Creating Child/StudentCentered Outcomesthrough Collaborative IEPsBeth Swedeen and Sue AlbertApril 27, 2012Circles of Life Conference
Collaborative IEPsWhat do you think is the #1 predictorof post-school success for studentswith disabilities?
Collaborative IEPsThis session is premised on these core values…• Segregated education leads to a segregated life; inclusive education is the door to an inclusive life in the community• Collective thinking is always richer and broader than a single person’s ideas• The most important indicator of success is a child’s academic/social progress and enjoyment of school
Collaborative IEPsWhat is a collaborative IEP process?• The IEP should be a master plan for how a child will be supported to be successful and make maximum progress in school• It should be a living document for the whole year• It is not one big meeting once a year
Collaborative IEPsWhat is a collaborative IEP process?• It is not just a service plan• It is developed with a team who work collaboratively• It includes school staff, the family, the student and others who may have useful information and ideas that would improve the student’s plan
Collaborative IEPsWhat is a collaborative IEP?• A document developed by the family, student, school and community staff who know the child/student.• A document developed by a team who works collaboratively.• A document that provides a master plan for how the child/student will be supported to maximize progress.
Collaborative IEPsBeginning the collaborative process: building theteam• Who do you want there• The LEA rep• General and Special educators• The role of the student
Collaborative IEPsWhat are the steps to a collaborative IEPmeeting?All IEP members come to the meeting prepared toshare information about the child/student
Collaborative IEPsThe flow of the meeting• Preparing ahead of time• Why an agenda is important
Collaborative IEPsWhat are the topic areas discussed at acollaborative IEP meeting:• What is the child/student able to do now (strengths, needs and parent concerns)?• What are other children/students same age doing?• What do we want the child/student to be doing one year from now?• What services are needed so the child/student can accomplish these goals?
Collaborative IEPsWhat are key components to conducting acollaborative IEP meeting?• Facilitator• Time-keeper• Recorder
Collaborative IEPsGathering information• Student history• Family dreams and goals• Top areas to focus on for the year• Strengths and resources• Concerns for the future
Collaborative IEPsChoosing goals• Should have a limited number• Prioritize importance• Think through the lens: • age-appropriate • achievable in a year • useful • based on current level • in line with student of performance preference • reflect communication needs
Collaborative IEPsWhat is the purpose of goals?• Reflect the student’s goals and dreams for the future• Provide the tools and preparation needed to live that life
Collaborative IEPsMatching goals with services and supports:the triangle for success
Collaborative IEPs Personal Supports Triangle of Supports Curriculum Accommodations Instructional and and Modifications Assistive Technology Castagnera, E., Fisher, D., Rodifer, K., Sax, C., & Frey, N. (2003). Deciding what to teach and how to teach it: Connecting students through curriculum and instruction (2nd ed.). Colorado Springs, CO: PEAK.
Collaborative IEPsPersonal Supports• Full/part-time staff• Preservice student staff• Peers• Can be intermittent• Preferably fades over time• Based on student needs, not staff/school schedules
Collaborative IEPsAccommodations: changes to the “how”• An accommodation provides a student with access to information to create an equal opportunity to demonstrate knowledge and skills.• Accommodations do not change the instructional level, content, or performance criteria for meeting the standards. the How
Collaborative IEPsModifications: changes to the “what”• A modification is a change in what a student is expected to learn and/or demonstrate.• While a student may be working on modified course content, the subject area remains the same as the rest of the class. the What
Collaborative IEPsWARNING!Modifications and accommodations are only asgood as the curriculum they are derived from.Nothing will compensate for boring, meaningless,and ineffective instruction and materials.
Collaborative IEPsHigh-tech itemsHigh-tech items like augmentative communicationdevices (ACD), like speech recognition software.Also can include non-disability technology like:iPads, cell phones, MP3 players, and alarm clocks.
Collaborative IEPsOther considerations…• Measuring progress• Regular communication: what modes are most effective for you?• When challenges come up….
Collaborative IEPsA word about placement…• It is the final consideration in the IEP process after all other portions have been considered• Least Restrictive Environment premise: ALL children are in the general education classroom; if other locations will be used, there must be documentation why• LRE includes extracurriculars and other activities
Collaborative IEPsThank you for attending!• Beth Swedeen, WI-BPDD email@example.com• Sue Albert, Preschool Environments firstname.lastname@example.org