Student-led IEPs allow schools to support active student participation in IEP development and processes in which students take responsibility making decisions about their future. Throughout the student-led IEP process, team members (including the student and parent) assess student strengths and needs and develop a plan for assisting the student in understanding who they are in the learning environment as well as goals they would like to attain. These plans are then implemented and regularly monitored in order to determine whether adjustments are needed. The student learns how to manage the supports available to him/her, gain a deeper understanding of who they are as a learner and self-advocate, as well as develop long-range success goals from which they can backwards map based on their current developmental level.
Local Control Accountability Alignments:
Basic Access: Providing all students’ access to fully credentialed teachers, instructional materials that align with state standards, and safe facilities,
State Standards & Common Core: Implementing California’s academic standards, including Common Cores State Standards in English language arts and math, Next Generation Science standards, English language development, history, social science, visual and performing arts, health education and physics education standards.,
Student Achievement: Improving student achievement and outcomes along multiple measures, including test scores, English proficiency, and college and career preparedness.,
Student Engagement: Supporting student engagement, including whether students attend school or are chronically absent.,
Course Access: Ensuring all students have access to classes that prepare them for college & careers, regardless of what school they attend or where they live.,
Other Student Outcomes: Measuring other important student outcomes related to required areas of study, including physical education and the arts.
Statewide Performance Plan Indicator Alignments:
Indicator 3: Statewide Assessment,
Indicator 4: Suspension/Expulsion,
Indicator 5: Least Restrictive Environments,
Indicator 13: Secondary Transition
Any of our Regional Trainings can be given at your school site. These Site-Based Trainings are best suited for larger groups, and locations where a version of this training is not already scheduled.
Site-Based Trainings generally require a minimum of 10 participants at your school site. Should you wish to have a Site-Based Training, but do not have enough participants, the SELPA may be able to pair your LEA’s needs with other local SELPA Partners in order to offer the training at your site.
Contact your SELPA Program Specialist to discuss your professional learning needs, and to schedule any site-based trainings.