Creating Change: Student-Led IEPs & Youth Engagement as a Dispute Resolution Option

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Creating Change: Student-Led IEPs & Youth Engagement as a Dispute Resolution Option Sarah Grime, David Friedemann, Moneé Wright March 15, :30 pm 3:45 pm ET (11:30-12:45 PT) Note: The PowerPoint is
Creating Change: Student-Led IEPs & Youth Engagement as a Dispute Resolution Option Sarah Grime, David Friedemann, Moneé Wright March 15, :30 pm 3:45 pm ET (11:30-12:45 PT) Note: The PowerPoint is currently available on the CADRE website Technical Stuff: Please enter any questions or technical difficulties into the chat box. Thank you for taking the time to answer the webinar poll questions! (Note: The poll questions will appear on your screen until we remove them) 1 Washington, DC to Eugene, OR Schools & student engagement in DC Schools & student engagement in Eugene SLIEP & Youth Engagement as a Dispute Resolution Option Stage 1: Prevention (CADRE Continuum) Increasing the capacity of students to meaningfully participate, collaborate and problem solve Photos in this presentation are from The Best Me I Can Be film produced in collaboration and with funding from the DC Office of the State Superintendent of Education Defining the Student-led IEP Occurs within the context of the overall IEP process Specific roles vary and are individualized based on age, needs, abilities Approach can be utilized from K to 12 th Grade Requires investment in preparing student & parents Substance: meaningful student participation in IEP development Process: the student takes a leadership and decision-making role Adapted from the Student-led IEP Toolkit available on the DC Office of the State Superintendent of Education Secondary Transition Website IEP Participation Spectrum Student engagement levels based on individual needs and abilities IEP takes place without student present Student present with minimal participation and/or preparation Student present with some participation (presents information, gives input into goals, answers questions) Student present and actively participates Student present and takes responsibility for one piece of the process Student present and takes responsibility for most of the process Adapted from the Student-led IEP Toolkit available on the DC Office of the State Superintendent of Education Secondary Transition Website Research Student develops stronger self-advocacy and self-determination skills, leads to increased self-confidence Students gains greater knowledge of disability and accommodations Increased parent and general education teacher participation Less tension meeting environment becomes a forum for inclusive positive communication between all participants Reduced stigma associated with having a disability Allowing students to play a decision-making role leads to increased student engagement and accountability Improved transition outcomes It s really helped me to gain a better understanding of how vulnerable it is not to have that information. Now that he has that information me and my husband can sit back and say OK. So thumbs up to him. I m really excited about it, really excited. - parent Tips for Getting Started Buy in & training for schools Prepare schools & parents Assess students self-advocacy skills Variety of assessments and self-determination checklists available on Develop a goal and plan for each student Prepare the student Watch the magic happen In DC, OSSE and the Secondary Transition CoP provided materials and coaching to support the work at each school. Steps for Preparing Students Build self-awareness Disability Abilities & Limitations Needs & Supports Goals Understand the IEP Rights Process Review own IEP Plan for Participation Introductions & Facilitation Ground rules Use technology Create out for student Provide opportunities for practice Utilize Assistive Technology Develop PowerPoints Student demos their assistive technology during the meeting Video tape the presentation ahead of time if student is nervous Record the IEP meeting and use it to debrief with student after the meeting Ask student to take pictures to tell their story I m Determined Video The Importance of Assistance Technology OC Student Participation Prepare & send invitations Request accommodations Conduct introductions Make a presentation Communicate strengths, weaknesses, needs, & interests Define future goals, dreams, and aspirations Write sections of the IEP Facilitate all/part of the meeting Tips Be flexible about the way each school builds in time to work with students. Apply self-advocacy skills beyond the IEP meeting. Involve students in many ways that work for them. Provide teachers and parents with tools for talking to students about their disability. Impact of Increased Participation Students who lead and participate in IEP meetings gain: Greater awareness about their disability Understanding of how their disability impacts their academic performance Increased self-determination skills Knowledge about available and appropriate accommodations Familiarity with the IEP process When you are out of school - an adult - you have to take care of everything. You need practice. If only the parents talk, the kids won t be prepared for life. - Adult Self-Advocate, DC Advocacy Partners Implementing SLIEPs in DC Collaborative initiative with OSSE, DCPS, charter schools, the DC Secondary Transition Community of Practice, and SchoolTalk DC Student-led IEP Demonstration Project: Best Me I Can Be Video Student-led IEP Toolkit Video & Toolkit Modules Module 1: Getting Started Module 2: Building Self-Awareness Module 3: Understanding Your IEP Module 4: Preparing for Participation Module 5: Student-led IEPs In their words Now I can tell people like my teachers what I need, my goals, and what I don t need student When I get to middle school I want to achieve all my goals. Especially, my math goals. When I grow up I want to be an archeologist, a scientist, a biologist, and a basketball player. My career goals are all involve math which makes it important for me to strengthen my skills student I ve seen that what really determines a student s success is not the severity of their disability. Its how engaged they are and using strategies to overcome it. The kids who really say yes, I know that strategy works for me and I am going to try it, they are the ones who do well. - Director of Student Support Services Quotes from The Best Me I Can Be film produced in collaboration and with funding from the DC Office of the State Superintendent of Education Expansion in DC DCPS self-advocacy curriculum CoP resources & videos for how to talk to students about their disabilities + public awareness campaign OSSE professional learning community for SLIEPs with more significant disabilities Arts-based initiatives Beyond IEPs CIRCLES Year 3 Restorative Justice Pilot DC Youth Leaders Peer Network I m Determined VA The I m Determined project, a state directed project funded by the Virginia Department of Education, focuses on providing direct instruction, models, and opportunities to practice skills associated with self-determined behavior. This project facilitates youth, especially those with disabilities to undertake a measure of control in their lives, helping to set and steer the course rather than remaining the silent passenger. Sources Benz, M. R., Lindstrom, L., & Yovanoff, P. (2000). Improving Graduation and Employment Outcomes of Students with Disabilities: Predictive Factors and Student Perspectives. The Council for Exceptional Children, 66(4), Cho, H. J., Wehmeyer, M., & Kingston, N. (2011). Elementary Teachers Knowledge and Use of Interventions and Barriers to Promoting Self-Determination. The Journal of Special Education, 45(3), DC Public Charter School Student Enrollment District of Columbia Public Charter School Board. DCPS at a Glance Enrollment. District of Columbia Public Schools Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development For Exceptional Individuals, 17, I m Determined Learn DC. Office of the State Superintendent of Education Marshall, L. H., Martin, J. E.,. Maxson, L. M., Miller, T. L., McGill, T., Hughes, W. M., & Jerman, P. A. (1999). Take action: Making goals happen. Longmont, CO: Sopris West. Martin, Jim. Time is Now! University of Oklahoma at Norman Zarrow Center. PowerPoint Sources Mason, C. Y., McGahee-Kovac, M., & Johnson, L. (2004). How to help students lead their IEP meeting. TEACHING Exceptional Children, 36(3), Mason, C. Y., McGahee-Kovac, M., Johnson, L., & Stillerman, S. (2002). Implementing Student-led IEPs: Student Participation and Student and Teacher Reactions. Career Development for Exceptional Individuals, 25(2), Mitchell, V.J., Moening, J.H., & Panter, B.R. (2009). Student-led IEP Meetings: Developing Student Leaders. Journal of the American Deafness & Rehabilitation Association (JADARA), Conference Issue, OSSE Child Count Analysis 2014 Child Count Part 1. Office of the State Superintendent of Education. SchoolTalk. Thomas, C. A., & Wehman, P. (2010). Getting the Most Out of IEPs: An educator s guide to the student- directed approach. Baltimore, MD: Paul H. Brookes Publishing Co. Wehmeyer, M. L., & Palmer, S. B. (2003). Adult Outcomes for Students with Cognitive Disabilities Three-Years After High School: The Impact of Self-Determination. Education and Training in Developmental Disabilities, 38(2), The Zarrow Center for Learning and Enrichment Zeller, R. & Whitehorne, A. IDEA Dispute Resolution Data Summary for: District of Columbia to CADRE, December Thank you for joining us! Please take a few minutes to respond to this brief survey about your experience: Webinar Survey 22 Upcoming Webinar Constructive Individual and Systemic Approaches to Helping Frequent Filers Presenters: Suzanne McDougall & Marshall Peter June 8, :30 pm 3:45 pm ET (11:30-12:45 PT) Registration Open Soon Check the CADRE Website! 23
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