1

Kathi Mills Cass- Midway School DistrictLori Wagner Hannibal School District

Sally Morgan Smith North Kansas City School District

Summer 2008

Self Determination Whatrsquos in it for Me

2

Learning Goals for Today

bull Increase knowledge about self-determination

bull Increase skills needed to support students in leading their IEP meeting

If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off

4

How does it feel when you do not have power over your life

5

Self-Determination is a combination of skills knowledge and beliefs that enable a person to engage in goal directed self-regulated autonomous behavior An understanding of onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)

WHAT IS SELF-DETERMINATION

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

2

Learning Goals for Today

bull Increase knowledge about self-determination

bull Increase skills needed to support students in leading their IEP meeting

If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off

4

How does it feel when you do not have power over your life

5

Self-Determination is a combination of skills knowledge and beliefs that enable a person to engage in goal directed self-regulated autonomous behavior An understanding of onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)

WHAT IS SELF-DETERMINATION

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

If a studentfloated in alifejacket for 12years wouldheshe beexpected to swimif the jacket werejerked off

4

How does it feel when you do not have power over your life

5

Self-Determination is a combination of skills knowledge and beliefs that enable a person to engage in goal directed self-regulated autonomous behavior An understanding of onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)

WHAT IS SELF-DETERMINATION

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

4

How does it feel when you do not have power over your life

5

Self-Determination is a combination of skills knowledge and beliefs that enable a person to engage in goal directed self-regulated autonomous behavior An understanding of onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)

WHAT IS SELF-DETERMINATION

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

5

Self-Determination is a combination of skills knowledge and beliefs that enable a person to engage in goal directed self-regulated autonomous behavior An understanding of onersquos strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination When acting on the basis of these skills and attitudes individuals have greater ability to take control of their lives and assume the role of successful adults in our society Consensus definition offered by Field Martin Miller Ward and Wehmeyer (1998)

WHAT IS SELF-DETERMINATION

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Self-Determination

bull 1048708 Self-determination refers to an individualrsquos awareness of personal strengths and weaknesses the ability to set goals and make choices to be assertive at appropriate times and to interact with others in a socially competent manner

bull 1048708 A self-determined person is able to make independent decisions based on his or her ability to use resources which includes collaborating and networking with others

bull 1048708 The outcome for a self-determined person is the ability to realize his or her own potential to become a productive member of a community and to obtain his or her goals without infringing on the rights responsibilities and goals of others (Serna amp Lau-Smith 1995)

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

7

bullEnables students to become self-sufficient

self regulated learners

bullEmpowers students to take greater control

of their own learning

bullIncreases student involvement in their

educational programs

Self Determinationas a Functional Outcome

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

8

bull By enhancing capacity using component elements of self-determined behavior (choice-making problem- solving skills)

bull By being in an environment that supports choice and student-involvement

bull By having frequent experiences that include choice and student involvement

bull By providing supports and accommodations

Self determination emergeshellip

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

9

PROCESS

Teach Component Elements of Self-

Determined Behavior

OUTCOMES

Essential Characteristics

of Self-Determined

Behavior

Process=Outcomes

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

10

Choice-Making SkillsDecision-Making SkillsProblem-Solving Skills

Goal-Setting and Attainment SkillsIndependence Risk-Taking and Safety SkillsSelf-Observation and Self-Evaluation Skills

Self-Reinforcement SkillsSelf-Instruction Skills

Self-Advocacy and Leadership SkillsSelf-AwarenessSelf-Knowledge

Internal Locus of ControlPositive Attributions of Efficacy and Outcome Expectancy

Component Elements of Self-Determined Behavior

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

11

Overhead 8 SD+SA=E

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

12

Contents of a Self-Advocacy Statement

bull Statement of Disability

bull Learning Style

bull Accommodations

bull Skills Strengths and Challenges

bull Supports needed

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

13

Self-Advocacy Template

I am

I learn best

To be successful

I need

My strengths are

My challenges are

I need these supports

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

14

How self-determined are you

bull Consider the areas of focus for transition

planning hellip

Step 1 --- What are your strengths

Step 2 --- What are your

challenges

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

15

Self-determination Model

Overhead 10

Note From Steps to Self-Determination A Curriculum to Help Adolescents Achieve their Goals by S Field and A Hoffman 1996 Austin TX PRO-Ed Inc Copyright 1996 by PRO-Ed Inc Reprinted with permission

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

16

Curricular Practices

Include choice making1 Choosing within an

activity2 Choosing between two or

more activities3 Deciding when to do an

activity4 Selecting the person with

whom to participate in an activity

5 Deciding where to do an activity

6 Choosing to end an activity at a self-selected time

Overhead 18

Elementary School Age Students

Students with significant disabilities may need instruction in HOW to1 Make choices2 Communicate preferences3 Select from options

(Field et al 1998b p 49)

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

17

Curricular Practices

1 Generate personal or academic goals

2 Write goals monitor their own performance on goals and evaluate their own goals

3 Use contracts with students (social and behavioral)

4 Start to identify weaknesses and strengths in key skill areas

5 Discover own strengths and limitations (coupled with the supports needed to compensate and to celebrate uniqueness)

6 List problems all possible choices and benefits and costs of each choice

7 Involve students in brain-storming sessions

(Field et al 1998b p 49)

Late Elementary School Age Students

Overhead 19

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

18

Curricular Practices

Teach students how to1 Know the difference

between anger and assertiveness (verbal and nonverbal)

2 Role-play3 Practice identifying long-

and short-term goals4 Seek all the information

needed to make informed choices

5 Participate in IEP

6 Know their rights and responsibilities under IDEA related to transition planning

7 Advocate assertive vs aggressive

8 Communicate one-on-one and in small and large groups

9 Negotiate compromise persuade listen

10Negotiate the ldquosystemrdquo(Field et al 1998b p 49)

Overhead 20

Secondary School Age Students

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

19

IEP Goals and Objectives Self-advocacy

Goal John will increase requests for accommodation needs during role-playing 9 out of 10 trials on 4 out of 5 consecutive days measured by a teacher-made checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Request needed accommodations

from all teachers

Responsible party John

Timeline 60108

Call the dentist and make

appointment

Responsible party John

Timeline 60108

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

20

IEP Goals and Objectives Self-Advocacy (cont)

Goal John will increase participation in his IEP following the 11 steps of the self-directed IEP with 90 accuracy measured by self-monitoring checklist

ActivitiesStrategies (Action Plans) ActivitiesStrategies (Action Plans)

Meet with teachers and request progress reportsResponsible party John

Timelines 4 wks before IEP review date

Make an appointment with guidance counselor to take an interest inventory

Responsible party John

Timelines 4 wks before IEP review date

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

21

What does the research say

bull Self-determination is essential for successful postsecondary transition outcomes

Wehmeyer Agran amp Hughes 1998

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

22

Student-directed IEP

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

23

Possible Student Roles in Planning for IEP Meeting

Participate in transition assessment

Work with case manager to write PLAAFP and to write monitor evaluate goals

Write letter of invite to IEP

Deliver IEP invitation

Identifies post school goals

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

24

Kidspirationreg Chart

Overhead 33

I will work at the hospital as a nurse

I will continue bowling with the Special Olympics

I will live in an apartment

with two roommates

I will take courses at

the community

college

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

25

Overhead 34

Inspirationreg Chart

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Possible Student Roles During IEP Meeting

Attend IEPIntroduces everyoneBegins meeting by stating purposeState post-secondary goalsDiscuss present level of performance (Share results of

interest inventories and review past goalsperformance)Develop statement of transition service needs (course of

study) ndash education plan and long term plan for adult lifeDevelop annual IEP goals and action plansAsk questions for clarity and elicit feedback Deal with differences of opinionsState what supports are neededClose meeting by thanking participants

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Techniques to Help StudentsActively Participate in IEP Meetings

1048708 Ask students questionssuch as1048708 What are your learningstrengths1048708 What are your areas ofimprovement1048708 What are your goals forschool1048708 What are your career ampemployment interests1048708 How do you learn best1048708 What are your hobbies1048708 Be positive ndash focus onwhat the student can do

1048708 Listen attentively amp takenotes1048708 Give students plenty oftime to think amp respond1048708 Use information that thestudent provides1048708 Summarize the studentrsquosgoals and plans1048708 Encourage the student toask questions

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

The Dignity of Risk

1048708 What if you never got to make a mistake1048708 What if your money was always kept in an envelope where you couldnrsquot get

at it1048708 What if you were never given a chance to do well at something1048708 What if you were always treated like a child1048708 What if your chance to be with people different from you was with your ownfamily1048708 What if the job you did was not useful1048708 What if you never got to make a decision1048708 What if the only risky thing you could do was to act out1048708 What if you couldnrsquot go outside because the last time you went itrained1048708 What if you took the wrong bus once and now you canrsquot take another one

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

The Dignity of Risk cont1048708 What if you got into trouble and were sent away and you

couldnrsquot come back because they always remember yoursquore ldquotroublerdquo

1048708 What if you worked and got paid $46 an hour1048708 What if you had to wear your winter coat when it rained

because it was all you had1048708 What if you had no privacy1048708 What if you could do part of the grocery shopping but werenrsquot

allowed to do any because you werenrsquot able to do all of the shopping

1048708 What if you spent three hours every day just waiting1048708 What if you grew old and never knew adulthood1048708 What if you never got a chance

(From a parent whose son is in a support work program in Richmond VA published by The Arc)

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Note taking during the meeting(Have a worksheet available)

bull What I did righthellip

bull What I could improve onhellip

bull What do you mean

bull Discusshellip

bull Reviewhellip

bull Summarizehellip

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Possible Student Roles to Follow-Up the IEP Meeting

Self-evaluate IEP meeting

Self-monitor progress made on goals and action plans

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

32

Whose Meeting Is This Again

bull Special Ed Teacher ldquoOver on this page it tells you my goals and objectives that I want him to achieve I want him to increase basic English skills to the seventh grade level and hersquos going to do this byhelliphelliprdquo

bull Special Ed Teacher ldquoOkay Sam this is your IEP and Irsquom going to read a statement on just an overall view of where you are Yoursquore a senior and are working on completing credits toward graduation He is attending alternative education classes and is taking a correspondence class His grade point average -- is that on his transcriptrdquo

Martin Van Dycke

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

33

Percent of Intervals Discussed Transition

Special Ed50

General Ed 4

Admin8

Family8

Support Staff20

Students10

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Curricula1048708 Abery B Arndt K Greger P et al (1994) Self-determination for youth with disabilities Afamily education curriculum Minneapolis MN University of Minnesota Institute for CommunityInclusion1048708 Halpern AS Herr CM Doren B amp Wolf NH (2000) Next STEP Student transition andeducational planning (second edition) Austin TX PRO-ED1048708 Hoffman A amp Field S (2005) Steps to self-determination A curriculum to help adolescents learnto achieve their goals (second edition) Austin TX PRO-ED1048708 Marshall LH Martin JE Jerman P Hughes W amp Maxson L (1999) Choosing personalgoals Part of the ChoiceMaker Instructional Series Longmont CO Sopris West EducationalServices1048708 Marshall LH Martin JE Maxson L et al (1999) Take action Making goals happen Part ofthe ChoiceMaker Self-Determination Curriculum Longmont CO Sopris West EducationalServices1048708 Martin JE Marshall LH Maxson L amp Jerman P (1996) Self-directed IEP (second edition)Part of the ChoiceMaker Instructional Series Longmont CO Sopris West Educational Services1048708 McGahee M Mason C Wallace T amp Jones B (2001) Student-led IEPs A guide for studentinvolvement Arlington VA Council for Exceptional Children1048708 Morningstar M (1995)1048708 Rabideau RD amp Pierson MR (2001) A self-advocacy handbook for students with specialneeds DAC Educational Publications1048708 Van Reusen A Bos C Schumaker J amp Deshler D (1994) The self-advocacy strategy foreducation and transition planning Lawrence KS Edge Enterprises1048708 Wehmeyer M amp Lawrence M Whose future is it anyway A student directed transition process

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

35

Self Determination Resourcesbull Beach Center on Families and Disabilities KU httpwwwlsiukansedubeachresearchsdrhtml bull The Council for Exceptional Children (CEC) httpwwwcecspedorgab-menuhtml

bull Self Determination Synthesis Project (SDSP) wwwunccedusdsp

bull KU Transition Coalition wwwtransitioncoalitionorg

bull A Studentrsquos Guide to the IEPrdquo wwwnichcyorg

Acknowledgements

bull CISE Training Module ldquoSelf Determinationrdquo Karen Allan amp Marilyn Smith 2004

bull Special School District of St Louis County Missouri

bull Marilyn Smith Chuck Howard amp Linda Cantrell Special School District

• Self Determination Whatrsquos in it for Me
• Learning Goals for Today
• Slide 3
• How does it feel when you do not have power over your life
• WHAT IS SELF-DETERMINATION
• Self-Determination
• Self Determination as a Functional Outcome
• Self determination emergeshellip
• Process=Outcomes
• Component Elements of Self-Determined Behavior
• SD+SA=E
• Contents of a Self-Advocacy Statement
• Self-Advocacy Template
• How self-determined are you
• Self-determination Model
• Curricular Practices
• Slide 17
• Slide 18
• IEP Goals and Objectives Self-advocacy
• IEP Goals and Objectives Self-Advocacy (cont)
• What does the research say
• Student-directed IEP
• Possible Student Roles in Planning for IEP Meeting
• Kidspirationreg Chart
• Inspirationreg Chart
• Possible Student Roles During IEP Meeting
• Techniques to Help Students Actively Participate in IEP Meetings
• The Dignity of Risk
• The Dignity of Risk cont
• Note taking during the meeting (Have a worksheet available)
• Possible Student Roles to Follow-Up the IEP Meeting
• Whose Meeting Is This Again
• Slide 33
• Curricula
• Self Determination Resources
• Acknowledgements