Philosophy & Background President Johnson’s “Great Society” MovementPresident Johnson’s “Great Society” Movement Civil Right’s Movement for children with disabilitiesCivil Right’s Movement for children with disabilities Entitlement Programs: social welfare, vocational/rehabilitation services, Medicare, services for the elderly, Head Start, and Special EducationEntitlement Programs: social welfare, vocational/rehabilitation services, Medicare, services for the elderly, Head Start, and Special Education Belief that these systems led to dependence instead of fostering independenceBelief that these systems led to dependence instead of fostering independence
Philosophy & Background Mid-1990’s Welfare Reform & change in belief system for entitlement programsMid-1990’s Welfare Reform & change in belief system for entitlement programs Special Education = IDEA 97 Reauthorization Transition to IndependenceSpecial Education = IDEA 97 Reauthorization Transition to Independence Meanwhile in Glenn County…Meanwhile in Glenn County… –Lyn Smith –Vicki Shadd –Kathy Brown
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… SERVICES Ensures… PROGRESS Did 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 EducationWork-Based Learning Grade-level Transition Assessment Career/Interest inventories TPP match class Senior Portfolio or Senior Project Student-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 Led IEP Meetings Competencies of Student Led IEP Meetings To prepare for life after high schoolTo prepare for life after high school To develop confidence and promote ownershipTo develop confidence and promote ownership To promote self-advocacy and disability awarenessTo promote self-advocacy and disability awareness To provide structure and natural setting to practice self advocacyTo provide structure and natural setting to practice self advocacy To provide immediate feedback and assessment for learningTo provide immediate feedback and assessment for learning
Student Led IEP Meeting PROCESS BeforeBefore DuringDuring AfterAfter
Before: Gathering Evidence with the Student Psychological evaluation Progress toward goals Executive Functioning Teacher reports from General Ed Transition assessment Critical skills assessment Work experiences Grades, Attendance, Discipline What other information do you use?
Before: Preparing for the IEP Meeting With the student: Prepare the scriptPrepare the script PracticePractice Fill-out a draft of the documentFill-out a draft of the document Invite the IEP team membersInvite the IEP team members
During The student uses the script to lead the meeting The teacher coaches the student and redirects conversation if needed
After Rubric – self score and student’s choiceRubric – self score and student’s choice Implementation – student’s take a role in making sure what was decided is carried outImplementation – student’s take a role in making sure what was decided is carried out Self- advocacy - the student is more likely to ask for what he needs because he was in on the decisionSelf- advocacy - the student is more likely to ask for what he needs because he was in on the decision Increased awareness – fosters open dialog between the student and other school staffIncreased awareness – fosters open dialog between the student and other school staff
Middle School and Work Ability I The Beginning Tools Student-Led IEP Meetings
DURING… WorkAbility I Expectations 6 th Grade IntroductionsIntroductions Share 1 piece of related informationShare 1 piece of related information 7 th Grade IntroductionsIntroductions Share an artifact from Service Learning Project, Industry Tour, or PortfolioShare an artifact from Service Learning Project, Industry Tour, or Portfolio 8 th Grade IntroductionsIntroductions Share an artifact from Service Learning Project, Industry Tour, or PortfolioShare an artifact from Service Learning Project, Industry Tour, or Portfolio Share High School PlannerShare High School Planner
AFTER… WorkAbility I Support Work-Based Career InterviewCareer Interview Industry TourIndustry Tour Guest SpeakerGuest Speaker Service Learning ProjectService Learning Project Connecting Activities Student Data Forms IEP/ILP meeting participation High School Planning High School Visit High School Shadow Self Advocacy Development
Self Advocacy is… knowing yourself, knowing your rights, and asking for what you need.
Knowing Yourself Self-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 me? What kind of work can I see myself doing as an adult? What kind of work would be torture for me? What are my values? What really makes me upset? What makes me feel comfortable? What areas do I want to improve? How am I at communicating? How am I at organizing? How am I at relationships? How am I at school? sports? other interests?
More “knowing yourself” activities Self portraits –with symbols represented various knowledge of selfSelf portraits –with symbols represented various knowledge of self Questionnaires – about goals, likes, dislikes, aptitudesQuestionnaires – about goals, likes, dislikes, aptitudes Learning Styles inventoryLearning Styles inventory IEP exploration:IEP exploration: –present levels –name of disability –accommodations –modifications –services
Knowing my rights teacher and students read, highlighted and took notes IDEAIDEA ADAADA Rights and Responsibilities When You Turn 18Rights and Responsibilities When You Turn 18 Students added these links to their blogsStudents added these links to their blogs www.hhlamb.blogspot.com
Development of Standards Student-Led IEP grade 6 – age 22 Self-Advocacy grade 6 – age 22
Start with the biggest part of the whole that the student can handle.
How to get started and how to make it work Believe it is importantBelieve it is important Identify your support partnersIdentify your support partners Prepare the team members for the changePrepare the team members for the change Reframe the taskReframe the task Scheduling Day Long IEP MeetingsScheduling Day Long IEP Meetings
Student comments … Tell us about the process of preparing the IEP script. What do you learn about yourself? What is the difference for you between leading your IEP meeting and just attending your IEP meeting?
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