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Student-led IEPs Increasing self-determination through involvement in the IEP process Presented by: Alan Hedges [email protected]
Student-led IEPsIncreasing self-determination
through involvement in the IEP process
Presented by:Alan Hedges
Alan Hedges: Nevada Transition Conference 10-5-13
If you take responsibility for yourself you will develop a hunger to accomplish your dreams. -Les Brown
Alan Hedges: Nevada Transition Conference 10-5-13
Self Determination
OActing as the primary causal agent in one’s life and making choices regarding one’s actions free from undue external influence or interference.
OStudents AND educators
Alan Hedges: Nevada Transition Conference 10-5-13
What is a Student-led IEP?
Alan Hedges: Nevada Transition Conference 10-5-13
Your worst and best
O Typical IEP? O Do we empower or enable? If the IEP
is developed without the student, or with only token involvement, are we sending the message that his or her voice really doesn’t matter and that important decisions are best made for him/her?
Alan Hedges: Nevada Transition Conference 10-5-13
Gran FondoO My story—
Elizabeth’s story
Alan Hedges: Nevada Transition Conference 10-5-13
If there is a better way, why wouldn’t I do it?
O For a young adolescent who craves independence, a student-led IEP is a tremendous opportunity for him to be in control of his world.
O The meeting changes from adults talking about what the student can’t do, to the student talking about how she learns, her strengths, interests, preferences, barriers and dreams. The satisfaction level of everyone involved increases significantly.
Alan Hedges: Nevada Transition Conference 10-5-13
How does leading an IEP meeting benefit a student? What skills are
used?O PlanningO Choosing mediums to communicate progressO Paraphrasing technical/eduspeak languageO Reading and writing in contextO Using technology such as presentation software and word
processingO Explaining the purpose of an IEP meetingO Thinking and planning for the future (vision)O Goal settingO Higher-order thinkingO Asking relevant, proactive questionsO Advocating – stating opinions, backing with dataO Compromising/Reaching consensusO Closing, summarizing decisions made
Alan Hedges: Nevada Transition Conference 10-5-13
Who Is A Good Candidate?
O A student you have a close relationship with
O Parents who would be supportive of your efforts
O A student you believe would feel comfortable with the process
O One of your more independent/outgoing students
Alan Hedges: Nevada Transition Conference 10-5-13
Participation ContinumO Simply introducing self and IEP team
participants O Presenting specific parts of the IEP O Writing the IEP and leading the meeting.
*(Ensure students understand their level of participation is a sliding scale they are in control of. The actual meeting is a very fluid process in which we are constantly monitoring and can jump in to prompt at the slightest sign of hesitation from the student.)
Alan Hedges: Nevada Transition Conference 10-5-13
Simplified OverviewO Opening: Welcome, introductions, why we
are here.
O Where are we now? Student interests, strengths & challenges, PLoP, existing goals, celebrations of progress made.
O Where are we going? Student’s vision for the future.
O How can we get to where we want to go? Future goals, accommodations/modifications, support services, Transition planning.
Alan Hedges: Nevada Transition Conference 10-5-13
Entr’acte
Alan Hedges: Nevada Transition Conference 10-5-13
Weakness can be strength
O Many students don’t know what their disability is and can’t name any accommodations they receive. Why Not?
O This is often where the instruction starts and can be one of the most powerful aspects of becoming self-determined. Students need the opportunity to practice self-determination skills, and this is a great occasion for them to do so.
Alan Hedges: Nevada Transition Conference 10-5-13
Pre MeetingThe student can:
O Take a surveyO Have access to the IEP!O Learn about IEPs and meetingsO Scavenger huntO Suggest people to inviteO Write invitation lettersO List strengths, challenges, likes, dislikesO List accommodations and goalsO Write/assist writing part of IEPO Portfolio/Power Point/Notes/Pre-record presentationO Role playO ROLE PLAY!
Alan Hedges: Nevada Transition Conference 10-5-13
During the meetingThe student can:O Introduce participantsO Share samples of workO Present specific information (PLoP,
accommodations)O Share ideas about what works wellO Review previous goals and progressO Discuss transitionO Recommend new goals and
accommodations
Alan Hedges: Nevada Transition Conference 10-5-13
ChallengesO Time:
O This is about priorities. Remind yourself how critical it is. As you and students gain experience, it will take less time to prepare.
O Instruction: O Like many other discrete skills, instructing students to lead
their own IEP meetings can be taught in a straightforward and systematic way. Scaffold. R-O-L-E P-L-A-Y!
O Lack of student motivation: O Begin with a motivated student!
O Loss of control: O If you always get your way, your students are probably not
being allowed much self-determination!
O Change: O Despite obstacles, committed, determined educators can
make it happen, one step at a time.
Alan Hedges: Nevada Transition Conference 10-5-13
Our studentsO MelissaO Yvonne
Alan Hedges: Nevada Transition Conference 10-5-13
Culture“It’s the way we do things
around here.”
Alan Hedges: Nevada Transition Conference 10-5-13
History Lesson
OWWII
OVietnam
OGulf War
Alan Hedges: Nevada Transition Conference 10-5-13
Gran Fondo
Alan Hedges: Nevada Transition Conference 10-5-13
Alan Hedges: Nevada Transition Conference 10-5-13
Planning
O Pick one student on your case load you feel would be a good candidate for a student-led IEP. If you are support staff, regular ed, administration, or parent, advocate for a student.
O Decide what level of participation is appropriate for the student you chose. Although the student may choose her level of participation, you can help her to stretch.
O Try to identify when you will meet with the student, and where.
O If possible at this time, identify what portions of the student’s IEP, or the IEP process, you need to help her learn.
O Who do you need to get on board with you?O Identify potential challenges, and possible solutions
The doer alone learneth. Friedrich Nietzsche
Alan Hedges: Nevada Transition Conference 10-5-13
SourcesO Virginia Department of Education’s I’m
Determined Project: www.imdetermined.orgO Counsel For Exceptional Children:
www.cec.sped.orgO National Information Center For Children and
Youth With Disabilities: www.nichcy.orgO Detailed IEP template:
http://movingstudentsforward.org/my-iep-meeting-template-by-becky-wilson-hawbaker/
