A Guide for Student Involvement Student-Led IEPs A Guide for Student Involvement

Why? Student’s don’t fully understand their exceptionality – their individual strengths and weaknesses or what accommodations they need for post secondary success. Student’s have not developed self-advocacy skills

Why not? Student’s become better self-advocates Person centered planning leads to greater self-determination Student’s understand their exceptionality and what will enhance their educational lives

5 Stages to Success Develop a Student Led IEP Program Help students to understand their IEPs Engage students in the IEP process Prepare students to participate in and/or lead their IEPs Monitor ongoing self-advocacy

Develop a Student-Led IEP program Involve Administrators Involve Parents Select Students Ensure Confidentiality Determine Instructional Goals Plan lessons Schedule time

Involving Administrators Student participation Parental Notification Confidentiality Student access to their IEPs Scheduling

Parental Involvement Explain the process Ensure rights will not be violated Parents participation still valued and needed Answer their questions

Selecting Students ALL students can benefit If you need to start small, start with those you predict will have a high probability of success Start with those who already demonstrate leadership skills Choose how each student will participate

Determining Instructional Goals The student will understand the purpose of an IEP and be familiar with its parts The student will gather information from the educational team prior to the IEP The student will prepare PLP, Transition Input to present at the IEP The student will co-present or lead his/her IEP

Planning Lessons Identification Present Level of Educational Performance Annual Goals Accommodations Services

Scheduling Time Group lessons Individual lessons

Helping Students to Understand their IEP Purpose Rationale Parts of the IEP Where are you now (PLP) Where do you need to be a year from now? (Annual Goals) How are we going to help you get there? (Services, Modifications, etc)

Activities What does my IEP look like? What does it mean to be gifted in NM? Study of the law How do I learn? Easiest Hardest Helps me to learn Hinders my learning What do others do to help me learn How do I transition to Adult Life (14 and up)

Student Glossary Identification – exceptionality – disability Present Level of Performance Transition Planning Annual goal, objectives, benchmarks Special Factors Positive Behavior Intervention Accommodation/Modification State and District Testing Extended School Year Specially Designed Instruction Related Services Supplementary Aids and Services Placement Least Restrictive Environment Confidentiality

Engaging Students in Developing IEPs Helping Students Access their IEPs Review each section Ask clarification questions Highlight statements that you disagree with Add your own ideas for things you think need to be added

Reviewing Goals and Objectives += completed goal/objective - = incomplete goal/objective ?=disagreement with goal/objective Be able to give evidence of success Get input from other sources

Reviewing the Service Plan + = successful accommodation - = unsuccessful accommodation

Suggestions for Transition Aged Students Informal and/or formal interest inventory Career Exploration Scholarship Opportunities College Entrance Exams College Exploration Transfer of Rights

Helping Students Write their IEP PLP-Describe exceptionality in your own words PLP-Develop a list of strengths and educational needs Goals - add based on the educational needs identified in PLP Accommodations – review an accommodations checklist What do you think you should be doing to get ready for next year

Preparing Students to Participate in their IEPs Preparing for the meeting Start with an agenda Provide Students with prompts Give instruction in listening, asking questions, stating disagreements in an appropriate way Taking notes

Preparing Students to lead their own IEPs Greeting Introductions Review Ground Rules Review Agenda Deal with differences of opinion Summarize Thanks

Agenda Introductions Ground Rules Where is the student now? (PLP) Where does the student need to be a year from now? (AG&OBJ) How are we going to get him there? Considerations/Accommodations/ State and District Wide Assessment Services ESY LRE Debrief the IEP

Ground Rules The IEP will start and end on time. Don't interrupt when another participant "has the floor." (This includes no “sidebar” conversations.) Don't criticize the ideas of others. (No put downs) Build on the ideas shared by others. Remain open-minded and non-judgmental. Everyone participates, no-one dominates. Complaints are okay when they come packaged with a solution. Make compromises when necessary. Stick to the Agenda and time frames. The Facilitator is empowered to enforce ground rules.

Setting up the Meeting Formal Notice Reminder

Train other staff members Look at the student when he/she is talking Use the student’s name Do not refer to the student in the third person, refer all comments about the student to the student Ask the student questions first Always allow the student to finish speaking Restate what you heard the student say

Provide Support During the IEP Meeting Although the student is facilitating, you must have an IEP record keeper Acknowledge the preparation that the student did for the meeting When discussing difficult topics, keep the focus on student strengths Create a visual signal for the student to use if he/she becomes overwhelmed Use the time-out technique to intervene

Time-Out Acknowledge the issue Provide an alternative means to address the issue Restate IEP expectations Empower to help

Debriefing the Meeting Praise the student’s participation Encourage student to send thank-you notes to the participants Evaluate the student’s participation

Participation Criteria Led the IEP Described their exceptionality and impact Described present level of performance including strengths and weaknesses Reported test results Described current problems in class Described transition plan Recommended IEP goals Described needed accommodations Described legal requirements

Resources Student-Led IEPs, A guide for Student Involvement, Marcy McGahee, CEC, www.cec.sped.org