1. Increasing self-determination through involvement in the IEP process
Student-led IEPs
What opener will we use?
Increasing self-determination through involvement in the IEP process

2. Wayne County IEP Data Comparison
Highlighting a few PMP Systems
FY'09
FY'10
Total
Parent
Student
SYSTEM
 Present 
 % 
Barrow County
1654
816
49.33
280
16.93
1450
1110
76.55
433
29.86
Hall County
3062
904
29.52
464
15.15
2911
1462
50.22
977
33.56
Wayne County
452
55.39 34
4.17
720
512
71.11 86
11.94
Madison County
808
594
73.51
198
24.5
822
682
82.97
258
31.39
Houston County
3189
1033
32.39
264
8.28
3051
1456
47.72
488
15.99

3. What are Student-Led IEPs?
Introduce meeting participants
Present important information
Prepare/present select pieces
Lead entire meeting
Student-led IEPs are about getting the students involved in their education. It can take various forms with the hope that by high school students are close to running the meeting.

4. Who is a good candidate? All Students
You can use a variety of communication styles to accommodate student needs
Level 1
Introduce self or others
Level 2
Building on Level 1 skills
Goal of leading own IEP meeting
Prepare visual aid (i.e. PowerPoint)
All About Me
Level 3
Building on Level 2 skills
Cooperatively develop all aspects of the IEP
Chair the meeting
Students can participate starting in elementary school. At least by high school students should be running their own meeting. Remember that there is a continuum of involvement, not everybody starts in the same place. Show level of involvement worksheet.

5. Student-Led IEP meeting vs. Traditional IEP meeting
Differences?
More focused on student
IEP more relevant to student needs
Meeting maintains positive focus and interactions
The meeting changes from adults talking about what the student can’t do, to the student talking about how they learn, their strengths, interests, preferences and dreams as well as barriers. Satisfaction level of everyone involved increases significantly.

6. Student Benefits Better understanding and awareness of: Disability
IEP process and relevance
Self-determination skills
Many students don’t know what their disability is and can’t name any accommodations they receive. This is often where the instruction starts and can be one of the most powerful aspects of becoming self-determined. Part of being self-determined is understanding your rights and responsibilities including IDEA 04 vs. ADA (entitlement vs. eligibility) Students need the opportunity to practice self-determination skills, this is a great opportunity for them.
Civil Rights: Difference between IDEIA, ADA, and Section 504 of Rehab Act of 1973
Greater student involvement makes IEP relevant and may lead to greater goal attainment.

7. Parent Benefits Increased parent involvement and voice
Improved communication with teacher
More self-determined youth
Positive interaction with school personnel
Often, parents of students with disabilities have negative interactions with school. This is a chance to reverse that trend. Also, students often open up to teachers more and this is a chance for everyone to get on the same page.

8. Teacher Benefits Positive relationships with student/parent
IEP meeting centered on student needs
The IEP process makes sense to everybody involved “It’s not just paperwork anymore”
Extra time may seem excessive in the beginning, but quickly pays off with positive interaction and relationship with student. Student is able to understand the IEP process and express needs honestly. Teacher’s job finally makes sense And in the long run, this reduces work load through more efficient use of time.

9. Administrator Benefits
Increase in graduation rates
SPP Indicator 1
Increase % of students who transition to desired postsecondary goal
SPP Indicator 14
Decrease in drop out rates
SPP Indicator 2
Decrease in inappropriate behavior
SPP Indicator 4

10. Challenges Change is always a struggle! Preparation Time
Where to present lessons
Direct instruction
Disability Awareness
Self-determination
Legal jargon/information
Confidentiality
Change is always a struggle!
Creative scheduling is essential, especially with students receiving all services in the general education setting. . . Many activities/worksheets can be completed independently by student. Remember: Increased instruction primarily at the beginning of the learning curve. Remember: Student is 1 member of the team and this process does not minimize role of others on the team

11. Getting Started Choose students Involve Parents and IEP Team members
Explain process
Preparation time
Begin working
Independent worksheets
Interview format
Involve Parents and IEP Team members
Choose students you have a relationship with and that have a high probability of success. Prep time can vary depending on level of involvement. 3 weeks is usually plenty of time. Involve parents and other professionals from the beginning. Show parent letter.

12. Working with the student ...
Review parts of IEP
Determine level of participation
Begin writing chosen pieces/create presentation
Student may type or dictate
Use actual document or
Break up into smaller assignments
Highlight areas student will present
Level of participation can range from simply introducing IEP team participants, writing and/or presenting specific parts of the IEP (PLoP, Transition pages, goals), to writing entire IEP and leading the meeting.
Presentation is optional and can be left as a last-minute decision.

13. Working with the student…
Increase disAbility and Ability awareness
Impact on functioning
Discuss meeting structure
How long?, Who attends?...
Discuss laws
Pre-graduation (IDEA 04)
Post-graduation (ADA)
How the disability affects the student in school and in the community
IDEA vs. ADA (entitlement vs. eligibility)

14. Working with the student…
Discuss relaxation techniques
Hold mock meetings--Practice!
Relaxation techniques include “yoga” breathing, taking a deep breath, etc…

15. Working with the student…
Determine seating
Create back-up plan
Establish prompts and encouragement
Make sure everyone is comfortable before the meeting begins.

16. Working with the student…
Provide PRAISE!
Encourage thank you notes
Debrief and request feedback

17. ReSources Council for Exceptional Children www.cec.sped.org
National Information Center for Children and Youth with Disabilities
I’m Determined
Going to College
Partners for Success