A StrengthBased Approach For Student Success A Student

A Strength-Based Approach For Student Success A Student, Parent, & Professional Collaboration

Idaho Parents Unlimited Parent Training and Family to Family Information Centers Health Information Centers q We provide community resources and services which include written materials and general information related to a disability or special education under the Individuals with Disabilities Education Act (IDEA). q Individualized Education Plans/ Strength-Based emphasis q Parent and Professional Collaboration q Collaboration and Support with Community Partners q We provide community resources and services which include written materials and general information to ensure positive health outcomes for families, youth and children's with special health care needs. § Financing for Needed Services § Medical Home § Early Screening § Transition to Adulthood § Partnering/Communicating with Providers § Navigating community services q Help with Medicaid application process, Children System Redesign, Locating specialists, specialty centers, therapy centers, etc. q Collaboration and Support with Community Partners

Fostering Parent and Professional Collaboration: Partnership Strategies

What Professionals Can Do Be hopeful and honest about a child’s abilities and potential Do not withhold information that may be painful Admit if you do not have answers

What Professionals Can Do Accept parents as equal partners Takes more time initially, especially with parents from some cultures where professional expertise guides decision-making Be flexible and considerate of parents’ points of view – even when you may not agree

What Professionals Can Do Consider the parent’s perspective in all aspects of planning Reinforce strengths Remember their challenges and other responsibilities that may guide decisions Support parents as their child’s best advocate in making decisions

What Professionals Can Do Encourage parent participation on committees that address education and other relevant areas Consider involving parents in staff development Agencies may hire parents as part of their staff to effectively engage other parents in agency services

What Parents Can Do Recognize professional commitment and expertise Thank professionals who have been helpful Consider that professionals may be limited by the system in which they work

What Parents Can Do Reinforce at home what a child is learning in school Children are aware of parents’ views Keep a child’s outlook on school positive

What Parents Can Do Be honest It is important that parents speak up when they do not understand a discussion The right to disagree has meaning only if parents understand

What Parents Can Do Find solutions for disagreements They are generally honest differences of opinion They are not personal attacks Keep children out of school disagreements

Communication makes a difference in the effectiveness of collaboration Nonverbal communication is as important as the words we use Information in writing keeps understanding clear Balance bad news with positive comments Disagreeing does not mean being disagreeable! Ask questions to help clarify differing opinions Children should never be included in disagreements Professionals should avoid jargon Even basic terms like IEP or 504 plan are not understood by many parents Jargon makes communication more difficult Provide written information in parents’ native language

Strength-Based IEPS Weaving the Strengths Throughout the IEP

Strength-Based IEPs IS…. IS Not…. . Sharing of students abilities, preferences, and interests Simple and superficial consideration of strengths Leverages student’s abilities to assist with challenges Growth Mindset Just focused on strengths and challenges Learning opportunity for student Just an adult process Provides growth mindset to help students believe they can improve Provide more opportunity that can lead to more self-awareness and selfadvocacy Provides opportunity for student involvement Still references to standard-based IEPs

Meet Calvin Strengths Needs *Creative *Difficult waking up *Funny *Some sensory issues *Athletic *Becomes frustrated easily *Friendly *Comprehension challenge *Strong reader *Difficult focusing on task *Strong math * Artist

Strength-Based Present Level of Performance Skill Area: Reading Comprehension Statement of Strengths: Calvin is a creative and imaginative student. He is constantly reading science fiction and comic books. Calvin is able to gain strong factual knowledge from his readings. Reading fluency is strong and same as his peers. Need/Statement of Functional Performance: Reading Comprehension. Calvin needs strategies to assist him with identifying and understanding inferences in text. This will provide opportunities for him to accurately comprehend classroom reading passages and correctly complete classroom work.

Strength-Based IEP Goals Annual Goal: When given a text at the second-grade level, Calvin *will use graphic organizers and peer support to verbally answer 4 out of 5 inferential questions with accurately. These are tools that Calvin identified as supports in help him meet his goal Baseline Data: 0 out of 5 Project Achievement Date: 2/6/2019 Evaluation Procedure: Inferential Comprehension Rubric Schedule: Bi-Weekly

Student Involved/Directed IEP’s Pre-K - Adult Programming

Student Involved/Directed IEP Continuum We propose that student involvement/direction of an IEP can be conceptualized as a continuum Person-centered Student focused Student present Student Involvement Student participates with assistance Student participates Student Led Student leads with assistance Student leads all or most of entire process Colleen A. Thoma, Ph. D. VCU 19

Areas of Participation 1. Planning 2. Drafting 3. Meeting 4. Implementation (Uphold, Water, & Test, 2007)

Why student involvement/directed of IEPs? Student Preparation for Post School Success

Student Voice Increase in student self-determination skills Self-advocacy Problem-solving Goal setting and attainment Self-observation, self-monitoring, self-instruction Choice-making, decision making Listening and responding with relevant and thoughtful answers Improvement in motivation and interest Increase in collaboration and communication Colleen A. Thoma, Ph. D. VCU 22

Student Empowerment Allows student to practice skills in a safe, supportive environment Supports student growth, independence, and self-determination Increases student self-awareness Students have ownership of IEP (http: //www. iidc. indiana. edu/styles/iidc/defiles/INSTRC /Webinars/Self_Determination_Tool_Kit. ppt)

Future Planning Ability to discuss and share disability Increases student understanding of disability, legal issues, rights, and responsibilities Summarize results of transition assessments State post-secondary goals (I will…statements) State the understanding of transfer of rights

Student Involved/Directed IEP Activities Selection and sharing of a piece of favorite work Begin meeting by greeting everyone Review and help revise IEP goals State purpose of meeting Sharing of accommodations with teachers Introduce self and others Be involved in preparation for his/her IEP Share strengths and challenges meeting

Implementation: KISS Keep it Small and Simple

Where is Your Student Comfortable? Meet at Level with Supported Challenge

LPOSD K-12 Student Involved IEPs Year 1 Data (N=390) Type of Student Involvement IEP LPOSD Student Involvement IEP Data 1. Did not Participate 1. 96 (25%) 2. Participated Prior to Meeting 2. 117 (30%) 3. Attended with No Participation 3. 24 (6%) 4. Attended and Shared on 1 or 2 Topics 4. 111 (28%) 5. 37 (9%) 6. 5 (1%) 5. Fully Participated in Meeting 6. Led Meeting

ID Falls K-12 Student Involved IEPs Year 1 Data (N=651) Type of Student Involvement IEP LPOSD Student Involvement IEP Data 1. Did not Participate 1. 114 (18%) 2. Participated Prior to Meeting 2. 154 (24%) 3. Attended with No Participation 3. 114(18%) 4. Attended and Shared on 1 or 2 Topics 4. 186 (29%) 5. 151 (23%) 6. 82 (13%) 5. Fully Participated in Meeting 6. Led Meeting

Nampa Secondary Student Involved IEPs Year 1 Data (N=344) Type of Student Involvement IEP Nampa Student Involvement IEP Data 1. Did not Participate 1. 16 (5%) 2. Participated Prior to Meeting 2. 30 (9%) 3. Attended with No Participation 3. 54 (16%) 4. Attended and Shared on 1 or 2 Topics 4. 5. Fully Participated in Meeting 6. Led Meeting 230 (67%) 5. 42 (12%) 6. 37 (11%)

Questions Contact us: Angela Lindig Idaho Parents Unlimited, Inc. ipulidaho. org angela@ipulidaho. org 208. 342. 5884 or 1. 800. 242. IPUL (4785) Dr. Joy Jansen Director of Special Education Lake Pend Oreille School District joy. jansen@lposd. org