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Student-Led IEPs
A Guide for Student Involvement
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Why?
• Student’s don’t fully understand their exceptionality – their individual strengths and weaknesses or what accommodations they need for post secondary success.
• Student’s have not developed self-advocacy skills
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Why not?
• Student’s become better self-advocates
• Person centered planning leads to greater self-determination
• Student’s understand their exceptionality and what will enhance their educational lives
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5 Stages to Success
• Develop a Student Led IEP Program• Help students to understand their IEPs• Engage students in the IEP process• Prepare students to participate in and/or
lead their IEPs• Monitor ongoing self-advocacy
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Develop a Student-Led IEP program
• Involve Administrators• Involve Parents• Select Students• Ensure Confidentiality • Determine Instructional Goals • Plan lessons• Schedule time
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Involving Administrators
• Student participation• Parental Notification• Confidentiality• Student access to their IEPs• Scheduling
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Parental Involvement
• Explain the process• Ensure rights will not be violated• Parents participation still valued
and needed• Answer their questions
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Selecting Students
• ALL students can benefit• If you need to start small, start
with those you predict will have a high probability of success
• Start with those who already demonstrate leadership skills
• Choose how each student will participate
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Determining Instructional Goals• The student will understand the purpose
of an IEP and be familiar with its parts• The student will gather information from
the educational team prior to the IEP• The student will prepare PLP, Transition
Input to present at the IEP• The student will co-present or lead
his/her IEP
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Planning Lessons
• Identification• Present Level of Educational
Performance• Annual Goals• Accommodations• Services
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Scheduling Time
• Group lessons• Individual lessons
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Helping Students to Understand their IEP• Purpose• Rationale• Parts of the IEP
• Where are you now (PLP)• Where do you need to be a year from now?
(Annual Goals)• How are we going to help you get there?
(Services, Modifications, etc)
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Activities
• What does my IEP look like?• What does it mean to be gifted in NM?• Study of the law• How do I learn?
• Easiest• Hardest• Helps me to learn• Hinders my learning• What do others do to help me learn
• How do I transition to Adult Life (14 and up)
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Student Glossary• Identification – exceptionality – disability• Present Level of Performance• Transition Planning• Annual goal, objectives, benchmarks• Special Factors• Positive Behavior Intervention• Accommodation/Modification• State and District Testing• Extended School Year• Specially Designed Instruction• Related Services• Supplementary Aids and Services• Placement• Least Restrictive Environment• Confidentiality
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Engaging Students in Developing IEPs
• Helping Students Access their IEPs• Review each section• Ask clarification questions• Highlight statements that you
disagree with• Add your own ideas for things you
think need to be added
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Reviewing Goals and Objectives
• += completed goal/objective• - = incomplete goal/objective• ?=disagreement with
goal/objective• Be able to give evidence of
success• Get input from other sources
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Reviewing the Service Plan
• + = successful accommodation• - = unsuccessful accommodation
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Suggestions for Transition Aged Students
• Informal and/or formal interest inventory
• Career Exploration• Scholarship Opportunities• College Entrance Exams• College Exploration• Transfer of Rights
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Helping Students Write their IEP• PLP-Describe exceptionality in your own
words• PLP-Develop a list of strengths and
educational needs• Goals - add based on the educational
needs identified in PLP• Accommodations – review an
accommodations checklist• What do you think you should be doing
to get ready for next year
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Preparing Students to Participate in their IEPs
• Preparing for the meeting• Start with an agenda• Provide Students with prompts• Give instruction in listening, asking
questions, stating disagreements in an appropriate way
• Taking notes
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Preparing Students to lead their own IEPs
• Greeting• Introductions• Review Ground Rules• Review Agenda• Deal with differences of opinion• Summarize • Thanks
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Agenda• Introductions• Ground Rules• Where is the student now? (PLP)• Where does the student need to be
a year from now? (AG&OBJ)• How are we going to get him there?
• Considerations/Accommodations/• State and District Wide Assessment• Services• ESY
• LRE• Debrief the IEP
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Ground Rules• The IEP will start and end on time.• Don't interrupt when another participant "has
the floor." (This includes no “sidebar” conversations.)
• Don't criticize the ideas of others. (No put downs)
• Build on the ideas shared by others.• Remain open-minded and non-judgmental.• Everyone participates, no-one dominates.• Complaints are okay when they come
packaged with a solution.• Make compromises when necessary.• Stick to the Agenda and time frames.• The Facilitator is empowered to enforce
ground rules.
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Setting up the Meeting
• Formal Notice• Reminder
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Train other staff members
• Look at the student when he/she is talking
• Use the student’s name• Do not refer to the student in the third
person, refer all comments about the student to the student
• Ask the student questions first• Always allow the student to finish
speaking• Restate what you heard the student say
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Provide Support During the IEP Meeting• Although the student is facilitating, you
must have an IEP record keeper• Acknowledge the preparation that the
student did for the meeting• When discussing difficult topics, keep
the focus on student strengths• Create a visual signal for the student to
use if he/she becomes overwhelmed• Use the time-out technique to intervene
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Time-Out
• Acknowledge the issue• Provide an alternative means to
address the issue• Restate IEP expectations• Empower to help
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Debriefing the Meeting
• Praise the student’s participation• Encourage student to send thank-
you notes to the participants• Evaluate the student’s
participation
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Participation Criteria
• Led the IEP• Described their exceptionality and
impact• Described present level of performance
including strengths and weaknesses• Reported test results• Described current problems in class• Described transition plan• Recommended IEP goals• Described needed accommodations• Described legal requirements
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Resources
• Student-Led IEPs, A guide for Student Involvement, Marcy McGahee, CEC,
• www.cec.sped.org