle schools

  • 53% from high schools

  • 5 schools districts in SW


Reason for meeting
Reason for Meeting

  • Students knew the reason for IEP meeting less than all other participants.

  • General educators knew the reasons for the meeting less than everyone except the student


More findings
More Findings

  • Students knew what to do at the meetings than everyone else, followed by parents, and then general educators.

  • Students talked less than everyone & sped teachers talked the most

  • Students felt uncomfortable in saying what they thought more so than anyone else.

  • Students reported that they helped make decisions less than anyone else.

  • Students understood less than anyone else in what was said.

  • Students reported feeling less good about the meeting than anyone else.


When students attend meeting
When Students Attend Meeting

  • 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


Self-Determination Constructs

• Self-awareness

• Self-advocacy

• Self-efficacy

• Decision-making

• Independent performance

• Self-evaluation

• Adjustment


Self-Determination Constructs

Which construct(s) relate to

Student Participation and

IEP Meeting Leadership?

Why?


Active Participation and Perhaps Leadership of the IEP process is a wonderful way to teach self-advocacy!


Iep participation is a by product of skills and opportunities
IEP Participation Is a By- Product of Skills and Opportunities

Skills

Participation

Opportunity





IEP Participation and Leadership Opportunities

Lesson Material


Answer these questions
Answer These Questions Opportunities


Assessment iep
Assessment & IEP Opportunities

Present Level of Performance

Assessment: Mary presently demonstrates 45% of the IEP participation and leadership behaviors as measured by the ChoiceMaker Self-Determination Assessment. Her school provides her 55% of the needed opportunities to engage in IEP meeting behaviors.

Transition Statement

Mary will learn the skills needed to participate and to co-lead her IEP meeting.


Self-Directed IEP Opportunities

IEP

Teaches students to become active participants of their IEP team!


Lesson structure
Lesson Structure Opportunities

  • Cumulative Review

  • Lesson Preview

  • Vocabulary Instruction

  • Video / Example

  • Sample Situations

  • Workbook / Written Notes

  • Evaluation

  • Relate to Personal Experience



Stating the purpose

STEP Opportunities

Stating the Purpose

Students:

  • Watch the Self-Directed IEP video showing the 11 steps for leading a staffing.

  • Discuss the purpose of a staffing.

  • Write the three purposes for the IEP staffing and practice stating purposes.


• 40 minutes Opportunities

Hi, I'm Sam.

Welcome to my IEP meeting!


Introduce everyone

STEP Opportunities

Introduce Everyone

Students:

  • Discuss who attended Zeke’s staffing and why they attended.

  • Learn who is required to attend IEP staffings.

  • Decide whom they will invite.

  • Practice introducing everyone.


• Who comes to meeting Opportunities

• Who will student invite

• Who has to be there

• Time: 30 minutes

This is my best friend Ann.


Review past goals and performance

STEP Opportunities

Review Past Goals and Performance

Students:

  • Review Zeke’s goals and actions.

  • Discuss actions they can take to accomplish two sample goals.

  • Review their own IEP goals.

  • Write actions toward each goal.

  • Practice saying goals and actions.


Develop script
Develop Script Opportunities

  • My goal is….

  • The action I take to meet my goal is….


Ask for others feedback

STEP Opportunities

Ask for Others’ Feedback

Students:

  • Discuss how Zeke received feedback.

  • Discuss feedback they could receive on two sample goals.

  • Decide how they receive feedback on each of their IEP goals.

  • Practice saying goals, actions, and receiving feedback.


Develop script1
Develop Script Opportunities

  • My goal is….

  • The action I take to meet my goal is….

  • I receive feedback by….


State school and transition goals

STEP Opportunities

State School and Transition Goals

Students:

  • Discuss the four transition areas.

  • Discuss how Zeke’s interests, skills, and limits helped him to choose goals.

  • Write their education interests, skills, and limits, and how they impact goals.


Ask questions if you don t understand

STEP Opportunities

Ask Questions if You Don’t Understand

Students:

  • Discuss how Zeke asked a question about something he didn’t understand.

  • Practice ways to ask questions in an IEP meeting when they don’t understand something.


Deal with differences in opinion

STEP Opportunities

Deal With Differences in Opinion

Students:

  • Discuss how Zeke used the LUCK strategy to deal with a difference in opinion.

  • Learn and practice the LUCK strategy to deal with opinion differences.


The luck strategy
The LUCK Strategy Opportunities

L Listen to and restate the other person’s opinion.

U Use a respectful tone of voice.

C Compromise or change your opinion if necessary.

K Know and state the reasons for your opinion.


State the support you ll need

STEP Opportunities

State the Support You’ll Need

Students:

  • Discuss the support Zeke will use to reach his new goals.

  • Discuss support they could use to accomplish two sample goals.

  • Decide what support they will need.

  • Practice stating goals, actions, feedback, and support.


Develop script2
Develop Script Opportunities

  • My goal is….

  • The action I take to meet my goal is….

  • I receive feedback by….

  • The support I need is….


Summarize your goals

STEP Opportunities

Summarize Your Goals

Students:

  • Discuss the four parts to a summary and Zeke’s example.

  • Summarize their current goals, the actions they take, how they receive feedback, and the support they need to accomplish goals.


Summarize goals
Summarize Goals Opportunities

  • Say the goal in your own words.

  • Tell the action you will take to meet your goal.

  • Tell how you will receive feedback.

  • Tell what support you will need to meet your goal.


Close meeting by thanking everyone

STEP Opportunities

Close Meeting by Thanking Everyone

Students:

  • Read and discuss Zeke’s example for closing the meeting by thanking everyone.

  • Write a closing for their staffing, thanking everyone for participating in the IEP meeting.


Work on iep goals all year

STEP Opportunities

Work on IEP Goals All Year

Students:

  • Complete the “Student Staffing Script” to prepare for their staffings.

  • Practice all the steps by role-playing their own staffings.


Oklahoma Student Group 1 Opportunities

  • Metro OKC area

  • 6 students (4 males, 2 females)

  • Students with MR

  • Public school students

  • Grades 8 - 10


Oklahoma Student Group 2 Opportunities

  • Metro Tulsa area

  • 6 students (3 males, 3 females)

  • Students with LD

  • Private school students

  • Grades 10 - 11


Research brief
Research Brief Opportunities

  • Students learn skills to become active team members (Allen, Smith, Test, Flowers, & Wood, Snyder & Shapiro, 1997; Arnold, & Martin 2002)

  • Students remember IEP Goals (Sweeney, M. (1996)

  • More students and parents attend IEP meetings ( Sweeney,1996)

  • Effective for students with learning disabilities, emotional problems and MR (Allen, Smith, Test, Flowers, & Wood, Snyder & Shapiro, 1997; Arnold, & Martin 2002; Snyder, 2002)


Self directed iep available from
Self-Directed IEP Available From Opportunities

  • Sopris West

  • 4093 Specialty Place

  • Longmont, CO 80504

  • Phone: (303) 651-2829

  • Fax: (888) 819-7767

  • www.sopriswest.com


More iep teaching materials

Self-Advocacy Strategy Opportunities

Edge Enterprise

P.O. Box 1304

Lawrence, KS 66044

A Student’s Guide

NICCY

P.O. Box 1492

Washington, DC 20013

NEXT S.T.E.P.

PRO-Ed

8700 Shoal Creek Blvd

Austin, TX 78757

More IEP Teaching Materials


For More Information Contact Opportunities

James Martin, Ph.D.

University of Oklahoma

Zarrow Endowed Professor in Special Education

Zarrow Center for Learning Enrichment

Carpenter Hall, Room 111

Norman, OK 73019

Phone: 405-325-8951

E-mail: [email protected]


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