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National Secondary Transition Technical Assistance Center Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition.

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Presentation on theme: "National Secondary Transition Technical Assistance Center Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition."— Presentation transcript:

1 National Secondary Transition Technical Assistance Center Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition Summer Camp Taos, NM June 12, 2007

2 National Secondary Transition Technical Assistance Center Ways to Promote Self- Determination *Student-driven IEP and transition planning *Student-driven IEP and transition planning Teaching skills or enhancing knowledge (school based for students, self-advocacy leadership at adult level) Teaching skills or enhancing knowledge (school based for students, self-advocacy leadership at adult level) Person-centered planning Person-centered planning Preference assessment/ functional assessment Preference assessment/ functional assessment Ecological interventions (Self-Determination Synthesis Project) Ecological interventions (Self-Determination Synthesis Project)

3 National Secondary Transition Technical Assistance Center Student-driven IEP Important step in transferring decision-making power to students as they approach the age of majority Teaching students about the IEP and its function in guiding their future All students are capable of participating in some way Career Leisure Residential

4 National Secondary Transition Technical Assistance Center Forces to Support Student Involvement in Their IEP IDEA/ Invitation to Conference SPPs/ Indicator 13 NCLB/ Accountability Student Involvement in Their IEP Process

5 National Secondary Transition Technical Assistance Center Student Invitation to the IEP Mandated by IDEA Mandated by IDEA Invitation Does Not Equal Participation Invitation Does Not Equal Participation Martin et al. (2004) Martin et al. (2004)

6 National Secondary Transition Technical Assistance Center Findings Regarding Student Attendance (Martin et al., 2004)

7 National Secondary Transition Technical Assistance Center When Students Attend Meetings (Martin et al., 2004) Parents knew the reason for the meeting and understood what was going on Parents knew the reason for the meeting and understood what was going on Special educators talked less Special educators talked less Parents, gen ed, and related services felt more comfortable saying what they thought Parents, gen ed, and related services felt more comfortable saying what they thought Administrators talked more about students strengths and interests Administrators talked more about students strengths and interests Parents and gen ed knew more of what to do next Parents and gen ed knew more of what to do next Gen Ed felt better when students attended Gen Ed felt better when students attended

8 National Secondary Transition Technical Assistance Center Students Invited to IEP Meeting (TOPs data, OLeary, 2007)

9 National Secondary Transition Technical Assistance Center Indicator 13 (IEPs and Postsecondary Goals) Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]

10 National Secondary Transition Technical Assistance Center Item #1 from I-13 Checklist: Postsecondary Goal or Goals Measurable = Countable An outcome, not a process Education or Training (required) Employment (required) Independent Living (when appropriate) Should reflect student input – first person, transition assessment

11 National Secondary Transition Technical Assistance Center Example Postsecondary Goal or Goals Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009. When I graduate, Ill take classes toward my Associates Degree at OCC, starting in the fall.

12 National Secondary Transition Technical Assistance Center Item #2: Annual IEP Goal(s) For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)

13 National Secondary Transition Technical Assistance Center Item #3: Transition Services Instruction Related Service(s) Community Experience(s) Development of Employment and Post-School Objectives Acquisition of Daily Living Skills (if appropriate) Functional Vocational Evaluation (if appropriate)

14 National Secondary Transition Technical Assistance Center Item #4: Evidence of Coordination _ Evidence of parent consent (student when age of majority) to invite agency(ies) Evidence of parent consent (student when age of majority) to invite agency(ies) Evidence that agency(ies) were invited Evidence that agency(ies) were invited Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, look for:

15 National Secondary Transition Technical Assistance Center Item #5: Age-Appropriate Transition Assessment Transition assessment is the ongoing process of collecting data on the individuals needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. Transition assessment is the ongoing process of collecting data on the individuals needs, preferences, and interests as they relate to the demands of current and future working, educational, living, and personal and social environments. (From: Sitlington, Neubert, & Leconte, Career Development for Exceptional Individuals, 1997, p. 70-71)

16 National Secondary Transition Technical Assistance Center Item #5: Age-Appropriate Transition Assessment (continued) Age-appropriate: activities, assessments, content, environments, instruction, and/ or materials that reflect a students chronological age Age-appropriate: activities, assessments, content, environments, instruction, and/ or materials that reflect a students chronological age Transition Assessment can be Informal or Formal Transition Assessment can be Informal or Formal _ _ _ Documenting use of age-appropriate transition assessment Documenting use of age-appropriate transition assessment Present Level of Performance Present Level of Performance Postsecondary Goals in 1 st Person Postsecondary Goals in 1 st Person List assessments in IEP List assessments in IEP

17 National Secondary Transition Technical Assistance Center Item #6: Courses of Study Aligned with Postsecondary Goal(s) A multi-year description of coursework to achieve the students desired post-school goals, from the students current to anticipated exit year A multi-year description of coursework to achieve the students desired post-school goals, from the students current to anticipated exit year (From: Storms, OLeary, & Williams[2000] Transition requirements: A guide for states, districts, schools, universities, and families. Minneapolis, MN: Western Regional Resource Center)

18 National Secondary Transition Technical Assistance Center Accountability

19 National Secondary Transition Technical Assistance Center How Do We Increase Student Involvement in Their IEP? Think about the process you have in place Think about the process you have in place Make the process student centered Make the process student centered Teach students how to be engaged in the process Teach students how to be engaged in the process Evidence-based published curricula Evidence-based published curricula Evidence-based practices Evidence-based practices Build self-determination into the IEP Build self-determination into the IEP

20 National Secondary Transition Technical Assistance Center IEP Results Process for Transition Services OLeary, 2007 Includes: Courses of study Includes: Instruction Related services Community experiences Employment and other post- school adult living objectives When appropriate: Daily living skills Functional vocational evaluation Step I Measurable Post-secondary Goals Step II: Present Levels of Academic Achievement and Functional Performance Step III: Transition Services Step IV: Measurable Annual Goals Age- appropriate transition assessments Training Education Employment Independent Living Skills – where appropriate OLeary, E., 2005 © Copyright

21 National Secondary Transition Technical Assistance Center Published Curricula * Self-Advocacy Strategy * Self-Advocacy Strategy *Self-Directed IEP *Self-Directed IEP Next S.T.E.P. Next S.T.E.P. Take Charge! Take Charge! Take Charge for the Future! Take Charge for the Future! Whose Future is it Anyway? Whose Future is it Anyway? * strongest research evidence of effectiveness

22 National Secondary Transition Technical Assistance Center The Self-Advocacy Strategy Purpose: Designed as a motivation strategy to help students prepare for any type of education meeting Components: Choice and Decision-Making Choice and Decision-Making Self-Advocacy Self-Advocacy Self-Awareness Self-Awareness

23 National Secondary Transition Technical Assistance Center The Self-Advocacy Strategy Overview: Teaches students to use I- PLAN strategy following Strategies Intervention Model; takes 7-10 days / 50 minute periods Materials: lesson plans lesson plans cue cards (transparencies, handouts, and/or worksheets) cue cards (transparencies, handouts, and/or worksheets)

24 National Secondary Transition Technical Assistance Center Steps of the IPLAN Strategy I Inventory your strengths PProvide your inventory information LListen and respond AAsk questions NName your goals

25 National Secondary Transition Technical Assistance Center The Self-Advocacy Strategy Field-tested with: Students with learning disabilities ages 14-21 Other: single-subject & group studies single-subject & group studies students with cognitive disabilities and emotional/ behavior disabilities students with cognitive disabilities and emotional/ behavior disabilities

26 National Secondary Transition Technical Assistance Center ChoiceMaker Self-Determination Curriculum Purpose: Designed to teach students self- determination skills to be successful in adult life Components: Choice and Decision-Making Choice and Decision-Making Goal Setting Goal Setting Problem-Solving Problem-Solving Self-Evaluation Self-Evaluation Self-Advocacy Self-Advocacy Self-Awareness Self-Awareness

27 National Secondary Transition Technical Assistance Center ChoiceMaker Self-Determination Curriculum Overview: Three strands 1. Choosing Goals: Choosing Employment Goals, Choosing Personal Goals 2. Expressing Goals: Self-Directed IEP 3. Taking Action: Take Action: Making Goals Happen

28 National Secondary Transition Technical Assistance Center ChoiceMakers Self-Directed IEP Materials: teacher manual, videos teacher manual, videos ChoiceMaker Self-Determination Assessment ChoiceMaker Self-Determination Assessment student workbooks student workbooks Field-tested with: Students with mild disabilities ages 14-20 Other research:

29 National Secondary Transition Technical Assistance Center Lesson Structure Cumulative Review Cumulative Review Lesson Preview Lesson Preview Vocabulary Instruction Vocabulary Instruction Video / Example Video / Example Sample Situations Sample Situations Workbook / Written Notes Workbook / Written Notes Evaluation Evaluation Relate to Personal Experience Relate to Personal Experience

30 National Secondary Transition Technical Assistance Center 11 Steps to the Self-Directed IEP Begin meeting by stating purpose Begin meeting by stating purpose Introduce everyone Introduce everyone Review past goals and performance Review past goals and performance Ask for others feedback Ask for others feedback State your school and transition goals State your school and transition goals Ask questions if you dont understand Ask questions if you dont understand Deal with differences in opinion Deal with differences in opinion State the support youll need State the support youll need Summarize your goals Summarize your goals Close the meeting by thanking everyone Close the meeting by thanking everyone Work on IEP goals all year Work on IEP goals all year

31 National Secondary Transition Technical Assistance Center Next S.T.E.P. Purpose: Designed to teach high school students how to plan for their lives after school. Components: Decision and Choice-Making Decision and Choice-Making Self-Awareness Self-Awareness Goal Setting Goal Setting Self-Evaluation Self-Evaluation

32 National Secondary Transition Technical Assistance Center Next S.T.E.P. Overview: Consists of 19, 50 minute lessons. Goes through: know thyselfknow thyself areas of transition planningareas of transition planning setting goals and developing a plansetting goals and developing a plan the transition planning meetingthe transition planning meeting implementing the planimplementing the plan

33 National Secondary Transition Technical Assistance Center Next S.T.E.P. Materials: Teacher manual, videotape Teacher manual, videotape brochures brochures workbooks workbooks Field-tested with: Students with mild mental retardation ages 14-19

34 National Secondary Transition Technical Assistance Center TAKE CHARGE and TAKE CHARGE for the Future! Purpose: Designed to give teenagers tools & skills to help them steer their own life Components: Choice & Decision making Choice & Decision making Self-awareness Self-awareness Goal setting & attainment Goal setting & attainment Self-advocacy Self-advocacy Self-evaluation Self-evaluation

35 National Secondary Transition Technical Assistance Center TAKE CHARGE and TAKE CHARGE for the Future! Overview: Dream – plan your future Dream – plan your future Set Goals – decide what you are going to do Set Goals – decide what you are going to do Problem-Solve – figure out how to do it Problem-Solve – figure out how to do it Prepare – get ready Prepare – get ready Do It! – take action Do It! – take action

36 National Secondary Transition Technical Assistance Center TAKE CHARGE and TAKE CHARGE for the Future! Materials: TAKE CHARGE Implementation Guide Implementation Guide Workbook Workbook Student Guide Student Guide Parent Handbook Parent Handbook TAKE CHARGE for the Future! Class Guide Activity Checklist Companion Guide Guide for Parents Video

37 National Secondary Transition Technical Assistance Center TAKE CHARGE and TAKE CHARGE for the Future! Field-tested with: TAKE CHARGE - 12 – 18 year olds with mild cognitive disabilities, orthopedic impairment, and other health impairment TAKE CHARGE for the Future! – 14 – 17 year olds with E/BD, LD, OHI, cognitive disabilities, orthopedic impairment

38 National Secondary Transition Technical Assistance Center Whose Future is it Anyway? A Student-Directed Transition Planning Process Purpose: Designed for students to learn to participate in their transition planning process Components: Choice and Decision-Making Choice and Decision-Making Goal Setting Goal Setting Self-Evaluation Self-Evaluation Self-Advocacy Self-Advocacy Self-Awareness Self-Awareness

39 National Secondary Transition Technical Assistance Center Whose Future is it Anyway? A Student-Directed Transition Planning Process Overview: Students read and work through at their own pace; teachers role is coach & guide

40 National Secondary Transition Technical Assistance Center Whose Future is it Anyway? A Student-Directed Transition Planning Process Materials: Student workbook Student workbook Coachs Guide Coachs Guide Field-tested with: Students with mild to moderate mental retardation ages 15-21

41 National Secondary Transition Technical Assistance Center Choosing a Curriculum Intended audience Intended audience Match between skills covered and students needs (including adaptability) Match between skills covered and students needs (including adaptability) Prerequisite skills Prerequisite skills Type of materials provided Type of materials provided Lesson plans easy to use Lesson plans easy to use Field tested Field tested Bottom lines: time and money Bottom lines: time and money

42 National Secondary Transition Technical Assistance Center The IEP Process (Konrad & Test, 2004) Planning Planning Drafting the Plan Drafting the Plan Meeting to Revise the Draft Meeting to Revise the Draft Implementing the Plan Implementing the Plan

43 National Secondary Transition Technical Assistance Center Planning Student understands the IEP process and format Student understands the IEP process and format Student helps identify strengths, needs, and goals Student helps identify strengths, needs, and goals Most published curricula have excellent materials for helping students identify strengths, needs, and goals Most published curricula have excellent materials for helping students identify strengths, needs, and goals Provide community-based experiences (vocational, residential, leisure/recreation, educational) Provide community-based experiences (vocational, residential, leisure/recreation, educational)

44 National Secondary Transition Technical Assistance Center Drafting the Plan Students use IEP Template Students use IEP Template Write in first-person Write in first-person Present Level of Performance Present Level of Performance Goals and Objectives Goals and Objectives Services and Accommodations Services and Accommodations

45 National Secondary Transition Technical Assistance Center Meeting to Revise the Draft Student makes introductions Student makes introductions Student presents some content Student presents some content Student leads meeting Student leads meeting Use published curricula Use published curricula Use of assistive technology to enhance meeting participation Use of assistive technology to enhance meeting participation

46 National Secondary Transition Technical Assistance Center Implementing the Plan Goal setting Goal setting Self-monitoring Self-monitoring

47 National Secondary Transition Technical Assistance Center Examples from the Field of Students Involved in Their IEP Process …

48 National Secondary Transition Technical Assistance Center Sample IEP Goals (Wood et al., 2002) Goal:

49 National Secondary Transition Technical Assistance Center SD accomplished through student driven IEP Self-Awareness Self-Awareness Choice-Making Choice-Making Decision-Making Decision-Making Goal Setting Goal Setting Problem Solving Problem Solving Self-Advocacy Self-Advocacy Self-Efficacy Self-Efficacy Self-Regulation Self-Regulation (Self-Determination Synthesis Project)

50 National Secondary Transition Technical Assistance Center Resources National Secondary Transition Technical Assistance Center www.nsttac.org www.nsttac.org Zarrow Center for Learning Enrichment The Beach Center (University of Kansas) Self-Determination Synthesis Project www.uncc.edu/sdsp/ www.uncc.edu/sdsp/ Self-Determination Technical Assistance Centers www.sdtac.uncc.edu www.sdtac.uncc.edu

51 National Secondary Transition Technical Assistance Center Contact Us Catherine Fowler, Project Coordinator chfowler@uncc.edu 704-687-8735/ 704-687-6327 (TTY), 704-687-2916 (fax) 9201 University City Blvd. UNC Charlotte/ SPCD/ College of Ed. 301 Charlotte, NC 28223 www.nsttac.org


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