IEPs+and+Students

=__**---**____**IEPS AND**__ __**STUDENTS --**__= __**MATERIALS AND STEPS TO SUPPORT A SELF_LED IEP**__ __**Background Information**__ 1) Easy to Read Article

__**Prep Materials-**__
__**(Items 1and 2 are is a document for your last year of school. Items 3 and 4 are to help you with your IEP)**__

1) Annotated Summary of Academic and Functional Performance- SAAFP

2) Statements for SAAFP

3) Materials from a school district implementing **Student Led IEPs**

4) Checklist from above document:

--Student Led IEP Planning Sheet--- // A Microsoft Word version of this guide is provided to students, who fill it in based on the prompts provided and their conversation with their learning support teacher. They will bring this completed outline to their IEP meeting, and use it as the framework of the meeting. They may refer to it as often as they want. The special education teacher will prompt the students when necessary, tom make sure all elements of the guide are discussed during the meeting. //

__** The 12 steps to lead an IEP meeting **__
1. **Introduce everyone at the table.** This will usually be your learning support teacher, your parents, and your guidance counselor, the principal, and a general education teacher. Others may also be present. Make sure you know who they are before the meeting takes place.

2. In your own words, **state the purpose of this IEP meeting**?

3. What is the **nature of your disability**? What impact does your disability have on you in the classroom? Think about your learning **strengths and needs**. Review the list from your previous IEP to determine if the strengths and needs identified are still relevant. Create your updated list here and share with others at the meeting.

4. **Discuss your main goals from last year**. How do you think you did to achieve this goal? List these goals below so you can refer to them during the meeting. Ask the teacher present to give their assessment of your progress.

5. Make sure you **ask others** at the table, including your parents, **for their input** during the meeting. You want to check to see if everyone at the table agrees with your assessment.

6. **State your goals for the future.** Discuss whether you plan to attend a college program or if you want to go directly to work. Think about the types of support you could use to help you achieve your goal. Ask you parents and teacher what they think about these goals. Invite the guidance counselor to comment on your goals. Are you taking the classes that are appropriate for that goal? What were the results of your Strong Interest Inventory?

7. Now comes the time to state specifically **what will happen next year**. You need to give your thoughts about the types of classes that you want for this year. Give thought to what types of activities you would like to see during your study hall in the resource room. Consider which classes, if any, you feel you would need to take in the resource room. Be clear about why you feel the classes you choose would help you in reaching your goals. Review your list of accommodations and think about how much you use them and if you really need them anymore.

8. At anytime during the meeting, remember to **ask questions if you do not understand** what someone has said.

9. There may be **differences of opinions** during IEP meetings. Use this as an opportunity to improve your skills at dealing with differences. Listen carefully to others opinions, and present yours in a calm and mature manner.

10. **Summarize goals.** Make sure everyone is clear what has been discussed. When your teacher prepares your IEP, make sure it is consistent with what you discussed at this meeting.

11. **Close the meeting by thanking everyone.**

12. **Work on IEP goals during the year.**