Transcript It’s Your Future…It’s Your Right

It’s Your Future…It’s Your Right
It’s Your IEP
Individual Education POWER
for your
Individualized Education Program
Developed by: Renee Evetts, Michele Wendling, Kelly Huff,
Meghan Erickson
Spring 2005
Transition Services Preparation & Training
This is a “student friendly” unit
presentation
with slides for teachers and students.
It is designed to help high school
deaf or hard-of-hearing students
learn how to become more effective
and involved in:
Your own IEP
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The Big Picture!
An IEP
is about you and what you want for
your future—
with your parents, teachers, school
personnel, and others
helping you plan.
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Have you ever wondered…
What’s an IEP for anyway?
•
•
•
•
Why do I have an IEP?
Why should I get involved?
Why can’t the adults just run the meeting?
What other meetings will I have to attend in high school and
after high school?
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What is an IEP?
• An IEP is an Individualized Education
Program. An IEP is a legal document about:
– your education goals and
– supports or technology to help you learn.
• Your principal, teachers, parents or guardian,
and, of course you work together to make
sure that you can learn by writing down:
– your goals,
– your learning strengths and weak areas in school.
• We may not like everyone knowing our
weaknesses, but it helps make better plans—
and that is a good thing !
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First:
You need to know what you like and dislike.
This helps you and your IEP
team choose a career and
lifestyle that will make you
satisfied.
Do you think about…
• What classes do you
like?
• What classes do you
dislike?
• What would you change if
you could about your
school life?
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Next:
Relate these to your possible future
• Postsecondary: What classes will help you reach your dream?
• Careers: What job would you like to have in 2 years…, in 5 years?…,
in 10 years?
• Living: How will you find and pay for your dream house or
apartment—in 2 years…, in 5 years?…, in 10 years?
• Community Services: What transportation, medical, dental,
interpreting or other services do you need?
• Leisure and Recreation: Where are activities that you enjoy and
can meet new friends?
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Use the 11 Steps of a Self-Determined IEP
to help you participate in your meeting.
1.
2.
Tell everyone the reason for the meeting.
Introduce everyone sitting at the table:
a.
3.
Talk about the goals set for you in the past.
a.
b.
4.
5.
6.
How did you do?
Did you finish them all?
Talk about why you were (or were not) able to finish
the goals.
Describe your transition goals and school goals for
this year.
Remember—ask questions when you don’t
understand
a.
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Say their name and what they do.
The team is there to help answer everyone’s questions.
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11 Steps Continued
7.
If someone has a different opinion:
a.
b.
c.
Listen politely and carefully to their idea
Explain maturely and professionally why you want to do something
else, and why this supports your goals
Remember to be nice (and mature), even if you are angry!
8.
Tell everyone what you need from them so that you
can finish your new goals.
9. Discuss/review your new goals again so that everyone
understands the same way.
10. Say
to everyone for coming to your
meeting.
11. After the meeting, work with your teachers all year so
that you can finish your goals.
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Why do people disagree with me
sometimes?
• People don’t know me
the way I know me.
• People want me to be
successful.
• People think they know
things that I don’t know—
and sometimes they are
right.
• But—if someone
disagrees with your
ideas, does that mean
that the person doesn’t
like you or your idea?
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What if there’s a problem?
Why do I need to be “professional” when I disagree?
• People can disagree without arguing.
• They try to work out a compromise
– something that everyone can agree on.
• I must learn about consequences:
– If I am mean or disrespectful, people will become upset at me.
– People won’t want to come to my IEP meetings.
– I won’t have their help in planning and helping me to become
successful.
– If I am immature and disrespectful, the team may believe I am not
ready to plan for my future.
• It is good practice for other meetings after I graduate:
– When I have to talk to my boss or a supervisor.
– When I meet with vocational rehabilitation or adult services.
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Conflict ResolutionSome suggestions to use:
• I can learn how to listen to ideas first, before I disagree.
• I can learn to explain my ideas and my reasons clearly, so that
other people understand my perspective.
• I can use five steps to help me solve the problem in a positive
way.
Step one, Identify the problem: What caused the conflict? What was said or done that led to
the conflict?
Step two, Propose solutions (brainstorm): Identify several solutions that could solve the
conflict or problem.
Step three, evaluate your ideas: Decide which solutions are better than others. Rank them if
needed.
Step four, Try out your solution: Use role play and practice better responses. Prepare to use
in “real” situations with others. Ask for others’ feedback.
Step five, evaluate your solution: Did the solution work? Could the result be improved?
Ask for others’ feedback also. Revise and repeat steps four and five.
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Use the 11 steps, and think about…
Which things are you already good
at?
Which things do you need to
improve?
• Pick one thing from the 11 steps
that you want to improve and
practice now—and start getting ready
for your next IEP.
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Here are some forms to help—
you can become involved in your own
IEP meeting!
Begin by thinking of
which people want to attend the meeting,
and also who should attend, according to the law:
You, your parents, your teacher, an administrator.
Use the invitation forms beginning on the next page, or make your
own.
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Dear _(Person’s Name you want to come),
Your presence is requested
at (name and address of your school).
For an Individualized
Education planning meeting
for (Your name)____________
Date: (month/day/year of the meeting)
Time: (hour: minute) a.m. / p.m.
Room: (room number)
R.S.V.P. to (this is French and means for
this person to respond if they can or cannot come
to the meeting and who they tell) _______
Before _(month/day/year)_________
Thank you for your support
in my education.
Sincerely,
(your signature goes here)
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Dear ____________________,
Your presence is requested
at ___________________________
For an Individualized
Education planning meeting
for __________________________
Date: _______________
Time: ___________a.m. / p.m.
Room: ____________
R.S.V.P. to
________________________________
____________________________
Before ______________________
Thank you for your support
in my education.
Sincerely,
Transition Services Preparation & Training
Practice with a video and Rate how you did.
Statements
My Name:________________________________
My IEP date:______________________________
Circle answers that
match your behavior.
1. I knew ___ people at my IEP meeting. (number
or ‘all’)
2. I said ‘hello’ to ____people at my IEP meeting.
(number or ‘all’)
3. I introduced ____ people to each other at my IEP
meeting. (number or ‘all’)
4. I talked about my past goals and how well I was
No
Yes
1 2 3 4 5+
No
Yes
1 2 3 4 5+
doing in my classes.
5. I talked about my current school and transition
goals.
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Almost done!
6. I asked for feedback about my goals and how well I
was doing.
No
Yes
7a. I didn’t understand some things.
7b. I asked questions about things I didn’t understand.
7c. I understood everything.
No
No
No
Yes
Yes 1 2 3 4 5+
8a. I disagreed with someone at the meeting.
8b. I explained my reasons why I disagreed.
No
No
Yes
Yes 1 2 3 4 5+
9. I talked about help I needed with some goals.
No
Yes 1 2 3 4 5+
10. I helped or summarized my IEP goals.
No
Yes 1 2 3 4 5+
11. I helped or ended the IEP meeting by thanking
_____people. (number or ‘all’)
No
Yes
Yes
12. I will work on my IEP goals all year. The first thing I will do is:
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
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Self-Rating Scale
How well did you do?
List three positive things you noticed from the
meeting.
List three weak things you want to work on.
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Meeting Meter
• How did you feel
during the meeting?
• How did the review of
past goals go?
• Do the goals seem
acceptable?
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Now It’s Time for a Mock IEP:
ready, set..., go!
• Have a practice or “mock” IEP and videotape
yourself.
• After the meeting, watch the videotape to see
how you did—use the rating form to score
yourself.
• What do you think you did right?
– Pick 3 things.
• What do you think you need to work on?
– Pick 3 things.
– Write them down and practice.
• Try another “mock” IEP and rate yourself:
– Did you improve?
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It’s tIme for the reAL IeP!
• Decide on people to attend:
– Those who must attend, by law,
– Those who you want to attend, to help you or who
know you well.
• Send out the invitations and collect their
responses.
• Prepare to use the 11 steps and show you can
participate effectively in your meeting.
• After it’s over, think about how it went
– How well you did
– How you felt about other people’s comments and
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Other “meeting” skills to practice for
my future:
• What if my boss calls me into his/her office for a
meeting?
– Will I know how to behave correctly?
– Will I be able to control my emotions if I am upset or
angry?
• What if someone violates my rights at work or in
my neighborhood?
– Who do I contact?
– What are my rights and should I take action?
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Other Questions to consider:
How do I set up meetings that I need
with supervisors or bosses?
• When you call a meeting, you must
know what you are going focus on.
– Is this a regular meeting to share information?
– Or is there a situation or problem you are
concerned about?
• Something else to think about:
– If your boss or supervisor disagrees with you,
how will you respond in a professional way?
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Understanding my IEP:
Can I explain all of these different areas?
1. What is an Individualized
Education Program (IEP)
and what are its important
parts ?
2. Who must attend my
IEP meeting and who else
may attend?
3. What are effective ways
that I can participate in
IEP meetings? How can I
best explain my ideas,
listen to others, and help
resolve disagreements?
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4.What other kinds of
Meetings will I have where
I will need to use these
behaviors?
Outcomes and Accomplishments
You have learned and improved your skills
GREAT
WORK!
 Now you have more skills for participating in other meetings and
talking about issues you are concerned about:
 with your boss, vocational rehabilitation counselor, school
counselor, and college counselor;
 with other people in your life.
 You learned more about yourself and how other people see you.
 You practiced how to recognize your strengths and weakness.
 By thinking about your weaknesses, you practiced setting goals
for yourself.
 By thinking of your strengths, you can feel proud of what you’ve
learned
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Your Journey Forward…
• If you shoot for the moon, you will land among
the stars!
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Teacher’s Section:
Developing and Using the Unit
• Student Section:
– To help motivate and engage students through the
overarching unit questions
– To provide visual and instructional prompts and
support for instruction
• Teacher Section:
– To provide unit design information including possible
state standards and outcomes-based assessments
• Work is based upon Understanding by Design’s researchbased practices and processes
– To provide further description of possible lessons and
activities
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Teacher’s Section:
Rationale for Unit Development
Process
The next 6 slides show the three stages of unit design
applied to this unit.
• Student Section:
– To help motivate and engage students through the overarching
unit questions
– To provide visual and instructional prompts and support for
instruction
• Teacher Section:
– To provide unit design information including possible state
standards and outcomes-based assessments
• Work is based upon Understanding by Design’s research-based
practices and processes
– To provide further description of possible lessons and activities
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Using the Three Stages of
Understanding by Design
• Stage ONE:
– Identify external standards and overall unit goals that are relevant to
the students’ strengths and needs
– Incorporate these standards and goals to create relevant, authentic
questions that “hook” students and address any key misunderstandings
• Stage TWO:
– Develop assessments that demonstrate thorough unit learning by using
the Six Facets of Understanding
• Stage THREE:
– Develop learning activities that develop the knowledge and skills
needed to successfully complete the assessments and to demonstrate
thorough unit understanding
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Integrating Curriculum Standards using the
Ohio Dept. of Educ. Standards
(click on title to connect)
Grade 10 Language Arts
Reading
• Comprehension and self-monitoring strategies
A. Apply reading comprehension strategies to understand grade-appropriate text.
B. Demonstrate comprehension of print and electronic text by responding to questions
(e.g., literal, inferential, evaluative, and synthesizing).
C. Use appropriate self-monitoring strategies for comprehension.
Writing
• Prewriting
4.Determine a purpose and audience and plan strategies (e.g., adapting focus, content
structure, and point of view) to address purpose and audience.
5. Use organizational strategies (notes, outlines) to plan writing.
Speaking (Signing)
• Communication: Oral and Visual
D. Demonstrate an understanding of effective speaking strategies by selecting
appropriate language and adjusting presentation techniques.
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Ohio Dept. of Educ. Standards
Grade 10
Social Studies
• History
• 14. Analyze the origins, major developments, controversies and
consequences of the civil rights movement with emphasis on:
a. Brown v. Board of Education;
b. Changes in goals and tactics of leading civil rights advocates and organizations;
c. The linkages between the civil rights movement and movements to gain justice for other
minority groups.
• Citizenship Rights and Responsibilities
• 1. Describe the ways in which government policy has been shaped and
set by the influence of political parties, interest groups, lobbyists, the
media and public opinion with emphasis on:
a.
b.
c.
d.
e.
f.
g.
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Extension of suffrage;
Labor legislation;
Civil rights legislation;
Military policy;
Environmental legislation;
Business regulation;
Educational policy.
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Ohio Dept. of Educ. Standards
Grade 10
Science
• Life Sciences
19. Illustrate how uses of resources at local, state, regional, national, and global levels have affected the
quality of life (e.g., energy production and sustainable vs. nonsustainable agriculture).
• Science and Technology
2. Describe examples of scientific advances and emerging technologies and how they may impact society.
• Scientific Inquiry
4. Draw conclusions from inquiries based on scientific knowledge and principles, the use of logic and
evidence (data) from investigations.
Math
• Patterns, Functions and Algebra Standard
11. Solve real-world problems that can be modeled, using systems of linear equations and inequalities.
• Data Analysis and Probability Standard
8. Differentiate and explain the relationship between the probability of an event and the odds of an event,
and compute one given the other.
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Life-long Student Needs
Major Self-Determination Concepts for Students
• Participation in setting
meetings to address
needs and concerns,
requesting and listening
to feedback from others,
dealing with differences
in opinions, meeting
etiquette
•IEP meetings to provide
foundational skills for
future professional and
adult meetings
•Describing own
strengths, needs,
and goals
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Stage One’s
Overarching Questions
• How can I participate in planning
my own future?
– What are my rights and
responsibilities?
– How can I use IEP meetings to
prepare for other important meetings
in adulthood?
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Understanding By Design:
Six Facets of Understanding
(Wiggins & McTighe, 1998)
Activity or Prompt
Desired Outcomes
Facet 1 Explanation
What is an IEP and what other meetings can you use
this skill?
Describe IEP. Describe what the IEP meeting is for Describe other
meetings I can use the behaviors I learn.
Facet 2 Interpretation
Why do we need IEPs and why do I need these meeting
skills for my adult life?
Describe at least 3 skills that can be applied to other meetings as an
adult.
Facet 3 Application
Attend the meetings, and use all the skills that you
learned from the 11 steps.
Identify individuals and send invitations, practice mock IEP. During
the real IEP complete 9 of the 11 steps with a self rating of 4 on a
scale of 1to5.
Facet 4 Perspective
Why would/did others disagree with you?
Describe at least one other person’s perspective that differed from
you own. Explain how this person can still want you to succeed but
have different beliefs on how best to accomplish this. Compare IEP
self-rating scales with teacher’s ratings.
Facet 5 Empathy
Why do I need to be respectful, mature, and
professional when stating my concerns and when
disagreeing with someone?
Describe the person’s feelings and responses when disagreements
are and are not expressed respectfully and professionally at
meetings: explain possible longer-term consequences.
Facet 6 Self-Knowledge
Use Self Ratings scales and compare with those of
teacher to identify goals to improve in concerned
areas.
Describe specific as well as general weaknesses (habits and biased
perceptions) that contribute to need areas. With teacher’s help,
develop and carry out plan.
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IEP Unit Development
Review of Stages 1 & 2
• Stage One:
– Uses authentic and life-long student needs (e.g., to participate
meaningfully in IEP and adult agency meetings), with
– State standards,
– To develop inquiry-based overarching unit questions (and unit goals)
that drive and focus the unit’s:
• Assessment of outcomes and
• Lessons and instructional activities to support the outcomes
assessments
• Stage Two:
– Uses the overarching unit questions and goals to ensure
assessment and documentation of outcomes
– Use the Six Facets of Understanding to demonstrate thorough,
depth of learning
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Preparation for Lesson Planning
and Activity Development
• Use Stage One’s:
– overarching and enduring understandings
– which incorporate external standards,
• To plan Stage Two’s:
– assessments to collect evidence of these
understandings,
– across the Six Facets,
• Which are supported by Stage Three’s:
– learning experiences and instructional activities
• that ensure that students have the necessary skills and
knowledge
• to fully and effectively demonstrate these understandings
• across each of the Six Facets.
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Stage Three: Instructional Activities
Reading:
Writing:
Speaking/Signing:
Read last year’s IEP to identify
major areas: transition goals,
present level of performance,
annual academic goals and
objectives, goal attainment
(statewide testing and
accommodations, if desired).
Use invitation format to write, edit, and send
letters—or
compose invitations using business format.
Compose statement of student’s role in IEP
and ask for team’s support in fulfilling this
new role.
Participate in the mock and IEP
meetings using appropriate
professional style. Use appropriate
listening and conflict-resolutions
skills when disagreements arise.
Social Studies:
Science:
Math:
History: Link the Brown vs. Board of
Educ. to disability rights and IEP
participation of students and
parents;.
Citizenship: Describe how civil
rights movements (including
disability rights) has impacted
educational policy (IEP meetings
and participation).
Life Sciences: Describe how IEP resources
and choice of those who attend may affect
planning and ultimately, quality of life.
Science and Technology: Describe use of
emerging technologies for contacting and
communicating with IEP team members.
Scientific Inquiry: Draw conclusions about the
rate of improvement needed per year to
achieve needed levels (see Algebra) using
logic and data.
Patterns and Algebra: Examine
present-levels of functioning in
terms of postsecondary or career
requirements; develop & solve
equation to represent differences.
Data Analysis and Probability:
Describe probability of consequences
or outcomes when using conflict
resolution strategy decisions.
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Lesson Plan: Identifying IEP Team Members
Activity: Identifying members in preparation for Steps 1-2 of Self-Determined IEP (11 steps).
Behavioral Objectives: Each student will be able to identify both required and optional members of
their IEP team at a mock and/or real IEP meeting with 80% accuracy for their names, titles, and
roles. Related objective: Each student will correctly introduce ALL IEP members at mock and real
IEP meetings, including each person’s name and title with 80% accuracy.
Prerequisite Knowledge: IEP meeting and its purpose, roles of typical school personnel
Lesson Procedure: (1) Introduction (motivation, engagement, review of prior learnings): Engage the
students and review by asking questions such as, What is an IEP and how can it help you be
more successful? If you could choose people to help you plan your future, who would you
include?
(2) Steps for learning (development and key questions): Probe and scaffold student’s learning to
identify (a) who is required to attend an IEP meeting and why (their role), (b) who may also be
invited to attend and why (their role). Ask students to identify both required and optional persons
important to attend their own IEP meeting, their names, title, and role (students can work in pairs
or groups then check each other’s work).
(3) Culmination (review of today's learnings and links to future lessons): Review names, titles, and
roles of persons. Have students practice using a matching game to help them remember (if
needed).
Adaptations: Allow students to work individually or in groups, to research IEP attendance
requirements, interview administrators and others about their IEP roles and responsibilities.
Provide more structure if needed, or ask students to identify only one person to attend meetings,
compile these into full listing, use pictures and cues about school personnel and roles as needed.
Follow-up: Explain/discuss how other professionals may need to attend some students’ IEPs
depending upon needs (audiologists, speech therapists, OT/PTs, etc). Practice and model correct
ways to introduce the team members and use this to build skills for completing Steps 1-2 of the
process. Explain/discussTransition
how students
can use&this
skill at other meetings as well
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Lesson Plan: Sending IEP Invitations
Activity: Sending invitations (and cover letter) for the IEP/Transition Meeting
Behavioral Objectives: Students will use the sample invitation format to type invitations to the IEP
members with 90% accuracy for spelling and format. Students will track the responses from
invitations regarding who is/is not able to attend the meeting at the identified time with 90%
accuracy and report this to the IEP team coordinator each week.
Prerequisite Knowledge: Background on reason for IEP meetings; correct spelling and spellcheck
using word processing; correct paragraph form, prior lesson on persons to attend IEP meetings,
use of checklist for data collection.
Lesson Procedure: (a) Introduction: Review persons to attend IEP meeting and their role. Probe
about how to inform/ask persons to attend (written invitation). Inform students they will be sending
invitations and tracking the responses, and informing the IEP team coordinator.
(b) Steps for Learning: Ask students to identify key information to be included on an invitation
(students may work in pairs to develop a sample, then whole class evaluates and revises).
Develop sample form (see form that follows) or allow students to independently develop forms to
use. Have students use list of individuals from “Identifying Team Members” lesson to fill in forms.
[Optional addition: have students develop a cover letter to team to explain their role in participating
in the IEP meeting, and the 11 steps they will follow, as increasing their own self-determination
and responsibility for their own future.] Demonstrate how to develop checklist of individuals, how
to collect data, and to whom the data should be reported.
(c) Culmination: Have students use spellcheck, have students review each other’s work for format
and spelling of person’s names. Have students send invitations, track the responses, and report
to team coordinator.
Adaptations: Students can be give more, or less, structure in completing their work and in tracking
and reporting the responses. Students or teacher can create cover letter using business letter
format and paragraphing (salutation, introduction, body, closing, etc.).
Follow-Up: Make follow-up contacts for individuals who have not responded by deadline, send
reminders and track.
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Invitation Response Checklist
Who
Role
Date Invitation
Mailed
Date Response
Received
Attendance
(Yes/No)
1.
2.
3.
4.
5.
6.
[Student logs each invitation made: when mailed, when response received,
and nature of response. Student reports results to teacher and administrator
(principal) prior to the meeting.]
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Lesson Plan: IEP Conflict Resolution
Activity: Learning appropriate listening, problem and conflict resolution skills
Behavioral Objective: The students will develop at least one positive solution by using the five
steps for solving conflicts, with 4/5 steps correct.
Prerequisite knowledge: Memory of prior conflicts with peers and adults, ability to analyze
feelings and behaviors.
Lesson Procedure: (a) Introduction: Ask students about prior conflicts they have had with
peers, siblings, or adults, or provide a scenario about a conflict similar to ones they have
had. Discuss the outcomes of these conflicts, both positive and negative. Ask if they can
think of ways to help resolve conflicts and disagreements more positively. Ask about how
they believe disagreements are resolved at IEP meetings (formal settings).
(b) Steps for learning: Present conflict-resolution steps
Step one, Identify the problem: What caused the conflict? What was said or done that led to the conflict?
Step two, Propose solutions (brainstorm): Identify several solutions that could solve the conflict or problem.
Step three, evaluate your ideas: Decide which solutions are better than others. Rank them if needed.
Step four, Try out your solution: Use role play and practice better responses. Prepare to use in “real”
situations with others. Ask for others’ feedback.
Step five, evaluate your solution: Did the solution work? Could the result be improved? Ask for others’
feedback also. Revise and repeat steps four and five.
Present practice scenarios involving conflict and differences of opinions with peers and
adults. Have students role play these for the rest of the class. Ask students to use the five
steps to analyze the problem and develop solutions.
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IEP Conflict Resolution (cont.)
(b) Steps for learning (cont)
Break students into small groups and give each group a scenario (or have students develop
their own scenarios). Have each group use the five steps to identify possible positive
solutions Have each group present their solutions and have the class give feedback.
Continue giving students practice scenarios as needed to develop skills. Include scenarios
that are increasingly similar to situations they will face in IEP meetings, for example: adults
in the meeting recommend that student take classes that they do not prefer, or recommend
activities that the student dislikes. Practice good listening skills (to correctly identify the
conflict) and creating positive solutions.
(c) Culmination: Have students review the five-step process and how it leads to positive
solutions. Discuss how it helps students participate effectively in IEP meetings.
Adaptations: Have students develop their own scenarios, have them implement the 5 steps in
their daily life—with family and friends and log or journal about each incident.
Strategies/evidence for evaluation: Students are able to generate at least one positive solution
for each conflict, students show increasing skills in applying this process to their daily lives.
Follow-up: Discuss/describe how this process can be applied as conflict situations arise in
school, discuss how process can be used in various work and adult situations, have
students use process in mock and real IEPs and evaluate their solutions.
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Stage THREE:
Additional Teaching Activities
• View Choicemaker video to introduce students to IEP
participation & the 11 step process
• Students participate in a mock IEP meeting and use
some or all of the 11 steps
• Students practice presenting goals and ideas to the
class and to others, in a clear and “professional” manner
• Students identify and select individuals to attend IEP
meeting, send invitations and track responses
• Students practice listening and conflict resolution skills
with school and other conflicts that arise, and use
increasingly positive and successful strategies.
Spring 2005
Transition Services Preparation & Training
Additional Forms
11 Steps of the IEP Process
[Self-Determined IEP, ChoiceMaker Curriculum, Sopris West Pub.]
•
•
•
•
•
•
•
•
•
•
•
State the purpose
Introduce everyone
Review past goals and performance
Talk about how did last year go
State school and transition goals
Ask questions if you don’t understand something
Deal with differences in opinion
State the support you think you will need
Summarize goals
Thank everyone for coming and their time
Work on goals all school year
Spring 2005
Transition Services Preparation & Training
Teacher’s rating scale:
use to validate and support perspective-taking
Student: _________________________________
IEP meeting date:__________________________
1a. Student knew ______people at the IEP meeting. (number or ‘all’)
1b. Student greeted _____ people at the IEP meeting. (number or ‘all’)
2. Student introduced him/herself to ____ people and introduced people to
each other. (numbers or ‘all’)
3. Student talked about past goals and how well s/he was
doing.
____
(#of things said)
4. Student talked about current school and transition goals.
____
(#of things said)
5. Student asked for feedback about goals and how well
s/he was doing.
____
(#of things said)
6. Student asked ___(#) questions about things s/he didn’t understand or
(check) understood everything.
7. Student disagreed with someone (___ No ____Yes) and explained his/her
reasons:____
(#of things said).
Spring 2005
Transition Services Preparation & Training
Teacher’s rating scale, cont.
8. Student talked about help needed with some goals:
____(#of things
said)
9. Student helped or summarized his/her goals:
____(#of things
said)
10. Student helped or ended the IEP meeting by thanking _______ people.
(# or ‘all’)
Given the student’s communication the other abilities, s/he did? (circle one)
very well / well / satisfactorily / not well / poorly because:
_______________________________________________________________
Spring 2005
Transition Services Preparation & Training
Outcomes-Based Instruction:
Evidence of Student Learning Outcomes
• Students and teachers use rating scales to monitor improvement:
– Mock IEP to real IEP
– Year to year
• Students’ self-rating is increasingly similar to that of teachers
• Students are able to identify 3 appropriate areas of strength and needs from a
video tape analysis
• Students are able to suggest increasing numbers of appropriate IEP goals
– Lesson plan outcomes addressing communication techniques
– Observation of student’s increasing ability to summarize strengths/needs
• Students are able to identify appropriate and inappropriate interpersonal,
communication, and conflict-resolution behaviors using:
– Video tape model of appropriate/inappropriate behaviors at a mock IEP,
– Own videotape of mock IEP
– Self- and teacher-ratings of real IEP
Spring 2005
Transition Services Preparation & Training
Other Resources
• NICHCY: A Student’s Guide to the IEP by Marcy McGaheeKovac, 2002 (www.nichcy.org)
– Identifying strengths, needs, and accommodations (p. 8)
• NICHCY: Technical Assistance Guide, Helping Students
Develop Their IEPs, January 2002.
– Forms, strategies, and suggestions
• Reiman, J. Bullis, & Davis, C. (no date). Transition competency
battery for deaf and hard of hearing adolescents and young
adults. Santa Barbara, CA: James Stanfield Co.
– Six transition (video) subtests normed on D/HH students:
Job seeking
Work adjustment
Job related/interpersonal skills
Money management
Health/home
Community awareness
Spring 2005
Transition Services Preparation & Training
References
• Choicemaker Series: Self-Determined IEP by Martin and
Marshall, Sopris West, Pub.
• Martin, J. E., & Marshall, L. H. (1998). ChoiceMaker: Choosing,
planning and taking action. In M. L. Wehmeyer & D. J. Sands
(Eds.), Making it happen: student involvement in education
planning, decision making, and instruction (pp. 211-240).
Baltimore, MD: Paul H. Brookes.
• Wehman, P. (1996). Life beyond the classroom: Transition
strategies for young people with disabilities (2nd ed). Baltimore:
Paul H. Brookes.
• Wiggins, G., & McTighe, J. (1998). Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Spring 2005
Transition Services Preparation & Training
Thank you for your
participation and critical
feedback in using and
reviewing this unit.
Your information helps Kent
State University, through
this OSERS-funded project,
create better transition
outcomes for teachers and
D/HH students throughout
the U.S.
Spring 2005
Transition Services Preparation & Training