Student-direction of IEP’s
Preparation
Implementation/
Evaluation
7/27/2015
Colleen A. Thoma, PhD. VCU
Meeting
2
Why student direction of IEPs?
 Increase in student self-determination skills
 Self-advocacy
 Problem-solving
 Goal setting and attainment
 Self-observation, self-monitoring, self-instruction
 Choice-making, decision making
 Improvement in transition planning
 Improvement in motivation and interest
 Increase in collaboration and communication
Colleen A. Thoma, PhD. VCU
3
Continuum
 We propose that student direction of an IEP can be
conceptualized as a continuum
Person-centered
Student focused
Student present
Student Involvement
Student participates with
assistance
Student participates
Student Led
Student leads with assistance
Colleen A. Thoma, PhD. VCU
Student leads all or most of entire process
4
Continuum Recommendations
 If you think broadly, you can find ways that
students can be more involved
 Think 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
Colleen A. Thoma, PhD. VCU
5
Includes involving families
 Introduce parents to the process
 Address their concerns and/or questions
 Give them real ways to participate
 Preparation
 Meeting itself
 Implementation/evaluation
8/2/2010
Colleen A. Thoma, PhD. VCU
6
Example from book
Chapter 2:
Before the IEP brochure
Colleen A. Thoma, PhD. VCU
7
Includes cultural awareness
 Remember that self-determination does not mean
doing it all yourself
 Self-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.)
Colleen A. Thoma, PhD. VCU
8
Pre-meeting Components
 Student learns about the IEP process,




including rights and responsibilities
Student 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
Colleen A. Thoma, PhD. VCU
9
Pre-meeting Recommendations
 The 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
Colleen A. Thoma, PhD. VCU
10
Example from book
From Chapter 2:
Preparing for the Meeting
Colleen A. Thoma, PhD. VCU
11
Meeting Components









Student attends meeting
Introduction of participants
State the purpose of the meeting
Summarize assessment information and present levels
of performance
Summarize transition goals (if applicable)
Identify goals for year
Identify accommodations, supports, services
Summarize discussion
Thank everyone for coming!
Colleen A. Thoma, PhD. VCU
12
Meeting Recommendations
 Share accomplishments first, then challenges
 Identify preferences, interests, strengths, needs
 Share purpose of meeting so participants are ready to
collaborate and share perspectives
 Think creatively about how to facilitate student
involvement
 Technology
 Samples of work
 Video/audio
Colleen A. Thoma, PhD. VCU
13
Example from book
Translating preferences to
activities
Implementation/Evaluation
Components
 Discuss 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 strategies
 Identify evaluation procedures: who, what,
when, where
 Identify communication strategies
re: progress or lack thereof
Colleen A. Thoma, PhD. VCU
15
Implementation/Evaluation
 Don’t wait to follow-up/debrief from meeting
 Get input from all/most participants
 Identify data collection and analysis timelines and
methods
 Involve students in communicating IEP goals,
objectives, supports, services, accommodations
 Summarize progress
Colleen A. Thoma, PhD. VCU
16
Example from book
After the meeting
Colleen A. Thoma, PhD. VCU
17
•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.
Colleen A. Thoma, PhD. VCU
18
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
Colleen A. Thoma, PhD. VCU
19
•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.
Colleen A. Thoma, PhD. VCU
20
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.
Colleen A. Thoma, PhD. VCU
21
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.
Colleen A. Thoma, PhD. VCU
22
Tips, strategies and resources
 Tips and strategies
 Student examples across the continuum
 Resources from book
 Student-directed IEP curricula
 Websites
 Research
Colleen A. Thoma, PhD. VCU
23
Colleen A. Thoma, PhD. VCU
24
PATH
Colleen A. Thoma, PhD. VCU
25
Making it work for you
Colleen A. Thoma, PhD. VCU
26
Incorporating this information:
 Start with an honest assessment of what you
already do
 Identify a goal for improvement
 Identify ways to build strength
 Identify those who are critical to success
 Identify half-way point, one-quarter point,
immediate next steps
Colleen A. Thoma, PhD. VCU
27
Examples: Logan & Max
 Watch 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?
8/2/2010
Colleen A. Thoma, PhD. VCU
28