Inviting the "I" to the IEP: Including Students in the IEP Process

Carrie Fairbairn, Sallye Lee, Kelli Heller Author

04/18/2022 Added

3 Plays

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Conference 2022

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[00:00:00.100]You stated,
[00:00:01.349]gosh that's really a disadvantage for parents
[00:00:03.520]that, you know, we hear these names
[00:00:04.970]but they don't have a Facebook name.
[00:00:06.080]So we started having them take name plates.
[00:00:08.486]So if my student can't do the writing, it's too long,
[00:00:12.450]or too hard for them, just trace the name,
[00:00:14.326]write on it, just draw a picture.
[00:00:15.777]So we have name plates.
[00:00:16.890]And then right before the meeting, they come, they step in,
[00:00:19.798]like that's another job around the table.
[00:00:21.660]You see the posters on the back door.
[00:00:23.390]There was one when you came in.
[00:00:24.810]So we have them make welcome signs.
[00:00:26.330]They go on all the doors of the building.
[00:00:28.100]We have kids go up and greet.
[00:00:30.600]We say, "Go up to the front door.
[00:00:31.737]"Bring 'em down to the classroom."
[00:00:33.100]They love it.
[00:00:34.510]They're beaming.
[00:00:35.343]Turns the lights on for the meeting,
[00:00:38.127]loves that job.
[00:00:39.453]Like it's tiny, but it's important to them.
[00:00:42.187]Making invitations.
[00:00:44.050]Curious kids send out invitations to their district.
[00:00:47.860]And you'll see examples of invitations.
[00:00:49.620]There's some great examples.
[00:00:50.700]If you have a chance afterwards,
[00:00:52.850]the invitations are on that side.
[00:00:54.500]There's ones that when kids are young enough
[00:00:55.890]they even do a hand print as part of their invitation.
[00:01:00.010]I just recently,
[00:01:02.550]I had a kid who loved, she loves cars
[00:01:04.910]and she had drawn this picture.
[00:01:06.080]So all the paperwork that we put in folders,
[00:01:08.530]we just put a little stamp of her artwork on the front.
[00:01:12.500]And that was so personal for her.
[00:01:14.100]Even if they're not there for that part of the paperwork,
[00:01:16.470]what an easy thing that you can do
[00:01:18.900]to put on the front of a folder
[00:01:20.430]or even just displaying artwork at the meeting.
[00:01:24.160]Well, just having these folders,
[00:01:25.173]this student goes around
[00:01:26.448]and you have 12 people come to your meetings
[00:01:27.835]and you put a folder
[00:01:28.820]and then they put a pen on top of the folder.
[00:01:31.160]They get to pick where kids sit
[00:01:32.670]other than, you know, this is where Mrs. Lee has to sit
[00:01:34.960]and this is where my mom--
[00:01:36.110]It's a party.
[00:01:37.647]It's like a party.
[00:01:38.480]They get to pick the seating arrangement.
[00:01:39.850]The only thing I say is "You're sitting next to me
[00:01:42.167]"and your parents are sitting there."
[00:01:43.437]But you can pick where everybody else sits.
[00:01:46.780]Just things like that.
[00:01:47.970]I mean, they are giddy.
[00:01:49.420]It is a party.
[00:01:51.420]So despite the fact
[00:01:52.390]that you're probably gonna talk about things
[00:01:53.880]that are gonna be hard,
[00:01:56.480]it's still this celebration
[00:01:58.760]and they're part of it.
[00:02:00.370]We have snacks.
[00:02:02.800]Two of my support staff, one of them bakes
[00:02:06.030]and she made, you'll see a picture of it later,
[00:02:08.410]she baked this huge cookie
[00:02:10.490]and said something like "Happy IEP", or something like that.
[00:02:13.670]I mean, so it's a celebration.
[00:02:16.460]I can't overemphasize that enough.
[00:02:18.700]Yep, so those are just a few examples.
[00:02:23.222]But here are the obstacles.
[00:02:24.612]The obstacles obviously are technical.
[00:02:26.400]So
[00:02:27.233]time changed
[00:02:28.290]in my two different settings that I got to work in.
[00:02:30.030]So being a resource teacher is totally different
[00:02:32.160]than what I'm doing now.
[00:02:34.070]Time was just getting kids prepped to do this
[00:02:36.880]because I'm doing intervention.
[00:02:38.390]I don't have them all day where I can say
[00:02:40.337]"Oh, we're just not gonna do this today."
[00:02:42.660]So that was the one thing.
[00:02:44.440]But time for the IEP, they do take longer.
[00:02:47.600]You kind of have to get some buy-in from people.
[00:02:49.630]I mean,
[00:02:51.020]when you've got 20 IEPs
[00:02:52.420]you don't wanna be spending extra time.
[00:02:54.310]They do add a little bit more time.
[00:02:57.250]They take longer.
[00:02:58.240]But it's worth it.
[00:02:59.703]It's so worth it.
[00:03:01.510]Feeling like maybe you can't do this.
[00:03:03.280]You're not an authority on this.
[00:03:05.020]It's okay.
[00:03:06.560]The students do get scared and they do get nervous
[00:03:09.140]and we talked about that,
[00:03:10.950]but the prep time,
[00:03:12.320]the time you put in ahead of time.
[00:03:13.750]And that's where you have to think about
[00:03:15.080]what are the strengths of your students
[00:03:17.470]when you practice.
[00:03:18.303]You obviously just don't wanna start the day before
[00:03:19.940]and have them do their little read through the day before.
[00:03:21.860]We practice a lot.
[00:03:22.900]We talk about it.
[00:03:23.970]We have safeguards in place if they get up there and freeze.
[00:03:28.140]But it's a good way to have them stand up
[00:03:30.940]and talk in front of people if they can do it.
[00:03:33.980]But you'll know your students.
[00:03:37.830]Student's disability level.
[00:03:39.290]You can find multiple ways to accommodate for that.
[00:03:42.350]So you just know your students well.
[00:03:46.040]If you're a teacher,
[00:03:46.940]you're probably a control freak anyway.
[00:03:48.940]So feeling like, oh my gosh, I can't hand over all this.
[00:03:52.440]This is my IEP, and this is how I want it to run
[00:03:55.150]and this is how we're gonna do it
[00:03:56.564]and we're gonna get it done in 44 minutes.
[00:03:58.910]You gotta kind of let go of some of that (laughing)
[00:04:01.570]because that's me, so.
[00:04:03.610]Um.
[00:04:05.150]No-one else in the school wants to try it.
[00:04:07.150]Sometimes it's hard to get by.
[00:04:08.500]I don't wanna stay later for your IEP, Sallye.
[00:04:11.210]I'm out.
[00:04:12.125]I don't wanna do that.
[00:04:12.958]Find the teacher,
[00:04:14.160]find your one teacher that you collaborate really well with.
[00:04:16.810]Start with a kid in their class.
[00:04:18.800]That's how I did it.
[00:04:21.050]Maybe you feel you don't have admin support.
[00:04:23.810]That can be tricky
[00:04:25.160]and
[00:04:26.570]high stakes that like,
[00:04:28.630]just can I get all this done and still deliver my classes?
[00:04:33.612]It always goes back to time for me.
[00:04:35.100]It is a huge time thing, but there's ways around it.
[00:04:38.800]And it's just important to remember
[00:04:41.520]when she was talking about loss of control.
[00:04:44.062]Yeah.
[00:04:45.181]It's not a form.
[00:04:46.262]It's not a paper report.
[00:04:47.810]It is a process.
[00:04:50.363](indistinct) process from kindergarten on.
[00:04:53.050]That's our goal.
[00:04:54.010]And obviously it's the process (indistinct) and in speech
[00:04:57.392]and (indistinct) our kids with high anxiety.
[00:05:02.720]But when they attend their IED and they learn how to speak
[00:05:06.670]and say that I like school that way, it has a purpose,
[00:05:09.660]and go like that.
[00:05:12.700]It's such a game changer.
[00:05:14.560]It's such a game changer.
[00:05:19.170]Okay, so
[00:05:20.890]I want to emphasize
[00:05:24.190]this is where you're gonna do the bulk of your work,
[00:05:26.720]pre-meeting.
[00:05:27.870]So just get ready for that.
[00:05:30.050]And this is where we're gonna start.
[00:05:31.190]So now we're getting into the efficient things
[00:05:32.900]and you're gonna see some of the stuff we're talking about.
[00:05:35.140]The IEP meeting itself,
[00:05:37.160]you've done all the work up until this point.
[00:05:39.540]We'll talk a little bit about what happens here
[00:05:41.150]and then believe it or not,
[00:05:42.490]there is some post-IEP stuff to do,
[00:05:45.520]from thank you notes to certificates.
[00:05:47.340]We'll share that here.
[00:05:49.110]Feel free to interrupt us also.
[00:05:51.730]I know we're watching our time.
[00:05:52.890]So we'll speed it up here.
[00:05:54.210]So,
[00:05:55.267]preparing the parent.
[00:05:59.380]When I do intakes, or when kids come to the program new,
[00:06:02.430]we have an intake folder.
[00:06:03.530]So information in that,
[00:06:05.030]I always include a parent letter
[00:06:07.060]that talks specifically about
[00:06:10.080]involving the students in that process.
[00:06:11.940]And the IEPs will be a little bit longer.
[00:06:13.990]And honestly, I don't really give 'em a choice.
[00:06:17.700]I say, you know, this is how we do IEPs.
[00:06:20.310]Your kid can just stay here after school.
[00:06:21.820]You can take 'em home after the IEP.
[00:06:24.340]Sometimes I have a parent say, "Well, I mean,
[00:06:26.457]"I really wanna talk about some things
[00:06:28.462]"that I don't want him to hear."
[00:06:29.295]Absolutely.
[00:06:30.400]I'm not gonna violate a parent's rights.
[00:06:32.430]I always assure them of that.
[00:06:33.720]And I do say there are times
[00:06:35.840]when I don't want a student present.
[00:06:37.710]There are times when you need to talk about things
[00:06:39.410]that they don't need to be privy to.
[00:06:42.110]But I just,
[00:06:43.070]I don't really make it an option.
[00:06:45.290]So there's a copy of a parent letter.
[00:06:46.900]I think you have that.
[00:06:47.880]That's in one of the freebie folders.
[00:06:50.060]I also have parents fill out
[00:06:53.800]kind of a self-determination checklist.
[00:06:56.280]Like has your child attended IEPs?
[00:06:58.250]I just want an idea.
[00:06:59.450]And sometimes I get kids who come to the program
[00:07:01.670]that do have experience, not often,
[00:07:04.370]but this is just a nice way for me to know
[00:07:06.230]what we're going into with the IEP and where parents are.
[00:07:10.380]I also have elementary teacher checklists.
[00:07:14.964]There's a
[00:07:17.550]student rubric coming up.
[00:07:18.730]But as far as for the parent,
[00:07:21.310]this is how I usually prepare them.
[00:07:23.040]It's usually at that intake
[00:07:24.310]and then right before that IEP meeting.
[00:07:26.210]And trust me, they don't forget about their IEP meeting
[00:07:29.180]because they have an eight-year-old saying
[00:07:30.837]"You're coming, right?
[00:07:31.670]"You're coming, right?
[00:07:32.503]"You're coming, right?
[00:07:33.747]"My IEP is tomorrow."
[00:07:36.350]So, they're well-informed prior to the IEP.
[00:07:44.480]I don't know if this will even play.
[00:07:45.920]So I don't know if we wanna even mess with it.
[00:07:47.770]We can just go on ahead.
[00:07:51.570]Oh, this is me, I'm sorry.
[00:07:52.580]So self-determination.
[00:07:53.560]We had this really cool video that kind of talked about it
[00:07:55.940]and if you've got our presentation,
[00:07:57.530]hopefully you can click on that.
[00:07:59.180]But when we are thinking of self-determination,
[00:08:02.080]we really want the kids to understand
[00:08:03.830]that there's choice making,
[00:08:05.450]there's problem solving,
[00:08:07.170]decision making that goes into this,
[00:08:08.990]goal setting and attainment for those goals,
[00:08:11.390]letting them see success for their growth,
[00:08:13.850]self-regulation, self-advocacy, self-awareness,
[00:08:17.390]self-efficacy, and self-instruction.
[00:08:19.970]So there was a lot of selfs in there
[00:08:21.610]because we want those kids
[00:08:23.700]to really internalize who they are as a person
[00:08:27.900]and that they matter.
[00:08:29.420]And so it also gives them
[00:08:31.370]a little bit of an internal locus of control,
[00:08:33.530]which is super important in that problem solving piece.
[00:08:39.070]Just give you a second to read that quote.
[00:08:43.040]We could do a day presentation
[00:08:45.330]on self-determination skills alone, just alone.
[00:08:50.090]So what's interesting
[00:08:50.923]is this presentation was originally a half-day presentation.
[00:08:54.380]So we really had to pare it down to give you the goods.
[00:08:59.069]Be prepared
[00:09:01.230]to spend adequate time preparing the student.
[00:09:04.300]Sallye makes a great point.
[00:09:05.440]Pick one kid.
[00:09:06.950]Just pick one kid.
[00:09:07.840]Don't try to go back and say
[00:09:09.260]I'm gonna do this for all students
[00:09:10.610]because it takes a lot of time.
[00:09:13.170]We start with "What is self-D?"
[00:09:15.140]And I don't necessarily say,
[00:09:16.367]"Okay, kids, this is what each of these skills are."
[00:09:18.520]You just naturally teach those skills.
[00:09:21.660]The other thing that I love is
[00:09:25.537]"What is self-D?"
[00:09:26.810]There's a great book called "The Power of Self D".
[00:09:29.810]In fact, it's one of the freebies.
[00:09:30.890]We're gonna give it away here in just a minute.
[00:09:33.040]I would say it's anywhere between third and eighth grade.
[00:09:35.020]And this author, and you can get 'em on Amazon.
[00:09:37.440]I think they're around eight bucks.
[00:09:38.550]This Kip Jones.
[00:09:39.930]He's got a series of books.
[00:09:41.130]There's some other ones up here.
[00:09:42.217]"The Power of an Attitude of Gratitude".
[00:09:44.807]"The Power of a Positive No".
[00:09:46.350]And there are lesson plans
[00:09:47.730]that go with "The Power of Self D" book.
[00:09:51.060]Great, it's a great read.
[00:09:53.480]If you have never heard of the website "I'm Determined",
[00:09:56.530]write it down right now.
[00:09:57.740]You will see a majority of the things,
[00:09:59.330]if you were already up here looking.
[00:10:00.750]The "I'm Determined" website,
[00:10:02.370]they've revamped it over the last couple of years.
[00:10:05.320]It's much better.
[00:10:06.350]But you can find so many free resources on that website.
[00:10:11.980]And that's really where I started.
[00:10:14.110]So a lot of the stuff I actually have, it's old material.
[00:10:18.300]They've updated everything.
[00:10:19.580]So you'll get those in freebie folders.
[00:10:22.720]We're not getting paid by them, but--
[00:10:24.660]No, but it is worth it.
[00:10:26.450]They are a fabulous site to go to.
[00:10:29.800]And then I just have kids and teachers
[00:10:33.070]also fill out a checklist like this.
[00:10:36.230]I wanna know where my students are.
[00:10:37.583]I have a lot of students, you'll see a rubric coming up,
[00:10:39.720]it's like, do you know what IEP stands for?
[00:10:42.160]So I like to do that the first time I see them
[00:10:45.200]and then at the end of the year, just to see,
[00:10:47.390]especially on the rubric, where we've grown
[00:10:50.520]or how they've grown.
[00:10:52.740]So that's...
[00:10:54.220]But this takes time.
[00:10:55.053]All of this takes time.
[00:10:58.040]I'm lucky 'cause I'm a self-contained teacher.
[00:11:00.610]I know it's more difficult for resource,
[00:11:02.250]but
[00:11:03.083]if you put in the investment,
[00:11:07.770]it's just worth it.
[00:11:09.086]And you don't have to do it,
[00:11:11.210]the bulk of it, like that every time.
[00:11:13.090]Right.
[00:11:14.660]Okay, check your tickets.
[00:11:16.160]Here we go, drawing. This is for that book.
[00:11:18.210]Can you hear me?
[00:11:24.522]If there's a ticket not by you,
[00:11:25.632]please take it.
[00:11:29.365]Are we ready?
[00:11:30.374]Everyone's got their ticket out?
[00:11:31.450]All right, here we go.
[00:11:33.350]4-0-9
[00:11:34.640]4-3-1.
[00:11:37.537](Kelli gasping)
[00:11:38.406]Congratulations (laughing).
[00:11:41.371]We've got more goodies,
[00:11:42.204]so hang onto your tickets.
[00:11:44.533](indistinct) teaching materials for that book.
[00:11:49.490]I think we're up to the next--
[00:11:50.323]I don't know if that sound will work,
[00:11:52.260]you can try it.
[00:11:53.850]We're skipping the videos.
[00:11:54.860]Okay.
[00:11:55.740]So, continuing on with preparing students.
[00:11:57.480]I also have a pamphlet for the kids
[00:11:59.530]and I also let kids know that they have rights as well.
[00:12:03.780]This is a little sheet that all the students have.
[00:12:07.337]"I have the right" and then it just goes around.
[00:12:09.850]So at the IEP
[00:12:11.160]I usually have kids pick one or two of those rights
[00:12:13.630]that they want to read aloud.
[00:12:15.550]I just had a parent call me this week
[00:12:18.330]and she was kind of upset.
[00:12:19.163]And the first thing I asked her about,
[00:12:20.540]her child is in special education, he's a middle schooler,
[00:12:22.990]and I said, "Well, is he attending his IEPs?"
[00:12:25.620]She's like, "No.
[00:12:26.453]"I mean, this school's really reluctant.
[00:12:27.717]"I've mentioned this."
[00:12:28.550]And I said, "Nuh-uh, no, that's his right.
[00:12:30.767]"He may attend that IEP."
[00:12:32.220]You as the parent, you have the right to have him there.
[00:12:34.880]Does he have to be there for the entire thing?
[00:12:36.670]No, he's high-anxiety.
[00:12:37.960]She felt really strongly that if he knew what was going on
[00:12:40.865]and could have more of a say, that things would be better.
[00:12:44.640]So we talk a great deal about rights.
[00:12:46.340]But along with rights, come responsibilities.
[00:12:49.280]So rights and responsibilities we go over.
[00:12:52.690]And then...
[00:12:54.940]I cannot say enough how important it is
[00:12:58.570]to talk to kids about their disabilities.
[00:13:00.640]I always ask parents prior, is this a conversation
[00:13:04.590]that you've already had with your child?
[00:13:06.730]Is it a conversation that I can have with your child,
[00:13:10.300]before I have that discussion.
[00:13:12.210]And some are like, no, we haven't said anything.
[00:13:16.160]But most are, "Yeah, they know", or "Yes, feel free."
[00:13:20.160]This is a great resource worth every dollar.
[00:13:24.680]It's called "Looking at Your I.E.P."
[00:13:26.270]It's probably more designed for kids
[00:13:30.380]who have
[00:13:31.810]a language or learning disability.
[00:13:34.540]I mean, that's how they talk about it.
[00:13:35.630]It's not like specifically a behavior disorder,
[00:13:37.690]but I just changed the words.
[00:13:39.410]And the reason I like it
[00:13:40.530]is because I think it's a really great way
[00:13:43.380]to talk to kids about their disability.
[00:13:45.680]That they have this highway in their brain
[00:13:47.880]these cars travel along
[00:13:49.247]and those cars have to get to little garages,
[00:13:51.710]the behavior garage, the language garage.
[00:13:54.370]And sometimes there are traffic jams,
[00:13:56.560]sometimes there are speed bumps,
[00:13:58.020]and those cars can't get to those garages.
[00:14:00.900]It's a great way.
[00:14:01.790]It's been helpful for me.
[00:14:03.080]I've loved using that as an explanation for kids.
[00:14:08.330]I make sure that they understand
[00:14:10.960]that they are in this program, or my program,
[00:14:13.860]because of this particular disability,
[00:14:15.980]a behavior disability.
[00:14:19.770]I mentioned the student rubric.
[00:14:23.030]I have the kids fill that out when they're first there.
[00:14:25.260]There's also a great, yeah, it's just by levels.
[00:14:27.860]They just circle it.
[00:14:30.679]And then I also have kids,
[00:14:31.940]I give them a copy of their IEP.
[00:14:33.940]If I need to blacken some stuff out
[00:14:36.110]because I'm getting an IEP from somewhere else
[00:14:39.120]and I don't want them to read.
[00:14:40.390]I will blacken that stuff out.
[00:14:42.170]But we go on IEP scavenger hunts.
[00:14:45.710]And that takes some time.
[00:14:46.640]It's usually not in one setting.
[00:14:47.960]But they do an IEP scavenger hunt
[00:14:50.160]where I'm asking them to find the signature page.
[00:14:52.780]Do you see where all the names are signed?
[00:14:54.210]Or I'm asking them "Where are your goals?"
[00:14:56.710]We talk about what accommodations are.
[00:14:58.510]Can you find that section?
[00:15:00.180]So
[00:15:01.013]we spend time looking at the actual IEP.
[00:15:05.290]It's sad to me
[00:15:06.260]that sometimes I've gotten IEPs from schools and districts
[00:15:10.460]that have
[00:15:12.980]one strength
[00:15:14.410]or it's a twisted way to write a strength
[00:15:17.710]that sounds more like a problem.
[00:15:20.410]Like when he chooses "He's great" or "He smiles".
[00:15:25.230]Oh, he's got a great smile.
[00:15:26.930]He's just...
[00:15:28.480]He's got a contagious laugh.
[00:15:31.580]I'm picky though.
[00:15:32.560]I'm super picky about my strengths part of the IEP.
[00:15:35.520]I tend to make it a story, tend to be very narrative.
[00:15:40.349]And so it's lengthy.
[00:15:41.182]I try my best to tell a story about that child.
[00:15:44.480]So we look for all of these things.
[00:15:46.440]They learn about the major components of the IEP.
[00:15:49.370]There's another document up here.
[00:15:52.710]I think it's "I'm Determined".
[00:15:54.400]It looks like this.
[00:15:55.773]This is a great document to use.
[00:15:57.840]I don't know, I just have one hand.
[00:15:59.250]That goes over the components of the IEP.
[00:16:01.860]It gives you some language.
[00:16:03.880]How do I explain what accommodations are?
[00:16:05.710]How do I explain
[00:16:07.870]Yeah.
[00:16:08.990]the present level
[00:16:10.040]or tho those kinds of things?
[00:16:11.620]I think of that as more secondary,
[00:16:13.280]but it gives great language.
[00:16:14.870]It gives great language.
[00:16:16.400]And this is another one.
[00:16:18.100]I've made those into books
[00:16:19.200]at the end of the table, Sal. Okay.
[00:16:20.851]I think of this as more secondary,
[00:16:24.710]but it does get into all the same components.
[00:16:28.850]So you're welcome to look through any of those things.
[00:16:30.570]Yeah.
[00:16:32.990]And I think,
[00:16:34.300]yeah, self-advocacy is just, it's so huge.
[00:16:37.080]There's some cards up here that are on rings
[00:16:39.630]that give kids the language.
[00:16:41.980]I need this.
[00:16:43.350]If I had this, no, I don't want to do that.
[00:16:45.253]I don't like that idea, whatever.
[00:16:48.230]These are great kind of sentence starters for kids
[00:16:51.530]on specifically how to advocate for themselves.
[00:16:54.500]So even with third grade,
[00:16:56.080]I'm throwing out words like accommodations, self-advocacy,
[00:17:00.640]things that help me, right.
[00:17:02.430]These can be hanging in my room as well.
[00:17:04.210]Yeah.
[00:17:07.510]I think that, okay, so my favorite thing,
[00:17:11.460]two favorite things in this whole presentation,
[00:17:14.520]one-pagers and good day plans.
[00:17:16.030]We're gonna talk about both of them.
[00:17:17.330]If you walk away with nothing else,
[00:17:18.704]walk away with these two things.
[00:17:20.422]Walk away with this.
[00:17:21.255]Can you hear me on the mic?
[00:17:22.960]Okay, good.
[00:17:23.793]So, one-pagers are basically one page about that student.
[00:17:28.640]It's like their little advertisement about them
[00:17:31.270]and they come up with the stuff.
[00:17:32.820]Of course we're helping them through it.
[00:17:34.170]We have tons examples.
[00:17:35.630]You're gonna pass these through the aisles.
[00:17:37.760]So it's like, what are you good at?
[00:17:40.150]What do you like to do?
[00:17:41.180]What do you do when you're at home?
[00:17:43.180]What do you prefer to do?
[00:17:44.490]What helps you when you're frustrated?
[00:17:46.300]What helps you in math?
[00:17:47.800]Anything.
[00:17:49.320]The template just has guiding questions on it.
[00:17:52.210]You can tailor it however you want.
[00:17:54.620]What are your interests?
[00:17:56.050]What are the accommodations?
[00:17:57.210]Obviously, you know,
[00:17:58.043]you tailor the words to help your students.
[00:18:00.150]This is how, other than the movie,
[00:18:02.170]this is where my kids participate in their IEP.
[00:18:04.640]They stand there and they read, we practice.
[00:18:07.900]They read their one-pager.
[00:18:09.380]And you should see the parents in that
[00:18:11.800]listening to their child
[00:18:12.970]talk about what their child's good at
[00:18:14.350]because sometimes when the kids that come to our program
[00:18:17.790]that have already been kicked out of three schools
[00:18:20.920]by the time they're six years old,
[00:18:22.970]all they've heard is not very fun stuff about their student.
[00:18:25.770]And when that child is telling them stuff
[00:18:27.860]that they're good at, finally,
[00:18:28.970]because they couldn't think of one thing
[00:18:30.440]they were good at before.
[00:18:31.910]Wow, tears.
[00:18:33.260]So they're invested.
[00:18:35.380]But these also,
[00:18:37.270]these kids talk to their friends about
[00:18:39.240]this is what I'm good at, what are you good at,
[00:18:41.220]in our class.
[00:18:42.053]And we hang these up.
[00:18:43.080]Carrie just found out there's an app now,
[00:18:44.880]which I haven't even gone on, for one-pagers, right?
[00:18:47.540]Yeah, you could do it all on a device
[00:18:49.250]or an iPad.
[00:18:50.083]So there's an app for the one-pager and the good day plan.
[00:18:54.720]Some of you may have heard of this document
[00:18:56.060]as a spin document,
[00:18:58.270]strengths, preferences, interests, needs,
[00:19:00.540]and there's an implementation guide.
[00:19:02.060]I'm sure Kelli had already brought it up.
[00:19:03.270]But I use that.
[00:19:04.880]I still use that every time I sit down with a kid
[00:19:07.210]to help guide my conversation with that kid.
[00:19:09.560]Do I have to prompt sometimes, yeah.
[00:19:11.420]But a lot of the times I'm doing a one-pager
[00:19:14.260]a couple weeks into meeting them, so I can help guide.
[00:19:17.480]I can get them to where.
[00:19:18.800]Mm-hm, yeah.
[00:19:19.907]'Cause these kids don't know oftentimes
[00:19:24.360]like what their strengths are.
[00:19:25.970]I even have lists of things.
[00:19:27.390]Like, what about chess?
[00:19:29.240]And then it starts to spark.
[00:19:31.550]They don't know what their needs are.
[00:19:33.230]So I lead in like "When you're mad,
[00:19:35.787]"what do you want the teacher to do?"
[00:19:37.450]Get away from me!
[00:19:38.970]So we put it in nice wording down below.
[00:19:41.310]So you're looking at a lot of the one-pagers.
[00:19:43.380]And Sallye's great.
[00:19:44.213]She posts them in her room.
[00:19:45.990]So when I started doing IEPs, like I said,
[00:19:49.190]I picked one grade level when I was a resource teacher
[00:19:52.060]and I think I had maybe six on my caseload in fourth grade.
[00:19:55.650]And I picked an upper-level
[00:19:56.680]because it seemed a little more manageable
[00:19:58.650]than starting with kindergarten.
[00:20:01.210]But for the rest of my kids, I still did one-pagers
[00:20:04.080]even for the kids
[00:20:04.913]that I wasn't including at that time in IEPs
[00:20:07.920]because I loved them so much
[00:20:09.410]because I could hand that one-pager,
[00:20:11.140]everybody got a copy of that one-pager
[00:20:13.940]and the gen ed teachers then had it.
[00:20:15.600]Kelli was a gen ed teacher in my building too.
[00:20:18.530]But anyway, I would hand that, and they had a list.
[00:20:21.540]It's better than going through page eight on the IEP
[00:20:24.290]and listening through 24 accommodations.
[00:20:26.630]This is what the student's telling you she needs in math.
[00:20:29.940]It's right there.
[00:20:31.090]This is on the "I'm Determined" website.
[00:20:32.403]So if you go to "I'm Determined"
[00:20:34.350]and do a search and just put in "one-pager",
[00:20:36.710]it will give you all this stuff.
[00:20:38.330]And they'll even have videos.
[00:20:40.050]I'm sorry that we can't show those things to you.
[00:20:42.280]Even if you can't do it for,
[00:20:44.720]get all your kids in the IEP,
[00:20:46.420]you could do one-pagers.
[00:20:47.253]They're great.
[00:20:48.086]I think the next part is--
[00:20:49.420]The next one is a good day plan.
[00:20:52.460]Once again, if you leave with nothing else,
[00:20:54.740]please leave with these two things.
[00:20:56.040]So this is a good day plan.
[00:20:57.510]And there's a bunch there.
[00:20:58.510]I think, Sallye, if you wanna hand those out.
[00:21:00.900]It's four columns.
[00:21:02.060]A good day plan is four columns.
[00:21:03.900]The first column is what happens on a good day?
[00:21:06.890]What are the things that you need
[00:21:08.300]in order to have a good day?
[00:21:10.130]The second column then asks them
[00:21:12.530]are those things happening right now?
[00:21:14.130]Yes, no, maybe.
[00:21:15.580]You'll see some examples.
[00:21:16.540]Sometimes kids are like sometimes, maybe, no, never happens.
[00:21:21.220]The third column then is if it's not happening,
[00:21:25.070]if you had a no, or a sometimes, or never
[00:21:28.340]then what do you need to do
[00:21:31.420]or what needs to happen in order to have a good day?
[00:21:35.140]Okay, so if you're so hungry
[00:21:36.760]and we're starting to see big behaviors
[00:21:38.640]then what do you need to do?
[00:21:40.060]I need to ask for a Pop-Tart.
[00:21:42.680]I need to ask for a granola bar.
[00:21:45.690]Again, self-determination, it's all embedded.
[00:21:49.880]And then the last column then is who's gonna be my support?
[00:21:54.160]And we talk about how that's your IEP team members.
[00:21:57.150]Those are your cheerleaders.
[00:21:58.200]Those are who you can go to.
[00:21:59.033]Oftentimes it's just the staff,
[00:22:00.700]but sometimes parents are involved.
[00:22:03.080]Sometimes kids say, "I need to take my medicine."
[00:22:05.780]Sometimes kids say "In order for me to have a good day
[00:22:08.087]"I really like to watch 'Teenage Mutant Ninja Turtles'
[00:22:10.557]"before I go to school."
[00:22:12.080]Well, what needs to happen in order for that to happen?
[00:22:14.570]I need to get up early.
[00:22:15.560]So you need to set your alarm clock.
[00:22:16.760]It's just this constant conversation.
[00:22:18.670]What do you need to do in order to have a good day?
[00:22:23.100]And some kids put down percentages.
[00:22:24.730]I need to have a 95% day, or I need to have a purple day.
[00:22:28.748]And you see some examples now coming through.
[00:22:30.740]Excellent.
[00:22:31.573]And we show these at IEPs, they are in the IEP folders.
[00:22:34.880]Kids share these at their IEP.
[00:22:36.520]And certainly they go out to the general ed teachers.
[00:22:38.450]Like Sallye said, it's easier than trying to go through
[00:22:40.910]a behavior intervention plan.
[00:22:42.390]And my students,
[00:22:43.380]this is the first part they talk in their IEP.
[00:22:45.600]These are also posted in my class.
[00:22:47.070]So as I see a student come up that's already struggling,
[00:22:51.150]we'll go to the good day plan wall
[00:22:52.600]and let's see what helps you.
[00:22:53.670]Oh, you need breakfast, okay.
[00:22:55.720]So...
[00:22:57.730]Storm warning. Okay.
[00:23:00.108]I'm like I hear emergencies going off (indistinct).
[00:23:02.837]If he has one more thing in tech
[00:23:04.760]that goes wrong for him (laughing).
[00:23:06.530]Let's just try that.
[00:23:09.372]I'm just making sure
[00:23:10.205]we don't need to take cover somewhere, okay.
[00:23:11.573]I think it's time for a ticket, Kelli.
[00:23:14.940]I just wanted to add in
[00:23:16.370]so many of our kids are super tech-savvy
[00:23:19.630]so the first couple times I tried this
[00:23:22.090]my images were distorted and I had weird backgrounds.
[00:23:25.110]And then my secondary kids were like, could you just move?
[00:23:27.958]And then ch-ch-ch.
[00:23:28.791]They can create these imaginative,
[00:23:31.210]really creative designs.
[00:23:33.060]And they make it look way cooler than I could have.
[00:23:35.360]So again, it's that giving up control piece,
[00:23:38.220]which is really hard for all of us.
[00:23:40.080]But if you give them that control,
[00:23:42.120]they can take that ownership
[00:23:43.210]and they do a great job with it,
[00:23:44.450]much better than I would've done.
[00:23:45.617]Yeah, these are,
[00:23:47.999]my first version,
[00:23:48.832]I'm not even handing them out (laughing).
[00:23:51.044]They're ugly.
[00:23:53.810]Make it whatever.
[00:23:54.643]I'm horrible at tech
[00:23:55.847]but my kids don't care, they're five.
[00:23:57.680]So...
[00:23:59.960]Yay, okay.
[00:24:00.793]Okay, ticket time.
[00:24:01.920]And these are folders.
[00:24:03.240]So the folders have
[00:24:05.240]a bunch of the free stuff that we've been talking about.
[00:24:09.560]Some posters, brochures, my rights.
[00:24:12.500]There's
[00:24:14.280]the cards.
[00:24:15.330]The advocacy cards are in here
[00:24:17.830]for you to reprint on whatever.
[00:24:19.640]There's a parent letter.
[00:24:21.090]So just right what you need.
[00:24:22.852]Are we doing two?
[00:24:23.859]Yeah, let's do two. All right, two.
[00:24:26.350]4-0-9-4-2-3.
[00:24:30.829]Oh, my people (laughing).
[00:24:34.050]And our second winner
[00:24:36.690]for a folder of goodies is 4-0-9-5-3-4.
[00:24:41.590]Oh, yay!
[00:24:42.730]Okay, this side.
[00:24:44.385](woman talking)
[00:24:46.465]It's 4-0-9-5-3-4.
[00:24:48.614]Oh. Aww.
[00:24:49.447](woman laughing)
[00:24:50.313]We have more, so hang on.
[00:24:51.970]We've got more coming.
[00:24:54.378]Oh, I can, yep.
[00:24:58.000]Okay, goal plans.
[00:24:59.300]I mean, that's what the IEP is about.
[00:25:02.920]So "I'm Determined" website, again,
[00:25:05.960]has a template that you can use
[00:25:08.820]to help kids write their goals.
[00:25:10.930]I use something a little different,
[00:25:12.730]but I love their updated version.
[00:25:14.760]So I'm probably gonna switch over to this.
[00:25:16.390]My students actually write quarterly behavior goals
[00:25:19.070]or smart goals.
[00:25:19.903]So we have those posted,
[00:25:21.340]but I really like the format for this one.
[00:25:23.490]We essentially do the same thing.
[00:25:24.910]And I do believe there's a web app for this as well.
[00:25:29.030]All these things, remember, it's all pre-planning.
[00:25:31.170]So when you're getting to the actual IEP
[00:25:33.090]and you're talking about
[00:25:33.923]these are the goals that we're gonna put in your IEP,
[00:25:35.800]they have an idea what you're talking about.
[00:25:40.646](person talking)
[00:25:42.220]That is "I'm Determined."
[00:25:43.230]Everything. Yeah.
[00:25:45.670]Invitations, we talked about those.
[00:25:47.730]There's so many different levels of invitations.
[00:25:50.820]I sometimes just type something out
[00:25:52.240]and leave the blanks and they fill it in.
[00:25:53.760]Because our kids travel and they go back to their schools,
[00:25:57.050]it's harder for us.
[00:25:57.883]So we just get in the car, principal gets in the car
[00:26:00.370]and we drive out to that school
[00:26:01.560]and we hand deliver the invitations.
[00:26:04.140]And it's pretty cool.
[00:26:05.890]It's pretty amazing.
[00:26:06.840]They take home an invitation.
[00:26:08.840]Even when we were self-contained in a public school,
[00:26:11.090]they would march right down, give one to the principal,
[00:26:13.350]give one to their team.
[00:26:14.200]It's a big deal.
[00:26:15.380]You make it a big deal.
[00:26:17.650]And then,
[00:26:18.530]are we at this part already?
[00:26:20.180]Yeah. This might be,
[00:26:21.210]I love to do this with kids.
[00:26:23.270]So my students write their own version of their IEP
[00:26:28.040]and they include all the major components.
[00:26:32.360]So
[00:26:33.910]this is one example.
[00:26:34.840]We always have that opening page.
[00:26:37.160]Then they have introductions.
[00:26:38.910]We've already made a list
[00:26:40.130]'cause we've gone through the invitations,
[00:26:42.050]who we're sending them to.
[00:26:43.610]And then we go straight into strengths and smarts.
[00:26:47.160]And a lot of this stuff
[00:26:49.120]we can already take from the one-pager.
[00:26:50.900]Sometimes kids go back and just refer to their one-pager
[00:26:53.900]to put this information down.
[00:26:56.340]And guys, it did not used to look...
[00:26:59.140]Like I did not have pictures of them.
[00:27:01.140]And then I wised up.
[00:27:02.010]Like why am I pulling pictures off the internet?
[00:27:04.180]Let's just take the pictures of the kids.
[00:27:08.290]When you heard me talking about theme,
[00:27:10.110]this is one of the things that I'm talking about with theme.
[00:27:12.100]Like they get to pick their theme.
[00:27:13.890]I give my kids choices like on SlidesMania, Google,
[00:27:17.180]wherever you can get those free Google slides.
[00:27:19.970]Now I try to narrow it down to like five or six choices
[00:27:22.210]otherwise you're scrolling forever.
[00:27:25.210]And then they just pick the theme
[00:27:27.180]that they want for their IEP.
[00:27:28.700]I've got a kid who loves raccoons.
[00:27:30.110]I think you might have that one up next,
[00:27:31.980]but we put raccoons on the front.
[00:27:35.200]Then they talk about things
[00:27:36.470]that help me to be a better student.
[00:27:39.020]So this is your accommodations.
[00:27:40.410]Some kids, we have accommodations written at the top.
[00:27:44.080]We also have then
[00:27:45.580]things I want to learn.
[00:27:46.720]So things I want to learn in the future.
[00:27:49.020]There are things (laughing)
[00:27:50.940]I had no idea that kids wanted to be or wanted to learn.
[00:27:55.020]And you have to allow them.
[00:27:56.260]I mean, in your head, you're like...
[00:27:59.030]But when you are at that IEP meeting
[00:28:00.910]and they're sharing this information,
[00:28:03.810]I just can't help but smile so big.
[00:28:05.930]It's just a fun thing to listen to these kids talk about.
[00:28:09.750]And then we write their goals.
[00:28:11.170]Now for us,
[00:28:12.003]oftentimes it is I wanna be dismissed from the program.
[00:28:14.870]I wanna go back to my school.
[00:28:16.180]I wanna earn more mainstreaming time.
[00:28:18.750]I've had kids who say, "I wanna make more friends."
[00:28:21.690]We always talk about being able to measure those things.
[00:28:24.070]We try to make them,
[00:28:25.130]you know, as smart goal sounding as possible.
[00:28:27.400]We have a continuum of cards.
[00:28:28.960]So sometimes kids wanna say
[00:28:30.270]I wanna move to the next level of behavior card.
[00:28:32.560]And then we always end it
[00:28:33.650]with a thanks for coming to my IEP.
[00:28:35.450]But the students stand up.
[00:28:37.360]This is kind of the agenda.
[00:28:38.550]I don't know if you've seen this.
[00:28:39.610]It's kind of hard to read back there.
[00:28:41.030]I always have this up at the IEP.
[00:28:44.160]I shouldn't say that.
[00:28:44.993]I did not start this way.
[00:28:46.240]It's actually something I started doing last year.
[00:28:48.350]So, duh.
[00:28:50.850]It's helpful for me too.
[00:28:52.810]So we explain what IEP is
[00:28:55.410]and then
[00:28:57.950]it shows where they're gonna present their IEP.
[00:28:59.940]It's always before the new one.
[00:29:03.130]This particular kid just did his IEP a month or so ago
[00:29:05.880]and I was reviewing his data.
[00:29:08.530]I had his data sheet and he just took it from me
[00:29:12.330]and went over the whole thing.
[00:29:14.880]I did not,
[00:29:16.670]in fact, I was so nervous about having this kid attend.
[00:29:19.540]He's super impulsive.
[00:29:21.850]I just thought this is not gonna go well.
[00:29:24.850]He blew
[00:29:26.350]my mind.
[00:29:28.510]He became this professional.
[00:29:31.320]I had him take around the first page.
[00:29:33.210]Here's another job.
[00:29:34.890]I had him take around the signature page.
[00:29:37.210]You know, just that you're here in attendance.
[00:29:38.960]And he went around.
[00:29:40.080]I said now this is a big job
[00:29:42.543]'cause this is the law (laughing).
[00:29:44.677]It's a legal document.
[00:29:46.290]So I need you to go up to each person and say,
[00:29:48.777]"Would you please sign here by your name?"
[00:29:50.900]And he went around to each, "May you please sign here?
[00:29:55.248]"May you please sign here?"
[00:29:57.070]Anyway, I could go on and on, and I can't!
[00:29:59.320]So that's just another job that kids can do.
[00:30:02.290]So even if they're not for the rest of it,
[00:30:03.730]they've collected signatures, they've greeted the people,
[00:30:06.380]they've got the name plates out, they put the snacks out.
[00:30:12.060]There is a child-friendly version.
[00:30:13.510]Now I will tell you, if you have time up here later,
[00:30:16.380]there are some documents here,
[00:30:17.780]notebooks that show,
[00:30:19.430]that already have templates already made.
[00:30:21.660]If you go to "I'm Determined"
[00:30:23.070]you should be able to find some of these templates
[00:30:26.000]that you can just do all online.
[00:30:29.640]There is kind of like a preschool
[00:30:31.780]or I think maybe preschool-kindergarten, that's more visual,
[00:30:34.320]and it's one page that you can do with a student,
[00:30:36.780]and this can be presented
[00:30:37.840]or you can put it up as a slide.
[00:30:40.690]But again, it's practice, practice, practice.
[00:30:43.310]Some kids wanna practice in front of their classmates
[00:30:45.500]'cause everybody's like "Have a great meeting!
[00:30:47.779]"You wanna practice in front of us before you go?"
[00:30:49.699]And some kids are like, no.
[00:30:51.168]I'm just gonna do it before the meeting
[00:30:52.630]or I wanna do it with Mrs. Fairbairn, whatever.
[00:30:54.880]But it is, it's be realistic about that.
[00:30:58.630]You can't just, you're here.
[00:31:02.360]You're teaching during the IEP
[00:31:04.140]but there's so much before then.
[00:31:08.770]I would say I've used Kahoot
[00:31:12.480]'cause there are some IEP Kahoots out there.
[00:31:15.500]You can easily make your own.
[00:31:17.470]Self-determination.
[00:31:18.810]So I use Kahoot when I'm teaching.
[00:31:21.170]And then we use Seesaw.
[00:31:22.980]So all their movies, all their IEP documents,
[00:31:26.560]one-pagers, good day plans all go out on Seesaw
[00:31:29.040]and then they're connected schools also see those things.
[00:31:32.830]'Cause the parents are always wanting the movie
[00:31:35.170]and I can put that all on Seesaw.
[00:31:40.462]We've got two more folders to hand out.
[00:31:43.000]It's got some of these goodies in there.
[00:31:47.260]4-0-9-4-3-5.
[00:31:54.942]And
[00:31:58.027]4-0-9-4-6-6.
[00:32:01.960]Ope, back in the corner.
[00:32:03.960]We're heavy on this side.
[00:32:04.890]I know.
[00:32:06.347]You all got tickets, right?
[00:32:08.169](woman chuckling)
[00:32:09.510]Okay.
[00:32:12.657]Perfect.
[00:32:13.490]I think that's for a video
[00:32:15.009]that we're probably not gonna show.
[00:32:17.560]If you do go on, it's a great video of a girl
[00:32:19.790]that's attending her IEP and she talks during it.
[00:32:22.360]So we've kind of hit on a lot of these already.
[00:32:25.150]Like the setup, the right before having the kid, you know,
[00:32:30.330]set the names plates out, do all that.
[00:32:31.870]So there is prep before and then right, you know,
[00:32:34.550]as they're putting the meeting sign on the door,
[00:32:38.020]doing the agenda, like Carrie talked about.
[00:32:40.460]Introducing.
[00:32:41.890]I give kids the option whether they wanna introduce.
[00:32:44.010]A lot of times they see the people coming in
[00:32:45.678]they're like ugh.
[00:32:46.550]But I just had a student, he's fairly new to me,
[00:32:50.340]and he's very, very, very, very shy.
[00:32:54.120]But he was super excited for his meeting.
[00:32:55.920]And so we have a door
[00:32:57.070]that you have to get buzzed into at our school.
[00:32:59.660]And so he was standing there and the secretary was like
[00:33:02.407]"Well, you can just buzz kids in, John."
[00:33:04.550]And he buzzed his mom in and he's like "Welcome to my IEP."
[00:33:08.480]And his mom heard his voice and she's like, "Oh my God."
[00:33:12.900]And then he comes, you know, and greets her or whatever.
[00:33:15.050]And then he saw his principal for the first time
[00:33:16.710]since he's left his home school.
[00:33:18.407]"You're here?
[00:33:19.387]"You're coming?"
[00:33:20.220]They're like, "Well, can you remember?
[00:33:21.197]"You made his name plate."
[00:33:22.497]"I can't believe it.
[00:33:23.637]"I miss you."
[00:33:24.660]So everybody's here for you.
[00:33:26.610]And he was so excited.
[00:33:27.540]But his mom, when she heard his voice, it was priceless.
[00:33:30.550]So these are just, again, more examples of things
[00:33:32.953]that kids can actually do right before their meeting.
[00:33:36.250]That one that says manage the agenda,
[00:33:38.250]this is also...
[00:33:40.050]We've got some freebies coming up also,
[00:33:41.540]but these will be in there.
[00:33:42.750]These are student agendas
[00:33:45.270]front and back
[00:33:46.103]that I just have kids, when they're sitting next to me,
[00:33:47.470]they check off the things as we go.
[00:33:49.290]Editable, easy to do.
[00:33:52.510]But the greeting is big.
[00:33:53.850]I had one teacher who had to zoom in
[00:33:56.240]and it was not a great...
[00:33:59.460]Oh, it was
[00:34:00.740]there was some grrr between the school
[00:34:02.747]and this particular family
[00:34:03.950]and the teacher had to zoom in
[00:34:05.490]and it happened to be Trevor
[00:34:06.760]and he was done with his IEP.
[00:34:09.240]He couldn't believe his gen ed teacher was zooming in.
[00:34:11.790]She was a little late.
[00:34:13.040]And I'll tell you,
[00:34:15.750]he went right up to the computer and he was like,
[00:34:19.047]"Hey, I'm so glad to see, do you miss me?"
[00:34:22.060]Ooh, it just was, oh please, please do this with your kids.
[00:34:26.360]You will love every minute of it.
[00:34:27.913]When you invite your kids to the IEPs, nothing's better.
[00:34:35.630]Just more.
[00:34:36.640]The movie trailer.
[00:34:37.473]I wanna talk about this.
[00:34:38.425]I didn't always do the movie trailer.
[00:34:39.500]I am not tech at all,
[00:34:41.770]but the iMovie trailers, that's what I use.
[00:34:44.450]I just go to iMovie.
[00:34:45.480]I can drop in
[00:34:48.713]whatever I want it to say.
[00:34:49.750]The kids help me with what they wanna have written.
[00:34:52.830]They're short.
[00:34:53.663]You saw that one, it's really quick.
[00:34:54.650]I'm hoping, I'm really hoping
[00:34:57.150]we can show one more before we're done.
[00:34:59.460]There's never a dry eye.
[00:35:02.470]And the kids are so excited to take the pictures
[00:35:04.710]and do the videos.
[00:35:05.640]They ask me all the time.
[00:35:06.750]When are we gonna do this?
[00:35:07.825]When are we gonna take the pictures?
[00:35:10.350]Sometimes, you know, math can wait.
[00:35:13.200]Writing can wait
[00:35:14.660]because you got a kid who's feeling so super excited
[00:35:17.930]and so good about life.
[00:35:20.120]So the iMovies, they make it easy for you.
[00:35:23.240]You just drop in the stuff.
[00:35:25.600]And then of course I talked about the IEP PowerPoints
[00:35:29.330]or the slides that I have kids do.
[00:35:31.170]You will see, if you have your access to the slides
[00:35:34.500]on that next page.
[00:35:36.490]Those are all movies that you can see.
[00:35:38.240]So there's all different kinds of trailers.
[00:35:40.710]And if she says she's not tech,
[00:35:42.327]I'm less than not tech and I can do these.
[00:35:44.560]So, they're really easy.
[00:35:47.110]Should we try one?
[00:35:48.360]Should we see if we can open it?
[00:35:49.440]Yeah, try that 2nd Ayden movie.
[00:35:50.844]You need to get out of zoom.
[00:35:52.333]You're actually at 50% and (indistinct).
[00:35:57.880]You're not gonna see full screen.
[00:36:01.560]Your zoom is what's--
[00:36:02.940]So stop sharing the screen is what you're saying?
[00:36:07.180]Yeah, do that 2nd Ayden one.
[00:36:10.426]How are we--
[00:36:11.259](man talking)
[00:36:14.957]Okay.
[00:36:27.065](inspirational music)
[00:37:24.098]Who's crying?
[00:37:24.978]Who's crying?
[00:37:25.847](all laughing)
[00:37:26.860]No, so every time we open an IEP
[00:37:29.210]that's how we start, with those movies.
[00:37:30.400]And you can view more on your slides when you get it.
[00:37:35.260]Then I think, didn't we have another one?
[00:37:37.460]No, post.
[00:37:38.590]Are we post-IEP?
[00:37:40.813]Almost.
[00:37:41.646]Ope, we have another ticket.
[00:37:43.504]We are another ticket.
[00:37:44.337]We got three more.
[00:37:45.840]You want to do all three?
[00:37:47.176]All right, all three, here we go.
[00:37:50.172]4-0-9-5-2-5.
[00:37:53.073]Oh yay, on this side.
[00:37:55.668]And then 4-0-9-5-0-9.
[00:38:01.810]And last but not least 4-0-9-5-1-2.
[00:38:07.759]Aww.
[00:38:09.595](woman coughing)
[00:38:13.147]Oh, it's (indistinct).
[00:38:14.690]No, it's not that.
[00:38:16.491]Thank you!
[00:38:17.790](Kelli laughing)
[00:38:25.150]We're nearing the end.
[00:38:25.990]Here's some dos and don'ts.
[00:38:27.160]Some dos and don'ts.
[00:38:28.060]So obviously we wanna respect the student
[00:38:31.617]and we wanna give the student
[00:38:33.110]what they feel comfortable sharing
[00:38:34.710]and allowing them to be part of it 'cause it is their IEP.
[00:38:37.860]It's their hopes.
[00:38:38.710]It's their goals.
[00:38:40.561]We wanna respect their voice.
[00:38:43.090]We wanna say their name.
[00:38:44.640]Their name is important to them.
[00:38:45.810]It identifies who they are.
[00:38:47.290]And so many times
[00:38:49.100]they've had negative experiences about themselves,
[00:38:53.050]especially, you know, we are in the behavioral world,
[00:38:55.230]so especially they've had to
[00:38:57.970]hear some negative things being said about them.
[00:39:00.010]So show them who they are as a person.
[00:39:02.240]Look at them when they are talking.
[00:39:04.700]Allow them to talk.
[00:39:06.440]One of the things,
[00:39:07.970]what I sat in on a lot through my administrator role
[00:39:10.770]was to make sure that I'm talking to the students.
[00:39:14.370]So if I have something I wanna add or something I wanna ask,
[00:39:17.080]I'm not asking the resource teacher or the case manager
[00:39:20.500]or whoever's there.
[00:39:21.333]I'm asking the student because it is their IEP.
[00:39:23.610]So it's important that you are talking to the student,
[00:39:26.680]not over the student.
[00:39:27.910]Anything you have to say, say it to them.
[00:39:30.360]Don't interrupt them.
[00:39:31.650]And don't refer to them in the third person
[00:39:34.640]'cause they're right there in the room with you.
[00:39:36.610]And try to keep that judgemental piece out
[00:39:39.170]when we're talking about some tricky situations.
[00:39:42.420]I have had adults say,
[00:39:44.127]"Well, do you think he would like to do,
[00:39:46.831]"you know, this for a plan?"
[00:39:48.460]Let's ask him.
[00:39:49.820]Trevor, what do you think?
[00:39:51.830]It happens.
[00:39:52.663]I mean, especially when you're not used to kids attending.
[00:39:55.130]And you have to also prepare the people
[00:39:58.170]who are gonna be joining you,
[00:39:59.610]especially when they don't know the child very well.
[00:40:02.530]In our situation, they're coming from their school districts
[00:40:05.310]or they have a teacher that doesn't know.
[00:40:06.890]You have to prep the folks coming as well.
[00:40:09.790]Your role might look a little different.
[00:40:13.756]It might be a little bit longer of an IEP.
[00:40:16.930]Okay, so after the IEP.
[00:40:18.730]Here's post-IEP stuff.
[00:40:20.360]I usually do an elementary exit survey.
[00:40:23.420]Like what did you like?
[00:40:24.500]What did you get to do?
[00:40:25.580]Those kinds of things.
[00:40:27.330]There's a secondary one as well.
[00:40:29.210]Yes, you're gonna ask me, "I'm Determined".
[00:40:31.770]They're all off the "I'm Determined" website.
[00:40:34.120]And then I do a teacher exit survey.
[00:40:36.330]I write my notes.
[00:40:37.280]You know, what went well, what didn't go well,
[00:40:39.560]what could you do the next time?
[00:40:41.120]And then I'd have a parent one.
[00:40:43.650]And those are just, I keep those.
[00:40:45.850]Those are just fabulous.
[00:40:48.660]They're so happy.
[00:40:49.640]They're just so happy that their child was involved.
[00:40:53.460]And then we leave, oh, before the end of the meeting,
[00:40:56.180]before the student is saying, you know, "Meeting adjourned",
[00:40:59.020]they also get an IEP certificate for
[00:41:02.260]attending and leading parts of their IEP.
[00:41:05.490]So this is also,
[00:41:07.080]if you got a freebie folder that's in there.
[00:41:08.440]But you can make these.
[00:41:10.490]You can make these.
[00:41:11.540]And then we do thank you notes.
[00:41:13.330]There's some examples up here.
[00:41:15.160]And then we just deliver them.
[00:41:17.870]We just make sure they get in the hands of the right people
[00:41:19.950]after the IEP.
[00:41:20.870]Thanks for coming.
[00:41:22.430]If you have time afterwards, these are,
[00:41:24.240]I call 'em the golden books in my classroom,
[00:41:26.790]these are just previous IEPs that kids have written.
[00:41:29.960]I keep them because when that new batch of kids come in
[00:41:34.100]and they're gonna be responsive,
[00:41:35.210]I like them to see what's come before them.
[00:41:37.680]And sometimes they're like, oh, I really like that.
[00:41:40.390]Or, yeah, I'm the same way.
[00:41:41.730]I like to earn money too.
[00:41:43.130]So I always have those examples available to kids.
[00:41:48.570]So that's a lot and it can feel very overwhelming.
[00:41:52.330]So we just encourage you, start small.
[00:41:54.430]Pick one thing, one way that you can get your students
[00:41:57.650]involved in their student-directed IEP.
[00:42:00.660]Do not try everything all at once
[00:42:03.080]'cause it will fail and nobody will feel good about that.
[00:42:08.050]Do whatever is manageable, whatever is meaningful to you,
[00:42:10.720]meaningful to your students,
[00:42:12.870]and less resistance from the staff
[00:42:14.450]is gonna be easiest to implement at first.
[00:42:17.380]Even all three of us have different experiences
[00:42:19.420]and each time we're adding new pieces, new things to try.
[00:42:23.980]Try to
[00:42:25.760]plan ahead.
[00:42:26.620]Yeah, so figure out what you can do
[00:42:29.100]in your setting.
[00:42:29.940]Figure out,
[00:42:30.950]pick the one thing that actually might be impactful.
[00:42:33.730]Even if you can't get all your students involved,
[00:42:35.840]if you pick one student, maybe it's one teacher's this year,
[00:42:38.700]maybe it's a good day plan for a few students,
[00:42:41.640]but what you can do realistically
[00:42:43.390]that's gonna make an impact or that might help someone else.
[00:42:47.380]And start early (laughing).
[00:42:49.040]Don't wait the week before, it won't happen.
[00:42:51.380]You guys know that your plates get filled up way too much.
[00:42:55.840]The other thing that I said earlier
[00:42:57.530]with like make it your own.
[00:42:59.150]You know what your strengths are, but you also know
[00:43:01.090]who your collaborators are in your building.
[00:43:03.090]Don't start with your hardest teacher.
[00:43:04.690]Start with the one that's gonna be will you do this with me?
[00:43:06.650]Will you be on board?
[00:43:07.483]Are you willing to stay a couple extra minutes for this IEP?
[00:43:09.840]Start with them and then maybe word will catch on
[00:43:12.430]and it might become a more building-wide thing for you.
[00:43:27.890]Jump right ahead.
[00:43:28.723]If you scan this for (indistinct)
[00:43:30.730]you will be
[00:43:32.470]led to 11 pages
[00:43:34.910]of
[00:43:36.040]links and freebies
[00:43:38.450]and things you can just print right off.
[00:43:42.040]If something, for whatever reason, doesn't add,
[00:43:44.520]I've been over this thing 47 times.
[00:43:46.440]So if you have any problem, you can email us.
[00:43:49.870]But it will give you links to all kinds of stuff,
[00:43:52.750]self-advocacy, self-determination,
[00:43:54.750]some of these scripts that you see up here.
[00:43:56.840]If something is green that means I had to purchase it,
[00:44:00.060]but it was worthy enough to make the list.
[00:44:02.290]And you saw some of those things today.
[00:44:04.740]Also, despite our technical problems,
[00:44:08.330]please give us feedback.
[00:44:09.660]Again, this is a half-day conference for us.
[00:44:11.730]We jampacked stuff in.
[00:44:13.560]There was a lot of stuff we couldn't get to.
[00:44:15.280]We appreciate the feedback.
[00:44:16.620]If there's something you wanna hear more about,
[00:44:18.330]if we need to talk slower,
[00:44:19.860]if I need to do my hair differently.
[00:44:21.270]Please, won't you just give us feedback.
[00:44:23.760]We appreciate it and it helps us as we move forward.
[00:44:26.880]There is our contact information.
[00:44:28.710]Again, you can reach out to any of those emails
[00:44:31.240]or Just 5 Teachers.
[00:44:33.220]Feel free to take that flyer.
[00:44:34.220]We have a big behavior workshop coming up in July.
[00:44:37.619]Yep, in Omaha.
[00:44:38.520]That we cap it at 40.
[00:44:40.430]So if you're interested, let us know.
[00:44:42.527]So, and guys, thank you for hanging in there with us.
[00:44:45.000]And we have one more on the way, one more.
[00:44:47.301]Oh my gosh! Oh my gosh!
[00:44:48.861]We saved one more for last.
[00:44:49.694]This is the book.
[00:44:50.979]This is a great resource. This is the book.
[00:44:52.560]On Amazon it's about $38 bucks.
[00:44:55.530]This one got a little busted in my drive here,
[00:44:58.450]but this is the book that really got me started.
[00:45:03.330]Come on. It's the Bible for me,
[00:45:05.490]for student-directed IEPs.
[00:45:06.778]Go for it.
[00:45:07.611]I'm gonna face this way
[00:45:08.444]'cause maybe you'll have better luck.
[00:45:09.807](Carrie laughing)
[00:45:10.878]They're like "No."
[00:45:12.758]All right, here we go.
[00:45:14.210]It is 4-0-9-4-4-5.
[00:45:18.083]Right here. Oh!
[00:45:19.083](Kelli laughing)
[00:45:20.222]Yay!
[00:45:21.620]Okay. Thank you all.
[00:45:23.430]Enjoy your lunch guys, thank you.
[00:45:29.938](people chatting)
[00:45:36.237]How do I turn this off?
[00:45:41.864](people chatting)
[00:45:43.757]Our behavior teachers (indistinct).
[00:45:46.791]Thank you. No, thanks to you, Pat.

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Inviting the "I" to the IEP: Including Students in the IEP Process

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