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CCTS Webinar: Student Directed IEPs

CCTS Webinar: Student Directed IEPs. Type your name and email address in the ‘Chat Box’ on the left. If you are joining us as a team, be sure each member signs in this way for clock hour credits and for the link to the recording of this webinar. Sound check 2:55, start at 3:00 and end at 4:00

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CCTS Webinar: Student Directed IEPs

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  1. CCTS Webinar: Student Directed IEPs Type your name and email address in the ‘Chat Box’ on the left. If you are joining us as a team, be sure each member signs in this way for clock hour credits and for the link to the recording of this webinar. Sound check 2:55, start at 3:00 and end at 4:00 Use the ‘Chat Box’ to type in your questions, responses and to give us feedback on the sound check After the webinar, follow the link below to provide OSPI and CCTS with feedback on this training: https://catalyst.uw.edu/webq/survey/nralston/117276 Thank you for joining us today!

  2. Student-Directed IEPs: Building Self-DeterminationThrough IEP Participation October 12, 2011 CCTS Webinar Special Guest: Noelle Mecl, SKHS Transition and Work Experience Coordinator

  3. Today’s Agenda Why should I learn to lead my IEP? What do I need to know so that I can lead my own IEP meeting before I graduate? How will my IEP help me get to where I want to be after high school? How do educators implement the practice of student-directed IEPs?

  4. Why Should I Learn to Run My IEP?

  5. Why students participate in planning their IEP: • So that students may better understand their disability and learn how to advocate for themselves (NCSET, 2002) • Educators recommended the IEP as a natural vehicle for teaching students to be more self-determined (Field, Martin, Miller, Ward, &Wehmeyer,1998) • Students with Disabilities are more likely to remain in school and be successful if they are actively involved in the development of their transition plan (Martin, 2004) • The law requires student participation in the IEP (WAC 392-172A)

  6. TEACHING EXCEPTIONAL CHILDREN Alison Myers & Laura Eisenman (2005)

  7. TEACHING EXCEPTIONAL CHILDREN Alison Myers & Laura Eisenman (2005)

  8. TEACHING EXCEPTIONAL CHILDREN Alison Myers & Laura Eisenman (2005)

  9. What Do I need to know so that I can lead my own IEP Meeting before I graduate?

  10. Teach Me About MY Individual Education program: What is an IEP? Why do you have an IEP? What is thepurposeof the annual IEP meeting? Which areas do you think you need help with at school?

  11. Teach Me About MY Individual Education program: What is an accommodation? What accommodations are helpfulto you in your classes? What do you plan on doing after high school? Have you ever participated in the planning of your IEP?

  12. How will My IEP help ME get to where I want to be after high school?

  13. Interests: Personal: I like playing First Person Shooter (FPS) games. I like science fiction books and movies. I want to know more about designing computer games. Career: When I graduate from OCC I want to work for a computer software company designing FPS Sci- Fi games. Student Video: http://www.seattleu.edu/ccts/media.aspx#Video5

  14. Preferences: Learning: Quiet setting with a daily routine, not talking to lots of people and only taking direction from one person at a time. Work: I want to work indoors with a job that starts after 10 am and where I don’t have to sit for too long at a desk. I want to be able to move around and stand, but not do heavy labor. Student Video: http://www.seattleu.edu/ccts/media.aspx#Video5

  15. Strengths: Academic: I am a strong reader and have good comprehension skills and writing skills. I am also really fast at keyboarding. Outside of School: I am really fast on the internet and can speak German. Student Video “Strength”: http://www.seattleu.edu/ccts/media.aspx#Video5

  16. Limitations (Needs): Academic: I have a difficult time with math. I do not understand math instructions when the teacher solves a problem on the board with the entire class. Outside of School: I am not good at making changes and have a hard time budgeting my money. Student Video “Needs”: http://www.seattleu.edu/ccts/media.aspx#Video5

  17. Scaffolding the Process Students start by participating in the IEP meeting. This may mean starting with the student: • Attending the meeting, and • Introducing IEP team members at the meeting, and/or • Thanking everyone for attending the IEP

  18. Scaffolding the Process A students leads or directs their IEP by sharing this type of information with the team: • My Goals for after high school are… • My current Interests (personal & career) • I Prefer activities that… • I’m Good at… • I Need help with… The student is also able to address their graduation requirements and current graduation status.

  19. The South Kitsap Student-Led IEP Outline: My pathway is… My plans for the future are… Related activities that I am currently involved in are… In order to prepare, I still need to… Now I’ll talk about my current classes and my progress:

  20. The South Kitsap Student-Led IEP Outline: accommodations & modifications The accommodations and modifications that I need to be successful in general education classes are: • Printed materials provided in large font (40+) • Close-captioning on all videos used in class • Extended time on tests • Seating near the instructors so I can read their lips when they speak

  21. The South Kitsap Student-Led IEP Outline My credit check currently shows that: • I AM or AM NOT on track for graduation. • Future classes & programs that I need for graduation and my career goals are… • The HSPE tests I will be taking this year are… • Accommodations from my classes that I will also use on the HSPE are…

  22. The South Kitsap Student-Led IEP Outline Immediately after high school, I plan to go to: • College • Vocational/Technical School • Work • Military Describe: After high school I’ll keep working at my part- time job at the Coffee Pot while I attend OCC.

  23. The South Kitsap Student-Led IEP Outline Now I’ll review my previous Annual IEP GOALS, and talk about my new goals: Goal Area: Postsecondary Employment Old Goal: After High school I will become a video game designer. New Goal: After High School I will work in the field of computer technology. Goal Area: Postsecondary Education Old Goal: After graduation I will attend OCC’s computer technology program. New Goal: After graduation I will attend OCC’s computer technology program.

  24. Student Led IEPS at skhs

  25. Investigate Technology to Support Student-Led IEPs http://www.iear.org/iear/tag/special-education http://www.autismspeaks.org/family-services/resource-library/autism-apps

  26. Questions for South Kitsap and CCTS: ???

  27. Upcoming Webinars 11/09/11: Age-Appropriate Transition Assessment 12/14/11: Making Post-School Data Count 01/11/12: Writing IEPs for Transition-Age Students 02/08/12: Rural and Remote: Transition Services 03/14/12: Developing Transition Services: QuIST 04/11/12: Their Stories: Post-School Leavers 05/09/12: Transition: Connecting the Dots 06/13/12: How Did We Do? Following Our Students

  28. Thank You from the CCTS Technical Support Team Cinda Johnson, Principal Investigator Beth Charles, Project Coordinator Wendy Iwaszuk, Director Website: www.seattleu.edu/ccts Email: ccts@seattleu.edu Phone: (206) 296-6494

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