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Empowerment through Engagement: Implementing Student Led IEPs
The document outlines the implementation and benefits of student-led Individualized Education Programs (IEPs) in Dunlap School District #323. It emphasizes student empowerment through active participation in IEP meetings, promoting skills such as self-advocacy and goal setting, while also addressing potential obstacles and the importance of stakeholder involvement. The process involves structured guidelines and feedback mechanisms to enhance student engagement and success in their educational journey.
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Empowerment through Engagement: Implementing Student Led IEPs
- 1. Mandy Ellis Empowerment through Engagement: ImplementingStudent-Led IEPs Dunlap School District #323
- 2. Objectives • Benefits ofStudent-Led IEPs • Implementation Guidelines • Obstacles of Implementation • Stakeholder Involvement
- 3. •Take a TestDrive •Read the Owner’s Manual •Set Direction •Follow the Map •Maneuver the Obstacles •Start their engines •Provide Opportunity for Feedback If you don’t know where you are going, any old road will get you there….
- 4. Student Benefits ofStudent-Led IEPs • Reading and Writing in Context • Goal Setting • Self-Advocating • Using Presentation Skills • Listening and Responding • Compromising • Summarizing
- 5. Additional Benefits ofStudent-Led IEPs • Structured Meeting Flow • Parent Involvement • Family-Centered • Increased Team Dialogue
- 6. Take a TestDrive Student Survey • Ongoing • Drive Instruction • Provide Focus • Dashboard View
- 7. Feedback Drives Improvement 11.5 2 2.5 3 3.5 4 4.5 5 I know who attends my IEP meeting I know why we have an IEP meeting I know the parts to the IEP meeting I know what happens at the IEP meeting I feel involved in the IEP planning process I know what related services I receive I know what my accommodations are I know my goals I know why I have an IEP I know what an IEP is I track my progress towards my goals I get the help I need to be successful I can communicate my needs to my teachers I am proud of who I am The IEP Meeting After Annual Reviews Start of Year
- 8. • Age-Appropriate Dialogue • SafeEnvironment Read the Owner’s Manual
- 9. Re-Read the Owner’sManual • “Introduction to Your IEP” Presentation by Special Education Teacher – What an IEP is – Why you have an IEP – What goals are written in your IEP – What accommodations you have – What related services are – What an IEP meeting is and how to present at your own IEP!
- 10. Set Direction • Studentstrengths • Goals • Accommodations • Feedback from stakeholders • A Plan for Services and Placement
- 11. Introductions My strengths Myprogress towards current goals My services and placement My IEP Meeting My teacher’s Input My accommodations My goals for the future My parents’ input Follow the Map
- 12.
- 15. “I love gettingready for exciting things, even if I am nervous.”” 4th Grade Student
- 17. Additional Activities toConsider • Write a statement regarding their present levels of performance • Compose business letters and address envelopes inviting IEP members to the meeting • Conduct a self-assessment regarding their learning styles. • Through these activities, students become more aware of their abilities, develop key communication skills and reinforce 21st century skills.
- 18. Maneuver the Obstacles •Student Concerns • Parent Concerns • Student Ability to Present Soliciting Stakeholder Feedback is vital throughout the process!
- 19. Delta: “My MomThere” 5th Grade Student
- 20. Delta: “I amscared to talk at the meeting!” 5th Grade Student
- 21.
- 22. Start Your Engines…IEP Day! • Meetings are allotted 45 minutes • Students greet the IEP team members • Students facilitate introductions • Students begin the IEP meeting • Students are prompted to engage team members • All members of the IEP team provide feedback.
- 23. Celebrate Student Success •Student-led IEPs are the vehicles for driving continuous improvement and developing 21st century skills. • As a special education teacher, there is no greater victory than seeing a child empowered through engagement in their learning.
- 24. 4th Grade Student:“I learned I even have an IEP”
- 25.
- 26. References For electronic resourcescreated and used to implement student-led IEPs, visit http://wilderwaiteresourceroom.wikispaces.com/indivi dualized+education+planning. For more information about Dunlap School District #323, visit www.dunlapcusd.net/pages/splash.aspx Becky Wilson Hawbaker, “Student-led IEP meetings: Planning and Implementation Strategies,” TEACHING Exceptional Children Plus, Vol. 3, No. 5, 2007, http://journals.cec.sped.org/tecplus/vol3/iss5/art4.