Design

III. Design

My plan of action’s design and implementation was influenced by the four chosen competencies. My plan was to first make sure I was able to reach the stakeholders I intended to reach. In order to do that, I needed to facilitate a professional learning opportunity for my colleagues to teach them how to run student-led IEP meetings with students on their caseloads (Artifact Student-Led IEPs PowerPoint Presentation). Because I would be working with my adult colleagues, I knew I wanted to focus on Adult Learning as one of my chosen competencies. I knew that if I was not able to reach and teach my colleagues this would all be for not! I had to research how I would teach them best and learned that there were seven big things to keep in mind when I presented the information to them: Adults need to know why they are learning something, adults learn through doing, adults are problem solvers, adults learn best when the subject is of immediate use, adults prefer social interaction, adults want to use their life experiences in the classroom, and adults want to integrate new ideas with existing knowledge (Artifact Research Adult Learning ). Learning as an adult is purpose driven and they are motivated internally. I knew that I would need to show my colleagues how vital student-led IEPs are for our students and that they are an important role in making them happen for each of their students. Technological Facility was also a natural choice in competencies because I knew I would be using technology to present the information to my colleagues and also technology would be a facet of the IEP meetings led by our students. Collaborate Purposefully influenced my project because I had to take into account the differences in my colleagues as I teach them about student-led IEP meetings as well as remembering that my students are all unique and different and will have different needs as we move through this process. We will have open conversations and discussion about how to best serve our students in this new process and work together to implement this are a new systems policy in our building. Finally, Mentoring and Coaching competency fit well with my project because I will be coaching my colleagues through the process, giving them feedback and support whenever possible. And during the school year I will be touching base with all of my colleagues to see how I can help the process and if they have any questions.

My leadership will address the needs of my diverse stakeholders. I will give my colleagues information during my presentation in several ways knowing how adults learn best- my presentation will allow all learners to obtain and retain the information given. I will reach them auditorily, visually, kinesthetically and with meaning and purpose. They will be able to discuss among themselves and in groups each aspect of the presentation. I will encourage questions and group dialogue. We will determine together, while working collaboratively, what the best way to implement the student-led IEPs in our building will be. During student-led IEP meetings, students will share out with the team during certain parts of the meeting and tell the team about themselves, what they want to do in the future, what kinds of things are struggles for them, and how we can help them be successful in school and the “real world”. Students will have a chance to speak up in the meeting and self-advocate for the things they want from the team, teachers and parents. My leadership strengths will help my students in their IEPs because I will be there to help them along the way- I will help them prepare for the meeting, help get information ready, and also help if the student struggles during the meeting. I will reach other stakeholders like general education teachers and parents. Knowing that not all teachers have the same background in special education that I have received, I will use my leadership strengths to help them see the benefits of the students leading, how brave they are for speaking up with a room of adults, and for the students acknowledging what they need

My colleagues will collaborate and reflect as they learn about student-led IEP meetings during my presentation. They will work together to determine how a student-led IEP meeting will look at each grade level. After the start of the school year and once we have a few meetings “under our belts”, we will meet as a department during our Professional Learning Community time (at least once a month) to discuss questions that have come up, how we think the implementation process is going, what we need to change, and what we feel we have done well. We will seek data from our students on how they feel about their meetings compared to previous years and if they feel more confident or have more self-esteem after having run their own meeting. After the year has finished, my colleagues and I will get together again to discuss how we can improve the process and make it more meaningful to our students.

I am sure we will have obstacles along the way. I know I might have push back from some of my colleagues about having enough time in the day, no resources to help, or not wanting to lose “control” of the meeting. These are all valid concerns but we have case management time built in our day to work with students on our caseload. We have Pre Employment Transition Services monies to help with resources like art supplies, and we have to stop thinking these are our meetings and realize the control should be with the students since we are discussing their lives ad goals! Another obstacle I think we will face are students not wanting to participate in student-led IEP meetings, especially students who currently are upperclassmen. They have not had to lead their IEP meetings and will not see the need for the change. So, just like I will teach my colleagues the importance of these meetings, we will need to teach the students how beneficial these meetings can be for them!

I will know my action plan is successful in several ways. One, when I see my colleagues excited and ready to implement the student-led IEP meetings; I will know I was successful teaching them the basics of the process and getting them motivated to help our students in this way. Two, students participate in the process and enjoy sharing with the team in a way they have never done before. Three, students share with me and my colleagues that they see the benefit in the meetings and continue with the process. Four, other stakeholders, such as parents and general education teachers, see the value in the meetings. Five, we see data that our students are more confident, have more self-esteem, and know more about their abilities than they previously did.