ASPIRE

Active Student Participation Inspires Real Engagement

September 25, 2013

Presented by:Colleen Lambert & Cindy Saylor

ASPIRE Consultants

ASPIRE

A Collaborative Initiative between

The Georgia Department of Education,

Division for Special Education and Student Services and

The Georgia Council on Developmental Disabilities

Funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities.

Expectations No fewer than 3 teachers

No fewer than 9 students

Appoint Team Leader

Appoint Parent Representative

Four hour training to include parents or re-deliver information to parents

Completion of assessments, surveys and data

School engagementmeaningful, challenging curriculum connecting school to personal goalsperceiving adults care

Family involvement

Development of basic personal skillsfunctional and socialself-determination

Factors That Help Create Success

Self-Determination

What is the importance of self-determination

in the process of implementing

student led IEPs?

What is Self-Determination?Field, Martin, Miller, Ward, and Wehmeyer (1998) defined self-determination:

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.

In Plain English

Knowing and believing in yourself

Knowing what you want in the future AND making plans to achieve those goals

Knowing and asking for the supports you need to achieve your goals

Research

“Providing support for student self-determinationin school settings is one way to enhance studentlearning and improve important post-schooloutcomes …and to meet federal mandates toactively involve students with disabilities in theIndividualized Education Planning process.” Deci & Ryan July 21,2004 psychologymatters.org

“Students using this process (SLIEP) knew moreabout their disabilities, legal rights, and appropriateaccommodations than other students and thatstudents gained increased self-confidence and theability to advocate for themselves.” Mason, McGhee-Kovac, Johnson &Stillerman, 2002

Student led IEPs are one way of helping students become better self- advocates; learning to apply the skills of self-determination, goal setting, and self-evaluation.

Self-determination and self-advocacy are interrelated (Field, 1996)

Self-determination: Involves making and implementing choices based on personal needs, interests, and values.

Self-advocacy: Involves the actions that one takes on one’s own behalf.

How are Student Led IEPs and Self-Determination Linked?

Fostering Self-Determination

Intentional instruction

Infuse into the curriculum

Embed in the IEP goals

Support student participation in the IEP meetingcommonly referred to as student-led IEP

What’s In a Name?

ASPIRE :Active Participation Inspires Real Engagement

Students actively participating in their IEP Self-Directed IEP Student-Led IEP

A way to increase student and family involvement and representation in the IEP process.

Encourages students to play a larger role in developing their IEP, participating in their IEP meeting, and implementing their IEP.

Shifts the focus from adult-centered to student centered.

What is a Student-Led IEP?

…your student

Creating an invitation to their IEP meeting.

Introducing themselves and others at the meeting.

Selecting pictures to show at the IEP meeting about a typical school day with them doing the things they enjoy.

Just Imagine…

…your student

Clicking a mouse on a computer to move from one slide to the next in a Power Point presentation and describing each slide during the meeting.

Help narrate and select images for a slide presentation that portray the subject areas they are good at, those they struggle with and how teachers can help.

Discussing goals for life after high school and how to reach them.

Just Imagine…

…your student

Facilitating the agenda of the IEP meeting.

Leading the meeting and mentoring other students.

Picture your student doing these things to participate in a student led IEP

Just Imagine…

Student Led IEP Meeting

What are students, parents and teachers

saying about student led IEPs?

http://www.imdetermined.org/modules/module_three/

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Student might have little knowledge of purpose for meeting, the IEP and its contents, or his/her disability

Adult team members generally take the lead in determining content of IEP

Student might not participate in discussion or decision-making

Student is aware of purpose for IEP meeting, contributes to the content of the IEP document, and understands his/her disability

Student helps determine content of IEP and how it will be discussed at the meeting

Student is often the discussion leader and presents information in a variety of ways

Meeting may focus on the student’s deficits or “can’t dos”

IEP contains jargon & “legal-ese”- not understood by student or parent

Meetings might not be valued by students, general education teachers, and parents

Meeting emphasizes capabilities, student interests and plans for the future

Wording of IEP document is user-friendly for all participants

Meetings have improved participation as teachers and parents respond to invitations from student

Students and parentsmay not understandhow theaccommodations helpinstruction

IEP might not reflectthe student’s interests or concerns

Meetings sometimesare not a collaborativeeffort

Students and parents have a better understanding of student accommodations and their role in instruction

IEP reflects intent to increase student voice in educational decisions, producing a dynamic document reflective of student’s personality

Meeting becomes a cooperative experience of working together to assist the student

While the concept of involving students in developing their own IEPs may seem difficult at first, in fact, students have much to gain by being involved.

During the process they can:

learn more about their disability, including how to talk about and explain the nature of

their disability to others

learn what accommodations are and what types of accommodations might help them succeed

Why are Student Led IEPs Important?

Kupper, 1995

During the process they can:

learn how to speak for themselves…

learn about goals and objectives that form the basis of their education and why these goals and objectives are important for them; and

ultimately, become more involved in their own education.

Why are Student Led IEPs Important?

Kupper, 1995

Students of all agesKindergarten through age 22

Students with all disabilitiesMild, moderate or severe cognitive disabilitiesPhysical impairmentsVisual impairmentsHearing impairments Other health impairmentsSpeech and/or language impairments

Students in any instructional settingGeneral Education ClassroomCollaborative ClassroomCo-Taught ClassPart Day Separate ClassFull Day Separate Class

Implemented with ALL Students

A Different Degree of Participation

The vocabulary and degree of participation

will vary from student-to-student. However,

the emphasis remains on the student, what

is important to them and using that

information in planning.

What does a student led IEP look like for

students in general education classes?

A Different Degree of Participation

What does a student led IEP look like for

higher functioning students?

Benefits for Your School

How do student led IEPs relate to your school/system improvement plan?

Ability to define their strengths and challenges

Express interests, likes, and dislikes

Practice communication and negotiation skills, such as talking with teachers about accommodations, classroom progress and needs

Benefits for the Student

Students see it is important for them to attend and people care about their opinions and their success

Students become engaged in their own education and transition planning

Participate in team situations and understand compromise

Benefits for the Student

Benefits for the Families

Studies show that students who included self-determination goals in their Individualized Education Programs (IEPs) were more likely to earn a higher income one year after graduation. (Wehmeyer, 2004)

Improved communication with teacher

More self-determined child

Positive interaction with school personnel

The Ultimate Benefit

Students develop self-determination skills: problem solving, self-evaluation, choice-making,decision-making

Increases Student and Family Engagement

Helps students see relevance of school work to their lives

Provides structure for goal setting and attainment

Allows students to learn new skills which can lead to a decrease in paperwork

Increased parental involvement and improved communications with teacher

More focused, motivated youth

The IEP process makes sense to everyone involved…

“It’s not just paperwork anymore”

Results of Participation

What’s the Mystery?

Assessments and Evaluations

Pre-Survey• Perception of IEP

involvement

Fidelity Checks

Post Survey• Participation level

and evaluation

Exit Checklists

Only for students new to ASPIRE

OPTIONAL but useful

For all ASPIRE students, educators and family members

OPTIONAL but useful

Identify Students

Notify Parents – Address questions and concerns

Take Pre-Survey – Student, Educator, Parent

Talk to Student about ASPIRE

Evaluate Pre-Survey and determine which skills to teach

Getting Started

Getting Started

Determine tools that will best fit your classroom style and your students abilities.

InvitationsLesson plans Power PointPoster

Individualize instruction about IEP meeting to increase familiarity of terms, documents and the process.

Instruction and Preparation

Determine level of participation.

Inform the IEP team

Conduct the meeting with the student’s active participation

Complete the Post Survey

Sample Lesson Plan

Self-awareness

Goal Setting

Terminology

Social and communication skills

Steps for Student Participation

1. Attend meeting and observe; prepare invitations.

2. Introductions, likes and dislikes.3. Explain strengths and weaknesses; explain

current accommodations.4. Assist teacher to identify goals for new school

year and share them at meeting. Discuss accommodations needed.

5. Present actual portions of the IEP at a meeting.6. Contribute to the IEP meeting using the skills

and activities learned.

Preparing students for the Meeting

Create an agenda

Help student create prompts

Discuss relaxation techniques

Hold mock meetings - - PRACTICE!

Guidelines for a Successful Meeting

Start on time

Don’t interrupt when another person "has the floor" (This includes no “sidebar” conversations)

Remain open-minded and non-judgmental

Respect the ideas of others

Expand on ideas shared by others

Guidelines for a Successful Meeting

No person may dominate the meeting

Be willing to compromises when necessary

Stick to the agenda

The facilitator must enforce the guidelines

After the Meeting

Evaluate

Send thank you notes

Celebrate

Keep them informed

Explain the benefits: increase in graduation ratesdecrease in drop out ratesdecrease in inappropriate behavior

Ask for assistance with:student participationparental notificationconfidentiality and accessscheduling

Involving Administrators

Collaborate with the Parent Mentor

Explain the process

Reassure parents that their participation is still valued and needed and encourage them to:

talk with their child about setting goalshelp their child understand how

accommodations can assist themhelp their child understand their disability,

strengths and challenges

Involving Parents

ChallengesWill SLIEPs take more time?Initially, YES because of the additional time needed to communicatewith students on an individual basis.

However, you can: Start with just a few students. Pick a student who you think could be successful Choose a student who already exhibits self-determination Choose a basic level of participation for most students the first

yearAfter becoming better acquainted with this process, teachers may find thatsome students are able to assume responsibility for drafting portions oftheir IEP (i.e., talking to teachers or asking the teacher to complete a formabout their present level of performance)

How do I fit this into my teaching schedule?

Each school, class and teacher is unique. Some teachers:

• Create a special class on self-determination and student led IEP.

• Include instruction in existing course structure, teaching about SLIEP topics through group and individualized instruction.

• Incorporate instruction in the general curricula, such as a language arts class, using group and/or individualized instruction.

• Have students come in for individual planning meetings before school starts in the morning, during lunch, and/or at the end of the school day.

Challenges

Challenges Time

Students

High stakes testing

Student disability level

Fear of the unknown

No one else at my school wants to…

Focus on each individual student

and his/her interest in and unique ability to participate in the development and

implementation of their IEP and IEP meeting.

THE IMPORTANT THING IS…

Why Is This Cake On Fire?

Jamie L. Van Dycke, James E. Martin, and David L. Lovett

Guided Planning

Let’s get started!

Planning and sharing session

Contact InformationGeorgia Department of Education

Division for Special Education Services and Support

Professional Learning Unit404-656-3963

Cindy Saylor, ASPIRE Consultant cdsaylor@bellsouth.net

Colleen Lambert, ASPIRE Consultant clambert@partnershipsforsuccess.com

ASPIRE Student Led IEP initiative is funded by the Georgia State Personnel Development Grant (SPDG), Georgia Department of Education through a grant from the Office of Special Education

Programs, United States Department of Education and is a collaboration with the Georgia Council on Developmental Disabilities.