Student involvement in their iep
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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

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Student Involvement In Their IEP

A Self-Directed Approach


  • 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?

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



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

  • 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

  • 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

  • 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?


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




Examples and Non-Examples

More Examples and Non-Examples

Even More Examples and Non-Examples

IEP Participation and Leadership

Lesson Material

Answer These Questions

Assessment & IEP

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


Teaches students to become active participants of their IEP team!

Lesson Structure

  • Cumulative Review

  • Lesson Preview

  • Vocabulary Instruction

  • Video / Example

  • Sample Situations

  • Workbook / Written Notes

  • Evaluation

  • Relate to Personal Experience

Teacher from St. George Utah


Stating the Purpose


  • 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

Hi, I'm Sam.

Welcome to my IEP meeting!


Introduce Everyone


  • 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

• Who will student invite

• Who has to be there

• Time: 30 minutes

This is my best friend Ann.


Review Past Goals and Performance


  • 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

  • My goal is….

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


Ask for Others’ Feedback


  • 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 Script

  • My goal is….

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

  • I receive feedback by….


State School and Transition Goals


  • 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


  • 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


  • 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

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


  • 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 Script

  • My goal is….

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

  • I receive feedback by….

  • The support I need is….


Summarize Your Goals


  • 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

  • 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


  • 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


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

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

Oklahoma Student Group 1

  • Metro OKC area

  • 6 students (4 males, 2 females)

  • Students with MR

  • Public school students

  • Grades 8 - 10

Oklahoma Student Group 2

  • Metro Tulsa area

  • 6 students (3 males, 3 females)

  • Students with LD

  • Private school students

  • Grades 10 - 11

Research Brief

  • 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

  • Sopris West

  • 4093 Specialty Place

  • Longmont, CO 80504

  • Phone: (303) 651-2829

  • Fax: (888) 819-7767


Self-Advocacy Strategy

Edge Enterprise

P.O. Box 1304

Lawrence, KS 66044

A Student’s Guide


P.O. Box 1492

Washington, DC 20013



8700 Shoal Creek Blvd

Austin, TX 78757

More IEP Teaching Materials

For More Information Contact

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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