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The Student-Directed IEP

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Presentation on theme: "The Student-Directed IEP"— Presentation transcript:

1 The Student-Directed IEP
Sponsored and Developed through the Vermilion County Transition Planning Committee VermilionTPC.com

2 The Student-Directed IEP Sandy Martin & Steven Wolfe
STEP Pre-Vocational Coordinators Vermilion Association for Special Education VermilionTPC.com

3 Meaningful Discussions
Inspiring IEPs? Proud Parents Students Empowered True Teamwork Meaningful Discussions Personalized Goals Motivated Students VermilionTPC.com

4 Background Information
TOTAL Project Transition Outreach Training for Adult Living VermilionTPC.com

5 Background Information
TOTAL Statewide Project thru ISBE 3 year initiative-10 sites each year Two day “Train the Trainer” Local training Local implementation VermilionTPC.com

6 Background Information
TOTAL for Vermilion County Transition Planning Committee (VermilionTPC) Team: VASE: Sandy Martin Steve Wolfe DHS/DRS: Nancy Hamilton DACC: Becky Osborne Student: Noah Siemon Teacher: Cindy Weaver VermilionTPC.com

7 Background Information
TOTAL for Vermilion TPC Year One: field test site -one high school Year Two: two high schools Year Three: Six high schools Added module – Multiple Intelligence Year Four (proposed): Add module – Self-Advocacy VermilionTPC.com

8 Student-Directed IEP In-Service Materials Web-Site First Step
Second Step Materials Student Teacher Third Step Web-Site VermilionTPC.com

9 First Step In-Service TPC members Administrators Teachers
VermilionTPC.com

10 Three Tenets of the Student-Directed IEP
Transition-Focused Person-Centered Planning Self-Determination VermilionTPC.com

11 Possibly the next “Cory H.” for special education
Transition-Focused School Adult Life Possibly the next “Cory H.” for special education VermilionTPC.com

12 Shifts the focus of the IEP
Transition-Focused Shifts the focus of the IEP From preparing the student for the next level of instruction. VermilionTPC.com

13 Shifts the focus of the IEP
Transition-Focused Shifts the focus of the IEP To preparing the student for life after high school. VermilionTPC.com

14 Transition-Focused The Transition Plan is completed before the IEP is written VermilionTPC.com

15 Start with the End in Mind
“What specifically do I want to have occur?” “What is the outcome I want?” Stephen Covey Habit #2 “Seven Habits of Highly Effective People” VermilionTPC.com

16 Transition-Focused Team approach
To identify and access resources and services VermilionTPC.com

17 Transition-Focused Future Focus is redirected from deficits
to build on the individual’s unique strengths, interests and preferences for the future. Future VermilionTPC.com

18 Three Tenets of the Student-Directed IEP
Transition-Focused Person-Centered Planning Self-Determination VermilionTPC.com

19 Person-Centered Planning
Person-centered planning begins the evolution of student ownership in their life, their goals, and how they are going to achieve them. It sparks student excitement. --TOTAL project VermilionTPC.com

20 Person-Centered Planning
Involves the student in Planning Presenting VermilionTPC.com

21 Person-Centered Planning
Redirects focus from how the student is taught to how services can be used to prepare for adult life. VermilionTPC.com

22 Person-Centered Planning
Social Services Agencies xxxxxx, Community Church, Service Groups School-Based Services Instructional Program Family, Parents, Employer, Friends FUTURE Student’s preferences, interests, skills, dreams VermilionTPC.com

23 Three Tenets of the Student-Directed IEP
Transition-Focused Person-Centered Planning Self-Determination VermilionTPC.com

24 Self-Determination “When young people set personal goals for themselves, they become partners in the process of reaching these goals. This increases motivation to achieve and succeed.” -- TOTAL project VermilionTPC.com

25 Self-Determination Builds upon the power of the desire for personal control; to make choices VermilionTPC.com

26 Self-Determination Requires the development of Self-awareness skills
Self-advocacy skills VermilionTPC.com

27 Student-Directed IEP In-Service Materials Web-Site First Step
Second Step Materials Student Teacher Third Step Web-Site VermilionTPC.com

28 Second Step Created program for the teacher and students
VermilionTPC.com

29 Integrate into Existing Curriculum
High Level Degrees of integration Low Level VermilionTPC.com

30 Examples of Integration
Student monitors progress with charts, graphs, journals. Low Level High Level Examples of Integration Student prepares invitation letters for IEP meeting Student writes own goals as part of writing activities A structured transition program of study is implemented to ensure life skills are being developed and folded into the IEP process Incorporate personal information gleaned from writing, career exploration, and/or vocabulary exercises into the IEP Student applies the skills of self-knowledge, self-advocacy, communication, and social etiquette to conduct own IEP meeting Student learns advocacy, social and/or communication, skills to better participate in IEP meeting. VermilionTPC.com

31 Examples of Integration
Student monitors progress with charts, graphs, journals. Low Level High Level Examples of Integration Student prepares invitation letters for IEP meeting A structured transition program of study is implemented to ensure life skills are being developed and is folded into the IEP process Student writes own goals as part of writing activities Incorporate personal information gleaned from writing, career exploration, and/or vocabulary exercises into the IEP Student applies the skills of self-knowledge, self-advocacy, communication, and social etiquette to conduct own IEP meeting Student learns advocacy, social and/or communication, skills to better participate in IEP meeting. VermilionTPC.com

32 Examples of Integration
Student monitors progress with charts, graphs, journals. Examples of Integration High Level Student prepares invitation letters for IEP meeting Student writes own goals as part of writing activities A structured transition program of study is implemented to ensure life skills are being developed and is folded into the IEP process Incorporate personal information gleaned from writing, career exploration, and/or vocabulary exercises into the IEP Student applies the skills of self-knowledge, self-advocacy, communication, and social etiquette to conduct own IEP meeting Student learns advocacy, social and/or communication, skills to better participate in IEP meeting. Low Level VermilionTPC.com

33 Model Program Selected
Adapted from Jane Collins & Nora Bardi, teachers Normal Community West High School Student Led PowerPoint Presentation Incorporated video reports VermilionTPC.com

34 Materials PowerPoint template Workbooks Sample Letter Evaluation
VermilionTPC.com

35 Implementation Student led IEP meeting
Limited number of LD/EMH students Parent notification letters Incorporated into Resource English Vocabulary Writing, paper and research paper Letter writing unit Presentation skills Linked with online career guidance Student led IEP meeting VermilionTPC.com

36 Student-Directed IEP In-Service Materials Web-Site First STEP
Second STEP Materials Student Teacher Third Step Web-Site VermilionTPC.com

37 I go to (name) High School
My name is Picture I go to (name) High School Will everyone please introduce themselves? Introduction

38 Goal #3: What do I want to do for a career?
This is possibly the most important question to answer because it will have a major impact on where you will live, what you can or cannot do for enjoyment, and how you will be able to contribute to a family and/or social life. Activity: Complete the Career Cruising Career Interest Inventory and Assessment on the Internet. Select three choices that interest you the most and list them on your Life Dreaming Results. For your presentation find pictures to represent these choices.

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40 Overcoming Obstacles There are always obstacles between
what we have and what we want to have. what we are and what we want to be. As you look at where you are in school today and where you want to go with your future, what are some of the barriers you think you will have to overcome? Activity: Complete the Overcoming Obstacles Worksheet. For your presentation find words and/or pictures that represent four of the major barriers you feel you’ll have to conquer to get to your goals. (second column of your worksheet)

41 Sample of Student Presentation
VermilionTPC.com

42 Student-Directed IEP In-Service Materials Web-Site First STEP
Second STEP Materials Student Teacher Third Step Web-Site VermilionTPC.com

43 Units of Self-Study Likes and Dislikes Abilities and Weaknesses
Post-Secondary Goals School Performance Learning Styles Work Experience VermilionTPC.com

44 Units of Self-Study Obstacles Objectives for Next Year
Personal Commitment VermilionTPC.com

45 How I’m doing in school:
Ask students to rate themselves on the Functional Skills Worksheet and to identify three strengths and three areas that they nee d to target for improvement. It is best to work with the student on a one on one basis to help “remind” him/her of areas that you have observed as his/her strengths and areas in which to improve. The areas that you work to identify togeth er should then be reflected in the actual IEP. Areas identified as strengths should be recognized and used to build successes. Areas identified for improvement should appear as objectives. Items gaining attention should not be limited to academic progress. Social skills, conflict resolution, attendance, hygiene, developing self d iscipline, ability to follow instruction, ability to problem solve, attention to detail, and perseverance in the face of adversity are just a few examples of areas that can be built into the design of the IEP that have far reaching implications for the future success of the student. Addressing such items will often be addressing issues related to the academic program of instruction. How I’m doing in school: Note to the teacher Students will need one on one assistance with these exercises. To know what must be done to achieve life goals, students need an accurate assessment as to how they are doing now.

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47 Four Obstacles To My Future Goals
I’d have to go to a 2-year college. It would require a lot of science. I’d have to be able to read charts. I’d have to get a car to drive to work.

48 Student-Directed IEP In-Service Materials Web-Site First STEP
Second STEP Materials Student Teacher Third Step Web-Site VermilionTPC.com

49 vermiliontpc.com /gallery
Website vermiliontpc.com /gallery VermilionTPC.com

50 VermilionTPC.com

51 Website Tips and Tricks PowerPoint Templates Workbooks in Publisher
Sample Letter in Microsoft Word E-list & links VermilionTPC.com

52 Summary of the Student-Directed IEP
First STEP In-Service Second STEP Materials Student Teacher Third Step Web-Site VermilionTPC.com

53 Transition-Focused IEP
Student-Directed IEP School Adult Life Transition-Focused IEP VermilionTPC.com

54 Student-Directed IEP Person-Centered Planning Direction for Future
VermilionTPC.com

55 Student-Directed IEP Self-Determination VermilionTPC.com

56 Thank you for your attention
Sandy Martin and Steve Wolfe Pre-Vocational Coordinators Vermilion Association for Special Education Phone: (217) VermilionTPC.com

57 VCTPC TOTAL Team Members
Nancy Hamilton, Department of Human Services/Division of Rehabilitation Services Danville Office Becky Osborne, Danville Area Community College (DACC) Office of Student Support Noah Siemons, DACC student Sandy Martin, Pre-Voc Coordinator, Vermilion Association for Special Education Steve Wolfe, Pre-Voc Coordinator, Vermilion Association for Special Education VermilionTPC.com


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