Student-led IEPs

Presented by:Madison Rowlison and Lori

Comallie-Caplan

Did you know you have an exceptionality?

What are your strengths?

What are your weak areas?

What do you need school to do for you?

Think about these questions:

IEP stands for Individualized Education

Program.Your IEP talks about: •your special needs, •what skills you need to improve, •what you’ll do in school this year, •what services your school will provide, and •where your learning will take place.

What is an IEP?

What is the purpose of the IEP?

The IEP is a blueprint for your educational program. The IEP is to make sure that you, your family, and school staff knows what your educational program will be this year.

Why do you need an IEP?

Because it is the law.

Because your IEP helps your school to meet your

needs.

Because everyone needs to know what your education plan is.

Where is the IEP developed?

The IEP is developed during an IEP meeting, where the people who are concerned with your education meet, discuss, and develop your IEP goals and objectives for the next year.

Who comes to the meeting?

You

Your parents

Your teachers

Your counselor

Your principal

Your friend

Anyone you want to invite!

Other things about IEPsIEP meetings must be held at

least once a year.

You, or anyone who cares about your education, can ask for a meeting whenever they want.

Meetings usually last an hour but can take longer.

What is different about a Student-led IEP?

Students learn more about themselves and become more responsible for their

learning.

Students are able to express what they want in their own words.

Students help to write their IEP.

Students lead their own meeting.

Students help teachers to challenge them in class.

What should I do if I want to participate in

my IEP?

Tell your teachers and parents.

Review last year’s IEP

Think about your strengths and weaknesses in school

Help write new goals.

Practice what you want to say at your meeting.

11

What does my IEP look like?

Review each section

Ask clarification questions

Highlight statements that you

disagree with

Add your own ideas for things you

think need to be added

12

Cover Page (IEP Page 1)

Demographics-Name, address,

phone number, parents name,

grade, school

Exceptionality – Gifted, Disability or

Twice Exceptional – Gifted with a

Disability

13

Student Profile (IEP Page 2)

Your Strengths

Your Educational Needs

What your parents think about your

strengths and needs

Your vision for your future

14

Present Levels of Performance (3 and 4)

Intellect/Aptitude/Cognitive

Achievement/Academics

Critical Thinking/Problem Solving

Creativity/Divergent Thinking

Learning

Preferences/Styles/Overexcitabilities

Classroom Performance

Interests/Passion Areas

15

Transition (IEP Page 5,6,7, and 8)

Post Secondary Goal

Graduation PathwayServices for Gifted Children Only: Describe diverse learning opportunities, alternativecoursework, and flexible instructional arrangements unique to the student’s capabilities?

NM High School Competency

Transition Services/Linkages

4 Year Plan

16

Annual Goals and Objectives

What do I want to be able to do by this

time next year?

As you review your goals and objectives

+= completed goal/objective

- = incomplete goal/objective

?=disagreement with goal/objective

17

Special Factors (IEP page 9)

Assistive Technology?

Communication Needs?

Need for Braille?

Limited English Proficiency?

Behavior?

ESY/State Tests

Extended School Year – not for gifted

State Tests – Gifted students do not get

accommodations

18

Gifted Options and Modifications Instructional Organization Options• Grouping, clustering, acceleration, pullout, individual advisement, etc

Instructional Delivery Options•Compacting, Critical Thinking Curriculum, Creativity Curriculum, Differentiated Curriculum, Independent Learning

Curricular Accommodations/Modifications•Class discussion, Creative Problem Solving, Critical Thinking Skills, Portfolio Development, Problem Based Learning, Service•Learning, Flexibility in Scheduling, etc

Process Accommodations/Modifications•Flexible project deadlines, Higher Order Thinking, systematic Feedback, Progress Monitoring, etc.

Product Accommodations/Modifications•Real World, Learning-Real Audience Feedback, etc.)

19

Schedule of Services (IEP Page 11) What services do I need to achieve my goals and

objectives?

Least Restrictive Environment (IEP Page 12)

LRE means that gifted students are not removed from their general education peers unless their needs cannot be met in that environment.

Signatures (IEP Page 12)

Related Services

20

Before the IEP

Prepare a meeting invitation with your

case manager

Prepare an agenda with your case

manager

Know what to do if you have a question

during the meeting

Know what to do if you have a

disagreement during the meeting

Know what to do if you become

uncomfortable during the meeting

21

Before the IEP

Prepare a meeting invitation with your

case manager

Prepare an agenda with your case

manager

Know what to do if you have a question

during the meeting

Know what to do if you have a

disagreement during the meeting

Know what to do if you become

uncomfortable during the meeting

22

23

AGENDAIntroductionsGround RulesWhere is the student now? (PLP)Where does the student need to be a year from now? (AG&OBJ)How are we going to get there?

Considerations/Accommodations/Educational OptionsState and District Wide AssessmentServicesESY

LREDebrief the IEP

24

You will be provided with support During your IEP

Although you are facilitating, your Gifted facilitator will be the record keeperWhen discussing difficult topics, your facilitator will help you to keep the focus on what you CAN doYour facilitator will help you to create a visual signal to use if you become overwhelmedThe facilitator will call a time-out if you need a break

25

At the IEP

Make Introductions

State the Purpose of the Meeting

Review the Agenda

Set the Ground Rules

Begin the IEP

You may follow a script or a power point

presentation if it is more comfortable for you

26

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.

27

The IEP Script – Elementary Sample

Hi, my name is _________________________. I am here to lead my IEP today.  This is my mom/dad _____________________ and she/he is here to tell you how I’m doing at home.This is my teacher, _________________________ and he/she is here to tell you how I’m doing in class.This is Mrs. Lucht and she is here to tell you how I’m doing in my gifted services.My strengths are_________________ I need to work on___________Here’s a little more information about me. My learning style/preferences are_______________________________________My thinking style is __________________. My passions and interests are ____________________________________.

28

The IEP Script – Elementary Sample

Mom/Dad, what do you think my strengths are? What do you think I need to work on? Mr./Mrs. _____________________ what do you think my strengths are? What do I need to work on?

These are my goals for this year ( See goals sheet) Here are the things I need to be successful in school this year (p. 9, 11, or 13) Now Mrs. Lucht will explain the legal papers. Thank you for coming to my IEP.

Welcome to my IEP_Madison.ppt

51

Ending the IEP

Everyone signs that they were at the IEPThank everyone for attending