Student-direction of IEP’s 7/27/20152Colleen A. Thoma, PhD. VCU Preparation Meeting Implementation/ Evaluation

Student-direction of IEP’s

7/27/2015 2Colleen A. Thoma, PhD. VCU

Why student direction of IEPs?Increase in student self-determination skills

Self-advocacyProblem-solvingGoal setting and attainmentSelf-observation, self-monitoring, self-

instructionChoice-making, decision making

Improvement in transition planningImprovement in motivation and interestIncrease in collaboration and communication

Colleen A. Thoma, PhD. VCU 3

ContinuumWe propose that student direction of an IEP

can be conceptualized as a continuum

4Colleen A. Thoma, PhD. VCU

Continuum RecommendationsIf you think broadly, you can find ways

that students can be more involvedThink of ways to use technology

creatively to give students a chance to have a voice in the process

Students need to start being involved in elementary school to have time to their build capacity

When students are involved, the tone of the meeting often becomes more collaborative, positive and therefore, useful


Includes involving familiesIntroduce parents to the processAddress their concerns and/or questionsGive them real ways to participate

PreparationMeeting itselfImplementation/evaluation

8/2/2010 Colleen A. Thoma, PhD. VCU 6

Example from bookChapter 2:Before the IEP brochure


Includes cultural awarenessRemember that self-determination does not

mean doing it all yourselfSelf-determination/self-direction is about

making decisions within the context of your environment and the people in your life (family, friends, teachers, employers, neighbors, priests/ministers, etc.)


Pre-meeting ComponentsStudent learns about the IEP process,

including rights and responsibilitiesStudent and team organize the logistics

of the meeting: who, what, when, where, why

Student participates in assessments that provide valuable information for decisions made during the meeting

Student and team drafts goals for the year and/or transition outcome goals

Identify and prepare support strategies that will facilitate student direction


Pre-meeting RecommendationsThe success of the IEP meeting can be

increased by increasing student involvement in the pre- and post-meeting activities

Invite participants Practice, practice, practice Include meeting preparation activities

in existing classes Consider where and when


Example from bookFrom Chapter 2: Preparing for the Meeting


Meeting ComponentsStudent attends meetingIntroduction of participantsState the purpose of the meetingSummarize assessment information and

present levels of performanceSummarize transition goals (if applicable)Identify goals for yearIdentify accommodations, supports, servicesSummarize discussionThank everyone for coming!


Meeting RecommendationsShare accomplishments first, then challengesIdentify preferences, interests, strengths,

needsShare purpose of meeting so participants are

ready to collaborate and share perspectivesThink creatively about how to facilitate

student involvementTechnologySamples of workVideo/audio


Example from bookTranslating preferences to activities

Implementation/Evaluation ComponentsDiscuss the meeting and make

decisions/recommendations for next meeting

Discuss follow-up: sharing goals, accommodations, supports, services with others who need to know

Discuss data collection strategiesIdentify evaluation procedures: who,

what, when, whereIdentify communication strategies re: progress or lack thereof


Implementation/EvaluationDon’t wait to follow-up/debrief from meetingGet input from all/most participantsIdentify data collection and analysis timelines

and methodsInvolve students in communicating IEP goals,

objectives, supports, services, accommodations

Summarize progress


Example from bookAfter the meeting


•Strengths - bowling, playing basketball and kickball, shredding papers, writing, coloring, and using the dryer when doing laundry • Weaknesses - reading, walking the dogs, riding a skateboard, playing volleyball, dancing, and science class (because it is too hard)

• Favorite Class - science, even though it's hard

• Lease Favorite Class – math

•Vocational - she really enjoys using the washing machine when doing laundry and does not like working in the kitchen (because it's too hard). Eventually she would like to work in an office setting answering telephones.


Parent Voice: On an information sheet sent home, Kara’s parents stated “we would like to emphasize vocational skills through employment (jobs) in and out of school…We also feel it is important to keep track of personal belongings, making an appropriate lunch, and learning serving sizes for food portions.”

Accommodations:* Reading of assignments, tests, quizzes, and other assessments-Kara stated that we can help her by reading to her 19Colleen A. Thoma, PhD. VCU

•Kara had a total of 5 annual IEP goals- Speech and Language- Transition- Math- Life Skills- Reading

•All goals were developed based on Kara’s current strengths and weaknesses, as noted in the Present Level of Performance by student, parents, and teachers.

•Most (3 out of 5) of the goals were written while keeping in mind Kara’s voice as seen in her presentation.


Using a job rating form Kara will receive an average score of 85% in the area of work attitudes and behaviors in jobs located in the school and/or community. Benchmarks:1)Kara will work independently to complete job tasks within a specified time period (given by supervisor) 8 out of 10 times.

2) Kara work independently to complete a job task, and immediately move onto the next task, without asking for help within a specified time period (given by supervisor) 8 out of 10 times.

3)Kara will recognize and correct errors when completing a job task on 8 out of 10 observations. 21Colleen A. Thoma, PhD. VCU

Kara will perform food preparation tasks on 80% of documented opportunities by February 20.

Benchmarks:1)When given a choice between different recipes, Kara will choose the healthier recipe and indentify the appropriate materials needed to prepare a meal on 8 out of 10 documented opportunities.

2)When given a recipe, Kara will indentify and follow the appropriate steps, in order, and prepare the meal with no more than 5 errors on 8 out of 10 documented opportunities.


Tips, strategies and resourcesTips and strategiesStudent examples across the continuumResources from book

Student-directed IEP curriculaWebsitesResearch




Making it work for you


Incorporating this information:Start with an honest assessment of

what you already doIdentify a goal for improvementIdentify ways to build strengthIdentify those who are critical to

successIdentify half-way point, one-quarter

point, immediate next steps


Examples: Logan & MaxWatch the two examples of student-directed

IEP processes. On the discussion board, answer the

following questions: What were the differences/similarities you

noticed in these meetings?How did they make sure the student’s voice

was heard?How do you think you can implement at least a

first step in student-direction into your IEP process?

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Documents

Student-direction of IEP’s 7/27/20152Colleen A. Thoma, PhD. VCU Preparation Meeting Implementation/ Evaluation