Student Led IEPs: Times of the Future Denise Dudley Transition Specialist

Questions We Should Ask Do we encourage our students to become involved in their IEP meetings? At what age should this involvement begin? Do students contribute to the IEP? Do students contribute during the IEP meeting? Do students understand that the IEPs are designed to improve their results and outcomes?

Attendance vs Patricipation IDEA 2004 Students must be invited to their IEP meetings the year they turn 14 and for the remainder of their high school years (age 16 Federal Law) IEPs for transition aged students include measurable postsecondary goals based on the student’s strengths, preferences, and interests

Who talks during the IEP? 51% Special Ed Staff 15% Family 9% General Ed 9% Administrators 6% Support 5% Multiple Conversations 3% Student 2% No Conversation

Traditional vs. Student Led IEP More focused on student IEP more relevant to student needs Meeting maintains positive focus and interactions Student in the drivers seat

What are usual student concerns? Lack of understanding of own strengths, interests, emotional disability Communication or organizational skills Social Skills Problem Solving, concentration, focus Behavior Emotions (shy, speaking in front of others)

Impact of Student Led IEPs Students attend more IEP meetings in a positive manner More parents attend IEP meetings and share information Students talk more about the job they wanted Students feel more in control and that their voice is heard Students understand their IEP goals more clearly

Impact on Families Increased family involvement and discussion Improved communication with teacher and administration Helps develop a more self-determined youth Positive interaction with school professionals

Impact on School Professionals Promotes positive relationships with student and families IEP meeting becomes more about student and less about the ‘process’ Indicator 13 Indicator 14

Change Is Never Easy! Preparation – (When to meet with the student) Disability Awareness, Self-Determination, Disclosure, Career Planning Accountability Lack of Student Motivation Lack of Administration or Teacher Support Student Disability Level

Level of Student Participation Attending Speaking Asking Questions Introducing Initiating Different Parts of the IEP Meeting Leading with Support Leading Independently

The Process State Purpose Introduce Members Review past goals and performance Transition Powerpoint Ask questions if you don’t understand State the support/accommodations you’ll need Summarize/Review Close Meeting

How to Encourage Participation Transition Template Explain the importance of the IEP Meeting Translate ‘education’ language Self-determination forms to teachers Practice (Role-play, review powerpoint) Gather feedback from student, parent, administration

How to Promote Participation Enthusiasm is contagious Ask students to share experiences with new students Reinforce with the student “they can do this” – They are the Expert! Practice

Preparing The Student…….. Involve families Determine level of participation Powerpoint or script Determine seating arrangements (if needed) Discuss who will attend, length of meeting, etc. Increase disability and ability awareness (focus on strengths) Have Prompts Have “Plan B”

Ground Rules The IEP will start and end on time. Don’t interrupt when another person is speaking Don’t criticize the ideas of others Build on the ideas of the committee Remain open-minded Everyone participates Make compromises when necessary Follow the agenda

EXAMPLES AT THE MIDDLE SCHOOL AND HIGH SCHOOL LEVEL

“Dependent people need others to get what they want “Dependent people need others to get what they want. Independent people can get what they want through their own efforts. Interdependent people combine their own efforts with the efforts of others to achieve their greatest success” Stephen Covey