2. Student-direction of IEP’s 7/27/20152Colleen A. Thoma, PhD. VCU Preparation Meeting Implementation/ Evaluation

3. Why student direction of IEPs? Increase in student self-determination skills Self-advocacy Problem-solving Goal setting and attainment Self-observation, self-monitoring, self-instruction Choice-making, decision making Improvement in transition planning Improvement in motivation and interest Increase in collaboration and communication Colleen A. Thoma, PhD. VCU3

4. Continuum We propose that student direction of an IEP can be conceptualized as a continuum Student Led Student leads with assistanceStudent leads all or most of entire process Student Involvement Student participates with assistance Student participates Person-centered Student focused Student present 4Colleen A. Thoma, PhD. VCU

5. Continuum Recommendations If you think broadly, you can find ways that students can be more involved Think of ways to use technology creatively to give students a chance to have a voice in the process Students need to start being involved in elementary school to have time to their build capacity When students are involved, the tone of the meeting often becomes more collaborative, positive and therefore, useful 5Colleen A. Thoma, PhD. VCU

6. Includes involving families Introduce parents to the process Address their concerns and/or questions Give them real ways to participate Preparation Meeting itself Implementation/evaluation 8/2/2010Colleen A. Thoma, PhD. VCU6

7. Example from book Chapter 2: Before the IEP brochure Colleen A. Thoma, PhD. VCU7

8. Includes cultural awareness Remember that self-determination does not mean doing it all yourself Self-determination/self-direction is about making decisions within the context of your environment and the people in your life (family, friends, teachers, employers, neighbors, priests/ministers, etc.) Colleen A. Thoma, PhD. VCU8

9. Pre-meeting Components Student learns about the IEP process, including rights and responsibilities Student and team organize the logistics of the meeting: who, what, when, where, why Student participates in assessments that provide valuable information for decisions made during the meeting Student and team drafts goals for the year and/or transition outcome goals Identify and prepare support strategies that will facilitate student direction 9Colleen A. Thoma, PhD. VCU

10. Pre-meeting Recommendations The success of the IEP meeting can be increased by increasing student involvement in the pre- and post-meeting activities Invite participants Practice, practice, practice Include meeting preparation activities in existing classes Consider where and when 10Colleen A. Thoma, PhD. VCU

11. Example from book From Chapter 2: Preparing for the Meeting Colleen A. Thoma, PhD. VCU11

12. Meeting Components Student attends meeting Introduction of participants State the purpose of the meeting Summarize assessment information and present levels of performance Summarize transition goals (if applicable) Identify goals for year Identify accommodations, supports, services Summarize discussion Thank everyone for coming! 12Colleen A. Thoma, PhD. VCU

13. Meeting Recommendations Share accomplishments first, then challenges Identify preferences, interests, strengths, needs Share purpose of meeting so participants are ready to collaborate and share perspectives Think creatively about how to facilitate student involvement Technology Samples of work Video/audio 13Colleen A. Thoma, PhD. VCU

14. Example from book Translating preferences to activities

15. Implementation/Evaluation Components Discuss the meeting and make decisions/recommendations for next meeting Discuss follow-up: sharing goals, accommodations, supports, services with others who need to know Discuss data collection strategies Identify evaluation procedures: who, what, when, where Identify communication strategies re: progress or lack thereof 15Colleen A. Thoma, PhD. VCU

16. Implementation/Evaluation Don’t wait to follow-up/debrief from meeting Get input from all/most participants Identify data collection and analysis timelines and methods Involve students in communicating IEP goals, objectives, supports, services, accommodations Summarize progress 16Colleen A. Thoma, PhD. VCU

17. Example from book After the meeting Colleen A. Thoma, PhD. VCU17

18. Strengths - bowling, playing basketball and kickball, shredding papers, writing, coloring, and using the dryer when doing laundry Weaknesses - reading, walking the dogs, riding a skateboard, playing volleyball, dancing, and science class (because it is too hard) Favorite Class - science, even though it's hard Lease Favorite Class – math Vocational - she really enjoys using the washing machine when doing laundry and does not like working in the kitchen (because it's too hard). Eventually she would like to work in an office setting answering telephones. 18Colleen A. Thoma, PhD. VCU

19. Parent Voice: On an information sheet sent home, Kara’s parents stated “we would like to emphasize vocational skills through employment (jobs) in and out of school…We also feel it is important to keep track of personal belongings, making an appropriate lunch, and learning serving sizes for food portions.” Accommodations: * Reading of assignments, tests, quizzes, and other assessments - Kara stated that we can help her by reading to her 19Colleen A. Thoma, PhD. VCU

20. Kara had a total of 5 annual IEP goals - Speech and Language - Transition - Math - Life Skills - Reading All goals were developed based on Kara’s current strengths and weaknesses, as noted in the Present Level of Performance by student, parents, and teachers. Most (3 out of 5) of the goals were written while keeping in mind Kara’s voice as seen in her presentation. 20Colleen A. Thoma, PhD. VCU

21. Using a job rating form Kara will receive an average score of 85% in the area of work attitudes and behaviors in jobs located in the school and/or community. Benchmarks: 1) Kara will work independently to complete job tasks within a specified time period (given by supervisor) 8 out of 10 times. 2) Kara work independently to complete a job task, and immediately move onto the next task, without asking for help within a specified time period (given by supervisor) 8 out of 10 times. 3) Kara will recognize and correct errors when completing a job task on 8 out of 10 observations. 21Colleen A. Thoma, PhD. VCU

22. Kara will perform food preparation tasks on 80% of documented opportunities by February 20. Benchmarks: 1) When given a choice between different recipes, Kara will choose the healthier recipe and indentify the appropriate materials needed to prepare a meal on 8 out of 10 documented opportunities. 2) When given a recipe, Kara will indentify and follow the appropriate steps, in order, and prepare the meal with no more than 5 errors on 8 out of 10 documented opportunities. 22Colleen A. Thoma, PhD. VCU

23. Tips, strategies and resources Tips and strategies Student examples across the continuum Resources from book Student-directed IEP curricula Websites Research 23Colleen A. Thoma, PhD. VCU

24. 24Colleen A. Thoma, PhD. VCU

25. PATH 25Colleen A. Thoma, PhD. VCU

26. Making it work for you 26Colleen A. Thoma, PhD. VCU

27. Incorporating this information: Start with an honest assessment of what you already do Identify a goal for improvement Identify ways to build strength Identify those who are critical to success Identify half-way point, one-quarter point, immediate next steps 27Colleen A. Thoma, PhD. VCU

28. Examples: Logan & Max Watch the two examples of student-directed IEP processes. On the discussion board, answer the following questions: What were the differences/similarities you noticed in these meetings? How did they make sure the student’s voice was heard? How do you think you can implement at least a first step in student-direction into your IEP process? 8/2/2010Colleen A. Thoma, PhD. VCU28