Welcome to Student-Led IEPs - Minneapolis Public...

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Part of the series of Secondary Transition Trainings

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Part of the Secondary Transition Training Series

Welcome to Student-Led IEPs




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Expectations and Learning Objectives

As you navigate through this learning module, keep in mind the following




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Expectations and Learning Objectives

The learner will be able to: • Explain why MPS is asking teachers to implement student-led IEPs • Identify common difficulties to implementing student-led IEPs • Construct an action plan for how to implement the process of preparing students for

student-led IEPs




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When learner clicks on each topic, they will be taken to that information track.

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• Please work through the topics below one at a time.




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Why Student-Led IEPs?




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1. While not a district mandate, using student-led IEPs is considered evidence-based best practice, and closely aligns to MPS Special Education Beliefs and Values.

2. Moreover, there are many benefits derived from using this process as shown in the special education literature.




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In Minneapolis Public Schools, we believe each

student: - Deserves to be challenged and supported to reach their

dreams and desires for their life.

- Deserves to develop self-advocacy skills in order to access opportunities and resources to support life goals.

- Deserves for their voice to be heard during transition planning.




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In Minneapolis Public Schools, we believe each

staff: - Need to be able to see the potential and opportunities for every child.

- Need to establish and expect high standards for student goals and achievement.

- Deserve on-going culturally relevant professional development related to transition planning for students.




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• In Minneapolis Public Schools, we believe

parents: - Need to be able to see the potential and opportunities for their child.

- Must be active participants in the planning of transition for their child.

- Deserve to be educated and trained on how to access tools that are available to them, such as social services, advocacy, and My Life Plan.




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Research strongly suggests that implementing student-led IEPs has numerous benefits: Students and teachers alike report that students using this process knew more about their disabilities, legal rights, and appropriate accommodations than other students (Mason, McGahee-Kovac, and Johnson, 2004)

Students also gained increased self-confidence and the ability to advocate for themselves (Mason, McGahee-Kovac, Johnson, & Stillerman, 2002)




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The student-led IEP process also has resulted in increased parental participation and communication with school staff

Additionally, teachers have noted that using this process has helped increase positive relationships with students and families

Research also suggests a correlation with increased graduation rates and decreases in inappropriate behaviors when using student-led IEPs (Wehmeyer & Palmer, 2003)




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Difficulties to Implementation




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• Lack of time (how can I fit this in on top of everything else??)




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• Lack of student motivation




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• Student ability level




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• Loss of control




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• Loss of control

• Lack of admin support




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Possible Solutions to Difficulties

Lack of Time Make it a priority! Remember many of the skills needed for student-led IEPs are directly or indirectly related to standards and the general education curriculum. Also, remember that self-determination skills are highly correlated with successful life outcomes, and so we should make time to teach and support them. It doesn’t have to take that long – an adequate place to start is four or five class sessions. Prepare for the actual meetings to be a bit longer because of increased participation.




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Lack of Student Motivation

Lack of Student Motivation

• Students may not be motivated to do a lot of things at school, but we as professionals must insure that it happens





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Student Disability Level

Student Ability Level

• All students can participate in some way; a variety of

communication methods may be implemented.

• For many students some creative adaptations will be required.

• The law requires student participation “whenever appropriate”.





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Loss of Control

Loss of Control

• Yes, the meeting will not be as scripted as your past meetings. True, you can’t be sure of what the students will actually say at the meeting. However, this is part of self-determination!





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Lack of Admin Support

Lack of Admin Support

• Keep working on changing their minds – share research

with them (see resources) - you are the expert and can help educate others in your building.

• This is MPS best practice. Seek out assistance from the directors of special education if needed.





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Construct an Action Plan

This section will help prepare you for getting to the work!




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Getting Started

Continuum of Involvement

The slide would be interactive in the eLearning so that when a number is selected, the specific info/feedback displays on the clipboard.

Depending on each student, their level of participation may look different. Some students may lead the entire meeting, while others may share a few key concepts such as their vision for their future, or why everyone has gathered to meet. Still others may participate by introducing the people in attendance, or simply being present.




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Getting Started

Getting Started The slide would be interactive in the eLearning so that when a number is selected, the specific info/feedback displays on the clipboard.


Although the goal is to have every student lead their own IEP meetings, when beginning, start with one or two students and build for success. Get administrators and parents involved at the beginning of the process, usually the start of the school year, and be thoughtful in planning for teaching the necessary skills.




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Getting Started

Getting Started

Using a template/portfolio



As you prepare for having students lead their own IEPs - it is recommended that you create a system which you can use with a variety of students. Creating an IEP portfolio, using templates to guide the process, making a Powerpoint presentation, and using video modeling/practice are a few suggestions for how to put this into action. The following set of slides will show just a few examples of templates you can use. There will be more on the Secondary Transition web page. See the Resources at the end of this module.




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Examples of templates to use




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A few slides of one teacher’s powerpoint she helped a student create.




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This same teacher helps her students create a script to go along with the powerpoint.

Good afternoon and welcome to my IEP meeting. Today is my annual IEP meeting. I will be leading this meeting so please be sure to address me directly with all of your comments. We have an agenda that we are going to follow today. Let’s start with Introductions. My name is __________ and I am the student. (look to a person on one side of you.) (wait for everyone to introduce themselves.)




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Getting Started

Getting Started


Sequencing the Steps



These are some suggested steps in preparing to use student-led IEPs: 1. Connect with your colleagues to collaborate. 2. Review resources available. 3. Identify the student/s with whom you will start -

connect with their families and explain the why’s and how’s.

4. Begin teaching the students what an IEP is and

familiarizing them with their own IEPs. 5. Structure class periods, at least five, for students to

develop their own IEP Powerpoint, portfolio, video etc. 6. Begin practicing how the student will lead their

meeting. Video the student and then review with them. Program communication devices. Create a script for the student to use and follow.

7. Schedule the meeting! Plan to collect post-conference

feedback from IEP team and student.




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Getting Started

Getting Started


Sequencing the Steps

Make Your Action Plan



Use the suggested steps as a guide and create a plan that is workable for you and your students. Expect the process not to be perfect. Build in time to reflect and make changes with your colleagues. Remember the benefits for the students!




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• Thank you for completing this module! Now is the time to start planning for student-led IEPs for next year. Please see the resources on the next slide and/or contact your DPF/Director for additional assistance in getting started.




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Resources: Council for Exceptional Children National Information Center for Children and Youth with Disabilities Hawbaker, B.W. (2007). Student-Led IEP Meetings: Planing and Implementation Strategies,TEACHING Exceptional Children Plus, 3(5), Article 4. https://staff.mpls.k12.mn.us/Depts/speced/Pages/Secondary-Transition.aspx http://www.edudemic.com/9-word-cloud-generators-that-arent-wordle/

Welcome to Student-Led IEPs - Minneapolis Public...

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