My First MAPS Meeting

I held my first MAPS meeting on October 18, 2006. Prior to the meeting, I met with the student and asked him a series of questions. I sent a similar set of questions home to his mother and a community support person who works with the student. I also answered a set of the questions. When we came together at the meeting, each person had a set of questions and answers about our student. We went around the table answering questions and discussing the student. Based on knowledge of the student, and the length of time each individual knew the student, responses were given first by the student, then the parent, then the service provider, and finally me. I learned many new things about the student that I never would have learned using the traditional approach to IEP meetings. Preparing this student for the future and ensuring we were addressing his future needs was the focus of the entire meeting. As the student, parent and service provider left the meeting, all involved stated that they planned to work on the goals across settings. They left with smiles on their faces as they said, "It was a really good meeting. Thank you."

Why I Needed to Change

On October 17, 2006, I was asking a student questions from a student MAPS worksheet. There were two other students in the classroom, and they asked me what we were doing. I told them we were getting ready for the student's IEP meeting. The other students told me that they do not like IEP meetings. One comment from a student was, "I do not like to feel like I am getting yelled at." The other student chimed in, "Yeah, it feel like we are in trouble." The first student said, "I also do not like hearing I read at a third grade level. I know I have trouble reading. I do not need to hear that it is third grade." I told the students that I was doing IEP meetings a little bit differently. This discussion put words to the general feeling I had regarding IEP meetings in the past. Students did not feel involved in the process, and it was not a positive process for them. Parents also frequently were not active members in the process. I wanted more involvement from all team members, with an increased focus on transition and student need based future planning.

How I Got Started

While doing an assigned reading from Curriculum and Assessment for Students with Moderate and Severe Disabilities, by Diane M. Browder, I came across a section on the McGill Action Planning System, also known as MAPS. I became fascinated with the student centered focus of this program, and I wanted to find ways to implement it within the Individualized Education Plan (IEP) process for my students. I began working to develop worksheets that I could use to find out information from my student, his or her parents, and any other individuals who would have insight into a particular student. I also developed a compilation chart that would be used to summarize information received from individuals involved with my students. I continued doing my reading for class using the book Transition Portfolios for Students with Disabilities: How to help students, teachers, and families handle new settings by MaryAnn Demchak and Robin G. Greenfield. This book also referenced MAPS. I used this book to make modifications to my letters and compilation charts.