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Creating Child/Student Centered Outcomes through Collaborative IEPs. Presented by Beth Swedeen and Sue Albert at the 2012 Circles of Life Conference.
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Creating Child/Student Centered Outcomes through Collaborative IEPs
Beth Swedeen and Sue AlbertApril 27, 2012Circles of Life Conference
Collaborative IEPs
What do you think is the #1 predictor of post-school success for students with disabilities?
Collaborative IEPs
This 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 IEPs
What 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 IEPs
What 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 IEPs
What 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 IEPs
Beginning the collaborative process: building the team• Who do you want there• The LEA rep• General and Special educators• The role of the student
Collaborative IEPs
What are the steps to a collaborative IEP meeting?
All IEP members come to the meeting prepared to share information about the child/student
Collaborative IEPs
The flow of the meeting • Preparing ahead of time• Why an agenda is important
Collaborative IEPs
What are the topic areas discussed at a collaborative 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 IEPs
What are key components to conducting a collaborative IEP meeting?• Facilitator• Time-keeper• Recorder
Collaborative IEPs
Gathering information• Student history• Family dreams and goals• Top areas to focus on for the year• Strengths and resources• Concerns for the future
Collaborative IEPs
Choosing goals• Should have a limited number• Prioritize importance• Think through the lens:
• age-appropriate
• useful
• in line with student preference
• achievable in a year
• based on current level of performance
• reflect communication needs
Collaborative IEPs
What 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 IEPs
Matching goals with services and supports: the triangle for success
Collaborative IEPs
Personal Supports
Curriculum Accommodations and Modifications
Instructional and Assistive Technology
Triangle of
Supports
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 IEPs
Personal 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 IEPs
Curriculum supports
Collaborative IEPs
Accommodations: 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 IEPs
Modifications: 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 IEPs
WARNING!
Modifications and accommodations are only as good as the curriculum they are derived from. Nothing will compensate for boring, meaningless, and ineffective instruction and materials.
Collaborative IEPs
Technology supports• Assistive technology• Low-tech items• Mid-tech items• High-tech items
Collaborative IEPs
Assistive technology
Assistive technology is any item used to maintain or improve functional capabilities
Collaborative IEPs
Low-tech items
Low-tech items like pencil grips, tilt trays, magnifiers, and raised line paper.
Collaborative IEPs
Mid-tech items
Tape recorders, talking calculators, computers, and spell checkers.
Collaborative IEPs
High-tech items
High-tech items like augmentative communication devices (ACD), like speech recognition software.
Also can include non-disability technology like: iPads, cell phones, MP3 players, and alarm clocks.
Collaborative IEPs
Other considerations…• Measuring progress • Regular communication: what modes are most
effective for you?• When challenges come up….
Collaborative IEPs
A 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 IEPs
Thank you for attending!• Beth Swedeen, WI-BPDD
[email protected]• Sue Albert, Preschool Environments