National Secondary Transition Technical Assistance Center Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition.

National Secondary Transition

Technical Assistance Center

Student Involvement in Their IEP Development

Catherine H. Fowler

NM Summer Cadre Meeting/ Transition Summer CampTaos, NM

June 12, 2007



Ways to Promote Self-Ways to Promote Self-DeterminationDetermination

*Student-driven IEP and transition *Student-driven IEP and transition planningplanning

Teaching skills or enhancing knowledge Teaching skills or enhancing knowledge (school based for students, self-(school based for students, self-advocacy leadership at adult level)advocacy leadership at adult level)

Person-centered planningPerson-centered planning Preference assessment/ functional Preference assessment/ functional

assessmentassessment Ecological interventionsEcological interventions (Self-Determination Synthesis Project) (Self-Determination Synthesis Project)



Student-driven IEPStudent-driven IEP

► Important step in Important step in transferring decision-making transferring decision-making power to students as they power to students as they approach the age of majorityapproach the age of majority

► Teaching students about the Teaching students about the IEP and its function in IEP and its function in guiding their futureguiding their future

► AllAll students are capable of students are capable of participating in some wayparticipating in some way

CareerLeisure

Residential



Forces to Support Student Forces to Support Student Involvement in Their IEPInvolvement in Their IEP

IDEA/ Invitation to Conference

SPPs/ Indicator 13NCLB/ Accountability

Student Student Involvement in Involvement in

Their IEP ProcessTheir IEP Process



Student Invitation to the IEPStudent Invitation to the IEP

►Mandated by IDEAMandated by IDEA► Invitation Does Not Equal Invitation Does Not Equal

ParticipationParticipation►Martin et al. (2004)Martin et al. (2004)



Findings Regarding Student Findings Regarding Student AttendanceAttendance (Martin et al., 2004)(Martin et al., 2004)



When Students Attend MeetingsWhen Students Attend Meetings (Martin et al., 2004)(Martin et al., 2004)

► Parents knew the reason for the meeting Parents knew the reason for the meeting and understood what was going onand understood what was going on

► Special educators talked lessSpecial educators talked less► Parents, gen ed, and related services felt Parents, gen ed, and related services felt

more comfortable saying what they thoughtmore comfortable saying what they thought► Administrators talked more about students Administrators talked more about students

strengths and interestsstrengths and interests► Parents and gen ed knew more of what to Parents and gen ed knew more of what to

do nextdo next► Gen Ed felt better when students attendedGen Ed felt better when students attended



Students Invited to IEP MeetingStudents Invited to IEP Meeting (TOPs data, O’Leary, 2007)(TOPs data, O’Leary, 2007)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

2002/2003

2003/2004

2004/2005

2005/2006



Indicator 13(IEPs and Postsecondary Goals)

Percent of youth aged 16 and above with an IEP that includes coordinated, measurable, annual IEP goals and transition services that will reasonably enable the child to meet the postsecondary goals. [20 U. S. C. 1416 (a)(3)(B)]



Item #1 from I-13 Checklist: Postsecondary Goal or Goals

• Measurable = Countable• An outcome, not a process• Education or Training (required)• Employment (required)• Independent Living (when appropriate)• Should reflect student input – first person,

transition assessment



Example Postsecondary Goal or Goals

• Upon completion of high school, John will enroll in the general Associates Degree program at Ocean County Community College in August of 2009.

• When I graduate, I’ll take classes toward my Associate’s Degree at OCC, starting in the fall.



Item #2: Annual IEP Goal(s)

• For each postsecondary goal there must be an annual goal(s) included in the IEP that will help the student make progress towards the stated postsecondary goal(s)



Item #3: Transition ServicesItem #3: Transition Services

• Instruction• Related Service(s)• Community Experience(s)• Development of Employment and Post-School

Objectives• Acquisition of Daily Living Skills (if appropriate)• Functional Vocational Evaluation (if appropriate)



Item #4: Evidence of Item #4: Evidence of CoordinationCoordination

► __► Evidence of parent consent Evidence of parent consent (student when age (student when age

of majority)of majority) to invite agency(ies) to invite agency(ies) ► Evidence that agency(ies) were invitedEvidence that agency(ies) were invited

Are there transition services listed on the IEP that are likely to be provided or paid for by an outside agency? If so, look for:



Item #5: Age-Appropriate Item #5: Age-Appropriate Transition AssessmentTransition Assessment

► Transition assessment is the ongoing process Transition assessment is the ongoing process of collecting data on of collecting data on the individual’s needs, the individual’s needs, preferences, and interestspreferences, and interests as they relate to as they relate to the demands of current and future working, the demands of current and future working, educational, living, and personal and social educational, living, and personal and social environments.environments. (From: Sitlington, Neubert, & Leconte, (From: Sitlington, Neubert, & Leconte, Career Development for Career Development for Exceptional Individuals, Exceptional Individuals, 1997, p. 70-71)1997, p. 70-71)



Item #5: Age-Appropriate Transition Item #5: Age-Appropriate Transition Assessment (continued)Assessment (continued)

► Age-appropriate: activities, assessments, content, environments, Age-appropriate: activities, assessments, content, environments, instruction, and/ or materials that reflect a student’s chronological instruction, and/ or materials that reflect a student’s chronological age age

► Transition Assessment can be Informal or FormalTransition Assessment can be Informal or Formal __ __ __

► Documenting use of age-appropriate transition assessmentDocumenting use of age-appropriate transition assessment Present Level of PerformancePresent Level of Performance Postsecondary Goals in 1Postsecondary Goals in 1stst Person Person List assessments in IEPList assessments in IEP



Item #6: Courses of Study Aligned Item #6: Courses of Study Aligned with Postsecondary Goal(s)with Postsecondary Goal(s)

► A multi-year description of coursework to A multi-year description of coursework to achieve the student’s desired post-school achieve the student’s desired post-school goals, from the student’s current to anticipated goals, from the student’s current to anticipated exit yearexit year

(From: Storms, O’Leary, & Williams[2000] (From: Storms, O’Leary, & Williams[2000] Transition Transition requirements: A guide for states, districts, schools, requirements: A guide for states, districts, schools, universities, and familiesuniversities, and families. Minneapolis, MN: Western . Minneapolis, MN: Western Regional Resource Center)Regional Resource Center)



AccountabilityAccountability



How Do We Increase Student How Do We Increase Student InvolvementInvolvement in Their IEP? in Their IEP?

►Think about the process you have in placeThink about the process you have in place Make the process student centeredMake the process student centered

►Teach students how to be engaged in the Teach students how to be engaged in the processprocess Evidence-based published curriculaEvidence-based published curricula Evidence-based practicesEvidence-based practices

►Build self-determination into the IEPBuild self-determination into the IEP



IEP Results Process for IEP Results Process for Transition ServicesTransition Services O’Leary, 2007O’Leary, 2007

Includes: Courses of study

Includes:•Instruction•Related services•Community experiences•Employment and other post- school adult living objectives

When appropriate:•Daily living skills•Functional vocational evaluation

Step IMeasurable

Post-secondary

Goals

Step II:Present Levels

of Academic Achievement

and Functional

Performance

Step III:Transitio

n Services

Step IV:Measurable

Annual Goals

Age-appropriate transition assessmen

ts

•Training•Education •Employment•Independent Living Skills – where appropriate

O’Leary, E., 2005 © Copyright



Published CurriculaPublished Curricula

►**Self-Advocacy StrategySelf-Advocacy Strategy►*Self-Directed IEP*Self-Directed IEP

►Next S.T.E.P.Next S.T.E.P.►Take Charge!Take Charge!►Take Charge for the Future!Take Charge for the Future!►Whose Future is it Anyway?Whose Future is it Anyway?* * strongest research evidence of effectivenessstrongest research evidence of effectiveness



The Self-Advocacy StrategyThe Self-Advocacy Strategy

Purpose:Purpose: Designed as a motivation strategy Designed as a motivation strategy to help students prepare for any type of to help students prepare for any type of education meetingeducation meeting

ComponentsComponents: : ► Choice and Decision-Making Choice and Decision-Making ► Self-AdvocacySelf-Advocacy► Self-AwarenessSelf-Awareness




Overview:Overview: Teaches students to use I- Teaches students to use I-PLAN strategy following Strategies PLAN strategy following Strategies Intervention Model; takes 7-10 days / Intervention Model; takes 7-10 days / 50 minute periods50 minute periods

MaterialsMaterials::►lesson planslesson plans►cue cards (transparencies, handouts, and/or cue cards (transparencies, handouts, and/or

worksheets)worksheets)



Steps of the IPLAN StrategySteps of the IPLAN Strategy

I I Inventory your strengthsInventory your strengths

PP Provide your inventory informationProvide your inventory information

LL Listen and respondListen and respond

AA Ask questionsAsk questions

NN Name your goalsName your goals




Field-tested with:Field-tested with: Students with Students with learning disabilities ages 14-21learning disabilities ages 14-21

Other:Other: ►single-subject & group studiessingle-subject & group studies ►students with cognitive disabilities and students with cognitive disabilities and emotional/ behavior disabilitiesemotional/ behavior disabilities



ChoiceMaker ChoiceMaker Self-Determination CurriculumSelf-Determination Curriculum

PurposePurpose: : Designed to teach students self-Designed to teach students self-determination skills to be successful in adult lifedetermination skills to be successful in adult life

ComponentsComponents: : ►Choice and Decision-MakingChoice and Decision-Making►Goal SettingGoal Setting►Problem-SolvingProblem-Solving►Self-EvaluationSelf-Evaluation►Self-AdvocacySelf-Advocacy►Self-AwarenessSelf-Awareness



ChoiceMaker ChoiceMaker Self-Determination CurriculumSelf-Determination Curriculum

OverviewOverview: Three strands: Three strands1.1. Choosing Goals: “Choosing Choosing Goals: “Choosing

Employment Goals”, “Choosing Employment Goals”, “Choosing Personal Goals”Personal Goals”

2.2. Expressing Goals: “Self-Directed Expressing Goals: “Self-Directed IEP”IEP”

3.3. Taking Action: “Take Action: Making Taking Action: “Take Action: Making Goals Happen”Goals Happen”



ChoiceMaker’s ChoiceMaker’s Self-Directed IEPSelf-Directed IEP

MaterialsMaterials: : ►teacher manual, videos teacher manual, videos ►ChoiceMaker Self-Determination Assessment ChoiceMaker Self-Determination Assessment ►student workbooksstudent workbooks

Field-tested withField-tested with: Students with : Students with mild disabilities ages 14-20mild disabilities ages 14-20

Other researchOther research::



Lesson StructureLesson Structure►Cumulative ReviewCumulative Review►Lesson PreviewLesson Preview►Vocabulary InstructionVocabulary Instruction►Video / ExampleVideo / Example►Sample SituationsSample Situations►Workbook / Written NotesWorkbook / Written Notes►EvaluationEvaluation►Relate to Personal ExperienceRelate to Personal Experience



11 Steps to the 11 Steps to the Self-Directed IEPSelf-Directed IEP► Begin meeting by stating purposeBegin meeting by stating purpose► Introduce everyoneIntroduce everyone► Review past goals and performanceReview past goals and performance► Ask for others’ feedbackAsk for others’ feedback► State your school and transition goalsState your school and transition goals► Ask questions if you don’t understandAsk questions if you don’t understand► Deal with differences in opinionDeal with differences in opinion► State the support you’ll needState the support you’ll need► Summarize your goalsSummarize your goals► Close the meeting by thanking everyoneClose the meeting by thanking everyone► Work on IEP goals all yearWork on IEP goals all year



Next S.T.E.P.Next S.T.E.P.

PurposePurpose: : Designed to teach high school Designed to teach high school students how to plan for their lives after school.students how to plan for their lives after school.

ComponentsComponents: : ►Decision and Choice-MakingDecision and Choice-Making►Self-AwarenessSelf-Awareness►Goal SettingGoal Setting►Self-EvaluationSelf-Evaluation




OverviewOverview: Consists of 19, 50 minute : Consists of 19, 50 minute lessons. Goes through:lessons. Goes through:

• know thyselfknow thyself• areas of transition planningareas of transition planning• setting goals and developing a plansetting goals and developing a plan• the transition planning meetingthe transition planning meeting• implementing the planimplementing the plan




MaterialsMaterials: : ►Teacher manual, videotape Teacher manual, videotape ►brochures brochures ►workbooksworkbooks

Field-tested withField-tested with: Students with : Students with mild mental retardation ages 14-19mild mental retardation ages 14-19



TAKE CHARGE and TAKE TAKE CHARGE and TAKE CHARGE for the Future!CHARGE for the Future!

PurposePurpose: : Designed to give teenagers tools & skills Designed to give teenagers tools & skills to help them steer their own lifeto help them steer their own life

ComponentsComponents: : ► Choice & Decision making Choice & Decision making ► Self-awarenessSelf-awareness► Goal setting & attainmentGoal setting & attainment► Self-advocacySelf-advocacy► Self-evaluationSelf-evaluation




OverviewOverview: : ►Dream – plan your futureDream – plan your future►Set Goals – decide what you are going Set Goals – decide what you are going

to doto do►Problem-Solve – figure out how to do itProblem-Solve – figure out how to do it►Prepare – get readyPrepare – get ready►Do It! – take actionDo It! – take action




MaterialsMaterials: :

TAKE CHARGE TAKE CHARGE ► Implementation Implementation

GuideGuide► WorkbookWorkbook► Student GuideStudent Guide► Parent HandbookParent Handbook

TAKE CHARGE for TAKE CHARGE for the Future!the Future!

► Class GuideClass Guide► Activity Checklist Activity Checklist

Companion GuideCompanion Guide► Guide for ParentsGuide for Parents► VideoVideo




Field-tested withField-tested with: :

TAKE CHARGE - TAKE CHARGE - 12 – 18 year olds with mild 12 – 18 year olds with mild cognitive disabilities, orthopedic cognitive disabilities, orthopedic impairment, and other health impairmentimpairment, and other health impairment

TAKE CHARGE for the Future! – TAKE CHARGE for the Future! – 14 – 17 14 – 17 year olds with E/BD, LD, OHI, cognitive year olds with E/BD, LD, OHI, cognitive disabilities, orthopedic impairmentdisabilities, orthopedic impairment



Whose Future is it Anyway?Whose Future is it Anyway?A Student-Directed Transition Planning ProcessA Student-Directed Transition Planning Process

PurposePurpose: : Designed for students to learn to Designed for students to learn to participate in their transition planning processparticipate in their transition planning process

ComponentsComponents: : ►Choice and Decision-MakingChoice and Decision-Making►Goal SettingGoal Setting►Self-EvaluationSelf-Evaluation►Self-AdvocacySelf-Advocacy►Self-AwarenessSelf-Awareness



Whose Future is it Anyway?Whose Future is it Anyway?A Student-Directed Transition Planning A Student-Directed Transition Planning

ProcessProcessOverviewOverview: Students read and work : Students read and work

through at their own pace; through at their own pace; teacher’s role is coach & guideteacher’s role is coach & guide



Whose Future is it Anyway?Whose Future is it Anyway?A Student-Directed Transition Planning A Student-Directed Transition Planning

ProcessProcess

MaterialsMaterials: : ►Student workbook Student workbook ► Coach’s GuideCoach’s Guide

Field-tested withField-tested with: : Students with mild Students with mild to moderate mental retardation ages 15-to moderate mental retardation ages 15-2121



Choosing a CurriculumChoosing a Curriculum► Intended audienceIntended audience►Match between skills covered and Match between skills covered and

students’ needs (including students’ needs (including adaptability)adaptability)

►Prerequisite skillsPrerequisite skills►Type of materials providedType of materials provided►Lesson plans easy to useLesson plans easy to use►Field testedField tested►Bottom lines: time and moneyBottom lines: time and money



The IEP Process The IEP Process (Konrad & Test, 2004)(Konrad & Test, 2004)

• PlanningPlanning

• Drafting the PlanDrafting the Plan

• Meeting to Revise the DraftMeeting to Revise the Draft

• Implementing the PlanImplementing the Plan



PlanningPlanning

• Student understands the IEP process and Student understands the IEP process and formatformat

• Student helps identify strengths, needs, and Student helps identify strengths, needs, and goalsgoals

• Most published curricula have excellent Most published curricula have excellent materials for helping students identify materials for helping students identify strengths, needs, and goalsstrengths, needs, and goals

• Provide community-based experiences Provide community-based experiences (vocational, residential, leisure/recreation, (vocational, residential, leisure/recreation, educational) educational)



Drafting the PlanDrafting the Plan

• Students use IEP TemplateStudents use IEP Template

• Write in first-personWrite in first-person•Present Level of PerformancePresent Level of Performance

•Goals and ObjectivesGoals and Objectives

•Services and AccommodationsServices and Accommodations



Meeting to Revise the DraftMeeting to Revise the Draft

• Student makes introductionsStudent makes introductions• Student presents some contentStudent presents some content• Student leads meetingStudent leads meeting• Use published curriculaUse published curricula• Use of assistive technology to enhance Use of assistive technology to enhance

meeting participationmeeting participation



Implementing the PlanImplementing the Plan

• Goal settingGoal setting

• Self-monitoringSelf-monitoring



Examples from the Field of Examples from the Field of Students Involved in Their IEP Students Involved in Their IEP

ProcessProcess……



Sample IEP GoalsSample IEP Goals (Wood et al., 2002)(Wood et al., 2002)

Goal:Goal:



SD accomplished through student SD accomplished through student driven IEPdriven IEP

► Self-AwarenessSelf-Awareness► Choice-MakingChoice-Making► Decision-MakingDecision-Making► Goal SettingGoal Setting► Problem SolvingProblem Solving► Self-AdvocacySelf-Advocacy► Self-EfficacySelf-Efficacy► Self-RegulationSelf-Regulation(Self-Determination Synthesis Project)(Self-Determination Synthesis Project)



ResourcesResourcesNational Secondary Transition Technical Assistance National Secondary Transition Technical Assistance

CenterCenter www.nsttac.orgwww.nsttac.org Zarrow Center for Learning EnrichmentZarrow Center for Learning Enrichment

The Beach Center (University of Kansas)The Beach Center (University of Kansas)

Self-Determination Synthesis ProjectSelf-Determination Synthesis Project www.uncc.edu/sdspwww.uncc.edu/sdsp//

Self-Determination Technical Assistance CentersSelf-Determination Technical Assistance Centers www.sdtac.uncc.eduwww.sdtac.uncc.edu



Contact UsContact Us

Catherine Fowler, Project CoordinatorCatherine Fowler, Project [email protected]@uncc.edu704-687-8735/ 704-687-6327 (TTY), 704-687-8735/ 704-687-6327 (TTY), 704-687-2916 (fax)704-687-2916 (fax)9201 University City Blvd.9201 University City Blvd.UNC Charlotte/ SPCD/ College of Ed. 301UNC Charlotte/ SPCD/ College of Ed. 301Charlotte, NC 28223Charlotte, NC 28223www.nsttac.orgwww.nsttac.org

National Secondary Transition Technical Assistance Center Student Involvement in Their IEP Development Catherine H. Fowler NM Summer Cadre Meeting/ Transition.

Documents

transition services

iep process slide

students strengths

iep idea invitation

gen ed

a3b slide

annual iep goals

student attendance martin