It

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Its Your FutureIts Your Right

• Its Your IEP
• Individual Education POWER
• for your
• Individualized Education Program

Developed by Renee Evetts, Michele Wendling,
Kelly Huff, Meghan Erickson
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This is a student friendly unit
presentationwith slides for teachers and
students. It is designed to help high school
deaf or hard-of-hearing studentslearn 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 Whats an IEP for
anyway?

• Why do I have an IEP?
• Why should I get involved?
• Why cant 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 plansand 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 apartmentin 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.

• Tell everyone the reason for the meeting.
• Introduce everyone sitting at the table
• Say their name and what they do.
• Talk about the goals set for you in the past.
• 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.
• Rememberask questions when you dont understand
• The team is there to help answer everyones
  questions.

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11 Steps Continued

• If someone has a different opinion
• 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!
• Tell everyone what you need from them so that you
  can finish your new goals.
• 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 dont know me the way I know me.
• People want me to be successful.
• People think they know things that I dont
  knowand sometimes they are right.
• Butif someone disagrees with your ideas, does
  that mean that the person doesnt like you or
  your idea?

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What if theres 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 wont want to come to my IEP meetings.
• I wont 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 Resolution-Some 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 nowand start getting ready
  for your next IEP.

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Here are some forms to helpyou 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 ____________________, 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,
Dear _(Persons 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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Practice with a video and Rate how you did.
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Almost done!
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Self-Rating ScaleHow 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 Its Time for a Mock IEPready, set..., go!

• Have a practice or mock IEP and videotape
  yourself.
• After the meeting, watch the videotape to see how
  you diduse 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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Its 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 its over, think about how it went
• How well you did
• How you felt about other peoples comments and
  participation

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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 considerHow 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 IEPCan I explain all of these
different areas?
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Outcomes and AccomplishmentsYou 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 youve learned

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Your Journey Forward

• If you shoot for the moon, you will land among
  the stars!

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Teachers SectionDeveloping 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 Designs
  research-based practices and processes
• To provide further description of possible
  lessons and activities

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Teachers SectionRationale 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 Designs
  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 theOhio
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
• Brown v. Board of Education
• Changes in goals and tactics of leading civil
  rights advocates and organizations
• 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
• 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 NeedsMajor 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 Ones 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 DesignSix Facets of
Understanding (Wiggins McTighe, 1998)
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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 units
• 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 Ones
• overarching and enduring understandings
• which incorporate external standards,
• To plan Stage Twos
• assessments to collect evidence of these
  understandings,
• across the Six Facets,
• Which are supported by Stage Threes
• 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
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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 persons 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 students 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
  others 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 11-step process. Explain/discuss 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 others work for format
  and spelling of persons 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
Date Response Received
Attendance (Yes/No)
Who 1. 2. 3. 4. 5. 6.
Date Invitation Mailed
Role
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 lifewith 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.

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Additional Forms

• 11 Steps of the IEP ProcessSelf-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 dont 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

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Teachers rating scale use to validate and
support perspective-taking
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Teachers rating scale, cont.
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Outcomes-Based InstructionEvidence 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 students 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

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Other Resources

• NICHCY A Students Guide to the IEP by Marcy
  McGahee-Kovac, 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

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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.

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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.