Lesson Six: Leading Your IEP

Time Required: Five 85-minute periods (depending on disability, more days may need to be added). Each student will need to be met
with individually during the actual writing of the IEP.

Materials Needed: Access to computer with Microsoft Power Point, copy of their IEP, script for meeting, rubric for PowerPoint Presentation, student reproducible from The Self Directed IEP and Take Action: The Lessons.

*Teachers Materials: You will need the following curriculum: The Self-Directed IEP  and  Take Action: The Lessons. 

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Objective: This is the lesson where the students will help create their IEP's and create a Power Point presentation which will help them be able to lead their IEP Annual Review meeting. Students will be led through a goal-setting process using some of the information from The Self-Directed IEP and the Take Action curriculums (I've done a "pick and choose" when it comes to how I use this. Use whatever suits your needs best, and of course, because of copyright issues, I do not have any of those documents placed on the web. You'll have to purchase the curriculum.) Once they have completed the goal setting process, they will learn about the steps to achieve those goals. Students will then be led through the process of putting together their IEP's based on information from previous lessons, what they've learned about goal setting and achieving. They will be prepped in the expectations of a Student-Led IEP Process, how to create an agenda and presentation for their meetings,

 Anticipatory Set: You all have the ability to help make decisions about your future, and now is the time to use your voice and the knowledge you've gained about yourself and your disability and lead your own IEP.

 Direct Teaching: 

1. Goal-Setting: The basic idea behind a Transition IEP should be the future goals of the student. While the student may have a goal in mind, they not realize several factors affect whether or not that goal will be achieved, such as how to set a goal, how to monitor their progress, adjust their processes, etc. Therefore, we are going to start with goal-setting. In the Take Action Kit, there is a video that you can have the students watch, about the process of goal-setting. Watch the video, and then move on to the lessons provided in the reproducible section.  There are 7 lessons in the kit, and I do an abbreviated version of them to fit within one 85 minute period.

2. Self-Directed IEP: This curriculum comes with a couple of videos to watch, and I highly recommend watching them first;   When it comes to actually using the workbook that comes with it, I tend to jump around. We start by the vocabulary on pages 4 & 5 Student Workbook. By now, some of these words are pretty common to the kids (I try to utilize the vocabulary often in the lessons).  Then, we skip out of the workbook, and we talk about Present Levels of Academic and Functional Performance. First we discuss all the required components, and I spend time helping students  write their own PLAFP's. I am very big into have kids "own" their IEP's, and I think the more they create of the document, the better.  I like the kids to have a good idea of where they are at where academic, functional, and transition skills are related. This part will take about 1 to 2 class periods.  We then move on to Step 5, State Your School and Transition Goals, and then we go back to Steps 3-5: Review Past Goals and Performance, Ask for Others' Feedback, and State the Support You'll Need.  This, too, will take 1-2 class periods depending on your student's ability level.  The next class period, we touch on Step 6, Asking Questions if You Don't Understand, Step 7, Deal with Difference of Opinion. We briefly touch over Step 9 and 10. We then sit down with them individually and work on writing their goals together. Because you work with kids individually on writing their goals, it can take some time. Plan accordingly. Each student should have the chance to have time to sit with you and you write their IEP together (as much as that can be done before the meeting - explain to them that their goals have to be accepted by the team as a whole, and that what we are writing are just suggestions).

3. Meeting Agenda: download the Word Document by clicking here (students will need to left-click and click save as). Have them go through and type their information from what we've put on the IEP. Remind them that this agenda can help them  during the meeting and will serve as a reference when creating their PowerPoint presentations.

4. PowerPoint Presentation: Please see the Rubric by clicking here to see what is expected of the project. I give them 2-3 in class sessions to work on these, providing lots of individual assistance.

5. Goal Monitoring: To help promote ownership of their IEP goals, I've created a goal monitoring sheet that students will fill out weekly monitoring sheets to help them keep themselves on track. Click here for the PDF to print off.

Closure: To wrap up, as the students to give their presentations to the class to practice!

 

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