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/
17
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?
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
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
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
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…
Contact InformationGeorgia Department of Education
Division for Special Education Services and Support
Professional Learning Unit404-656-3963
Cindy Saylor, ASPIRE Consultant [email protected]
Colleen Lambert, ASPIRE Consultant [email protected]
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.