FACTS: The Newsletter of LEARNS, The Statewide Systems Change Initiative for Inclusive Education
A Student Led IEP in Action
by Kathy Son
This work was developed through the LEARNS project. Appreciation goes to Betsy Enright, who provided guidance and inspiration.
"I'm just not going to go ahead with the meeting!" exclaimed Laura. "If I didn't get my notice, I am just not going to have the PET!" I watched my daughter stomp away, her gait unsteady but her meaning clear: the adults had screwed up. Somehow, the pupil evaluation team process had broken down, there had been no formal notification sent, and the meeting, scheduled for tomorrow morning at 9:00am, was now in jeopardy of being delayed. As Laura's mom, I was heavily invested in this meeting; Laura would graduate in a mere nine months and there was still much to do to get ready for this important transition. However, I recognized that my now 18 year old was truly the one who needed to make the call about whether or not there would actually be a meeting; for a long time now we had all worked hard to build Laura's capacity and voice at leading her own IEPs. I smiled only a bit ruefully; my daughter had indeed, after all these years, become her own best advocate.
Where and how does a journey like this begin? As a parent, I think it develops as our children begin the process of learning to take on more and more of the responsibilities associated with their educational program and life. Years earlier Laura began to attend her PETs, but often they didn't go well for her or any of us. Many times the adults around the table were talking "around" instead of “to” her; Laura's voice was frequently drowned out over the clamoring of parents and professionals, as we each had to have our say. It didn't take long for us to realize that the most important person at the meeting was being summarily left out. A rearrangement of priorities was required, and as her parents it was up to Laura's Dad and me to take the initiative to change things. Bringing Laura to the table in a very real and meaningful way was going to require some education and capacity building not only for her, but also for all the members of her team.
We began with a goal - "Laura will be the primary voice at her PETs, leading the process with any and all help she may need". Our 12 years of writing goals and objectives (with Laura's growing involvement and direction) served us well as we next determined "what are the steps we need to take to get us there?" Our school district understood and agreed with the importance of student direction of PETs, so we sought to embed some of the necessary steps into Laura's IEP. We determined that Laura would develop a portfolio of her current "levels of performance" in all areas: academic as well as physical, social, recreational, health and transition. Using assistive technology, Laura developed a tool that not only informed others but more importantly herself about her accomplishments and "what it took" to make them happen. In developing the portfolio, we would talk about things such as her participation in a community choral, and ask, "What did you need to go there and do your best work?" Answers generated by Laura and those who knew her well ("large print material, a tape recording of the songs so I could remember them, a ride to and from") became the basis for discussion about her needs in many areas. Having the "needs" in all areas helped us craft a plan that was considerate of and comprehensive in meeting them.
As the process of building portfolios, goals and objectives developed, it was natural that discussion of the PET process would as well. As her voice and participation grew, Laura needed explicit instruction about her rights and responsibilities under IDEA, FERPA and the ADA. The complexity of material and Laura's learning style required that we use graphic illustrators for much of this information. The following is merely one representation of the way we designed and delivered information to her:
Question:
How many days ahead of time do we need to be sent a letter from the school,
telling us when, where and who will attend a PET?
Answer: 7 days ahead of time
In building Laura's awareness of her rights and responsibilities, she seemed to take more "ownership" of the process. The adults on the team needed to let her take over much of the control while still respecting her sometimes awkward attempts at self-advocacy (and who among us has not stumbled in this way?). For instance, Laura's indignation about not receiving her notice on time could have led to a contentious discussion when we arrived at the PET meeting; instead, team members recognized Laura's need for explanation and reparation, and took the necessary steps to tell her what had gone wrong and to assure her of future compliance. That out of the way, Laura signed the waiver to 7 days notice with genuine informed consent, and her meeting (clearly now HER meeting) commenced.
Laura has come a long way from the young girl who had to endure meetings during which the adult voices clamored over hers to be heard. We adults have come a long way as well. Wisely, we learned to listen to Laura - and to each other - as we supported her leadership and direction of the IEP development process. Was it always easy? No. Did we all make mistakes along the way? Of course we did, but the results of our efforts proved worth it all. Laura now knows and can do some amazing things; she has a sense of personal empowerment, voice and choice that will serve her always in her life and work. She knows how to work with teams of people, she knows about rules and procedures; most importantly, she knows how to use this information to enhance her strengths and get her needs met.
Worth it all? Absolutely!