STUDENT-LED IEPS

1. STUDENT-LED IEPS For Students with More Significant Disabilities

2. What exactly is a student-led IEP meeting? An IEP meeting where the most important person at the meeting-THE STUDENT- takes part in the meeting to the greatest extent possible.

3. I Decide • Self- Determination is Making My Dreams Happen by Having Choices and Control over My Life

4. Student-Led IEPs foster Self-Determination Self-Determination is “a combination of skills, knowledge, and beliefs that enable a person to engage in goal-directed, self-regulated, autonomous behavior. An understanding of one's strengths and limitations, together with a belief of oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults in our society” (Field, Martin, Miller, Ward, and Wehmeyer, 1998, p.2). Wehmeyer (2002)also says, “Self-determined people are actors in their own lives instead of being acted upon by others.”

5. Becoming My Own Self-Advocate • As an Adult, you will need to speak up for yourself. When you do this you are being a “self-advocate”. • Good Self-Advocates are informed about the topic they are discussing. They speak calmly and clearly. They listen while others speak and consider the importance of what they are hearing.

6. What does the law say about students leading their IEP meetings? The Individuals with Disabilities Education Act says: Students (regardless of how young, but always by age 16) must be invited to an IEP meeting where transition will be discussed. AND The student’s individual strengths, weaknesses, needs, and interests must be considered when the IEP is being completed, as well as throughout its implementation

7. Student-Led IEPs incorporate proven best practices in transition education Source: National Secondary Transition Technical Assistance Center

8. Existing Curriculums and Guides • Choicemaker- “Self-Directed IEP” • Next S.T.E.P. • Whose Future is it anyway?- The ARC • Nichcy’s-A Student’s Guide to the IEP

9. Examples of Students Leading IEP Meetings

10. IEP Poster

11. Quick Start Guide4 Steps Step 1- Pre-Meeting Planning Step 2- During Meeting Activities Step 3- Post Meeting Debriefing Step 4- Annual Review of Previous Meeting

12. STEP 1- Pre-Meeting Planning Activities: • Case manager completes state mandated sections of IEP. • Student completes interest inventories and skill assessments • Case manager and student work together to choose remaining goals, based on results of assessments • Mode of IEP meeting presentation is decided upon • Components of meeting are created • Student practices

13. Step 2: During meeting activities • Case manager explains that student will be leading meeting and questions may be presented to him or her, as well as the student, as meeting proceeds. • Student begins the meeting. • Case manager sits back and listens unless the student or other team members have questions. • Case manager takes control of meeting back over at the necessary point

14. Step 3: Post-meeting debriefing • Case manager provides student with much praise for his or her performance in meeting. • Case manager asks student how he or she felt during meeting. • Case manager asks student what went well and what could have gone better. • Case manager documents student response and files them with the IEP for future reference. • If meeting was filmed, watch it and discuss.

15. Step 4: Annual review of previous meeting • Before the process is completed the following year, review student responses and/or video from previous year • Use last year’s shortcomings or strengths to guide the upcoming process • Return to Step 1- IT’S THAT EASY!

16. Helpful hints • Send draft of IEP home before meeting • Be prepared to intervene, but don’t take over • Always be sure that students have a question and answer time for team members at some point in the meeting • Film student in meeting-you may use it for other things later • Make sure the student really understands the purpose of an IEP, rather than just going through the motions

17. References • Evidence Based Secondary Transition Practices.(2011). Retrieved from: www.nsttac.org • Hawbaker, B.W. (2007). Student-Led IEP meetings: Implementation strategies. Teaching Exceptional Children Plus, 3 (5), Article 1. Retrieved February 12, 2012 from: http://journals.cec.sped.org/tecplus/vol3/iss5/art4/ • Field, Martin, Miller, Ward, and Wehmeyer, (1998). A practical guide for teaching self- determination. Council for Exceptional Children. Reston, VA: CEC Publications. • Test, D.W., Fowler, C.H., Richther, S.M., White, J., Mazzotti, V., Walker, A.R., Kohler, P., & Kortering, L. (2009). Evidence-based practices in secondary transition. Career Development for Exceptional Individuals, 32, 115-128. • Uphold, Nicole M.; Walker, Allison R.; and Test, David W. (2007) "Resources for Involving Students in Their IEP Process," TEACHING Exceptional Children Plus: Vol. 3: Iss. 4, Article Available at: http://journals.cec.sped.org/tecplus/vol3/iss4/art1

18. Presenter Contact Information Marisol Walker, M. ED mwalker@shelbyed.k12.al.us Special Education Teacher at Shelby County High School Carla Layton, ED.S clayton@shelbyed.k12.al.us Program Specialist