collaborative ieps

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Creating Child/Student Centered Outcomes through Collaborative IEPs Beth Swedeen and Sue Albert April 27, 2012 Circles of Life Conference

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Creating Child/Student Centered Outcomes through Collaborative IEPs. Presented by Beth Swedeen and Sue Albert at the 2012 Circles of Life Conference.

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Page 1: Collaborative IEPs

Creating Child/Student Centered Outcomes through Collaborative IEPs

Beth Swedeen and Sue AlbertApril 27, 2012Circles of Life Conference

Page 2: Collaborative IEPs

Collaborative IEPs

What do you think is the #1 predictor of post-school success for students with disabilities?

Page 3: Collaborative IEPs

Collaborative IEPs

This session is premised on these core values…• Segregated education leads to a segregated life;

inclusive education is the door to an inclusive life in the community

• Collective thinking is always richer and broader than a single person’s ideas

• The most important indicator of success is a child’s academic/social progress and enjoyment of school

Page 4: Collaborative IEPs

Collaborative IEPs

What is a collaborative IEP process?• The IEP should be a master plan for how a child

will be supported to be successful and make maximum progress in school

• It should be a living document for the whole year

• It is not one big meeting once a year

Page 5: Collaborative IEPs

Collaborative IEPs

What is a collaborative IEP process?• It is not just a service plan• It is developed with a team who work

collaboratively• It includes school staff, the family, the student

and others who may have useful information and ideas that would improve the student’s plan

Page 6: Collaborative IEPs

Collaborative IEPs

What is a collaborative IEP?• A document developed by the family, student,

school and community staff who know the child/student.

• A document developed by a team who works collaboratively.

• A document that provides a master plan for how the child/student will be supported to maximize progress.

Page 7: Collaborative IEPs

Collaborative IEPs

Beginning the collaborative process: building the team• Who do you want there• The LEA rep• General and Special educators• The role of the student

Page 8: Collaborative IEPs

Collaborative IEPs

What are the steps to a collaborative IEP meeting?

All IEP members come to the meeting prepared to share information about the child/student

Page 9: Collaborative IEPs

Collaborative IEPs

The flow of the meeting • Preparing ahead of time• Why an agenda is important

Page 10: Collaborative IEPs

Collaborative IEPs

What are the topic areas discussed at a collaborative IEP meeting: • What is the child/student able to do now (strengths,

needs and parent concerns)?

• What are other children/students same age doing?

• What do we want the child/student to be doing one year from now?

• What services are needed so the child/student can accomplish these goals?

Page 11: Collaborative IEPs

Collaborative IEPs

What are key components to conducting a collaborative IEP meeting?• Facilitator• Time-keeper• Recorder

Page 12: Collaborative IEPs

Collaborative IEPs

Gathering information• Student history• Family dreams and goals• Top areas to focus on for the year• Strengths and resources• Concerns for the future

Page 13: Collaborative IEPs

Collaborative IEPs

Choosing goals• Should have a limited number• Prioritize importance• Think through the lens:

• age-appropriate

• useful

• in line with student preference

• achievable in a year

• based on current level of performance

• reflect communication needs

Page 14: Collaborative IEPs

Collaborative IEPs

What is the purpose of goals?• Reflect the student’s goals and dreams for the

future• Provide the tools and preparation needed to

live that life

Page 15: Collaborative IEPs

Collaborative IEPs

Matching goals with services and supports: the triangle for success

Page 16: Collaborative IEPs

Collaborative IEPs

Personal Supports

Curriculum Accommodations and Modifications

Instructional and Assistive Technology

Triangle of

Supports

Castagnera, E., Fisher, D., Rodifer, K., Sax, C., & Frey, N. (2003). Deciding what to teach and how to teach it: Connecting students through curriculum and instruction (2nd ed.). Colorado Springs, CO: PEAK.

Page 17: Collaborative IEPs

Collaborative IEPs

Personal Supports• Full/part-time staff• Preservice student staff• Peers• Can be intermittent• Preferably fades over time• Based on student needs, not staff/school

schedules

Page 18: Collaborative IEPs

Collaborative IEPs

Curriculum supports

Page 19: Collaborative IEPs

Collaborative IEPs

Accommodations: changes to the “how”• An accommodation provides a student with

access to information to create an equal opportunity to demonstrate knowledge and skills.

• Accommodations do not change the instructional level, content, or performance criteria for meeting the standards.

the How

Page 20: Collaborative IEPs

Collaborative IEPs

Modifications: changes to the “what”• A modification is a change in what a student is

expected to learn and/or demonstrate. • While a student may be working on modified

course content, the subject area remains the same as the rest of the class.

the What

Page 21: Collaborative IEPs

Collaborative IEPs

WARNING!

Modifications and accommodations are only as good as the curriculum they are derived from. Nothing will compensate for boring, meaningless, and ineffective instruction and materials.

Page 22: Collaborative IEPs

Collaborative IEPs

Technology supports• Assistive technology• Low-tech items• Mid-tech items• High-tech items

Page 23: Collaborative IEPs

Collaborative IEPs

Assistive technology

Assistive technology is any item used to maintain or improve functional capabilities

Page 24: Collaborative IEPs

Collaborative IEPs

Low-tech items

Low-tech items like pencil grips, tilt trays, magnifiers, and raised line paper.

Page 25: Collaborative IEPs

Collaborative IEPs

Mid-tech items

Tape recorders, talking calculators, computers, and spell checkers.

Page 26: Collaborative IEPs

Collaborative IEPs

High-tech items

High-tech items like augmentative communication devices (ACD), like speech recognition software.

Also can include non-disability technology like: iPads, cell phones, MP3 players, and alarm clocks.

Page 27: Collaborative IEPs

Collaborative IEPs

Other considerations…• Measuring progress • Regular communication: what modes are most

effective for you?• When challenges come up….

Page 28: Collaborative IEPs

Collaborative IEPs

A word about placement…• It is the final consideration in the IEP process

after all other portions have been considered• Least Restrictive Environment premise: ALL

children are in the general education classroom; if other locations will be used, there must be documentation why

• LRE includes extracurriculars and other activities

Page 29: Collaborative IEPs

Collaborative IEPs

Thank you for attending!• Beth Swedeen, WI-BPDD

[email protected]• Sue Albert, Preschool Environments

[email protected]