Writing Your IEP 1. You " ll need several sheets of clean paper, and a pencil or pen. (If you like using a computer, that's fine, too. So is a tape recorder! You can also have a friend take notes for you. ) 2. Start by describing your disability.
What is your disability called? How does your disability affect you in school and at home? (For example, what things in school are harder because of your disability? ) What do you think is important for others to know about your disability? If your aren't sure what to say, think about what the students on the tape had to say. How did they describe their disabilities? 3. Look at your old IEP goal and objectives. Do you think you have met those goals and objectives? (This means you can do the things listed there. ) Put a check next to the goals and objectives you have met. 4.
What goals or objectives have you not met? Write these down on paper. They may be important to include in your new IEP. 5. What are your strengths and needs in each class or subject? Make a list. This can be hard to do. Here are some suggestions to help you: Start with clean sheets of paper.
Title one sheet "Strengths" and another sheet "Needs." Ask yourself the questions between the lines below (called Ask yourself). These can help you think about your Strengths and Needs. Write your ideas down on your "Strengths" and "Needs" worksheets. Hints: If you " re not sure how to answer a question, look at the examples given.
Also, think about what the students on the tape had to say. How did they describe their strengths and needs? What accommodations did they ask for? What did they say they needed to work on in school? 6. Show your old IEP to your parents and your teachers. Do they think you have met these goals? What gals haven't you met? Add their ideas to the list that you started in Step 4 above.
7. Ask your teacher what they believe your strengths and needs are in each class or subject. Write their ideas down. 8. Develop new goals and objectives for this year, using the list of and need you and your parents and teacher developed.
9. Describe the accommodations you may need in each class to meet these new goals and objectives. (See: the list of accommodations. ) 10. Think about your plans for the future what you " ll do after you " ve finished high school. Talk with your parents and teacher about what you should be doing this year to get ready.
This is called transition planning. 11. Work with your parents and teachers to write a draft IEP document that includes all the information above. Make a copy for yourself to take to the IEP meeting. Make copies for everyone else who will be at the meeting Ask Yourself...
What classes do you take? (Make a List) Which is your best class? What can you do well in this class? These are your strengths. (Example: read, write, listen, work in-groups, works alone, draws, do your homework... ) What helps you do well? These can also be your strengths. (Examples: Your interest in the subject, your memory, patience, determination, effort, the help of others (what, specifically? ), the way the teacher presents new information...
) What class is hardest for your? What's the hardest part of this class for you? These are the areas you need to work on during the school year. (Examples: Paying attention, reading the book, listening staying in the seat, remembering new information, doing homework, doing work in groups... ) What accommodations would help you do better in this class? Look at the list of accommodations presented below labeled "List of Accommodations." Write down the ones you think would help you in this hard class. What do you need to work on in other classes? Go class by class and make a list of what is hard for you in each one. Be specific-for example, in math class, you might find "fractions,"word problems" or some other math skill very difficult. What accommodations would help you in each class? For each class, list what accommodations, if any, would help you Getting Ready for the IEP Meeting 1.
Talk to your special education teacher about setting a time, date, and place for the IEP meeting. Make a list of who should be there. 2. Once the meeting is set, send everyone on your list an invitation like the example below.
An Invitation Please come to my IEP meeting and share your ideas. Date: Day, Month, date Time: p. m. Place: Conference Room Signed: Your name. s. If you cannot attend this meeting, please let me know when we can meet to talk about my IEP.
Thank you 3. To get ready for you IEP meeting, it's a good idea to think about what you want to say. At the meeting, you " ll want to be able to: Describe your disability Talk about your strengths and needs Describe you learning style (how you learn best and what gets in the way of your learning) Tell team members the accommodations you need and why you need them Describe any medications you are taking or medical needs you have (if you wish to share this information) List your educational goals and objectives Talk about your transition plan for the future 4. It's also a good idea to practice what you want to say. Practice with your parents, a classmate, or a teacher. (Parents need to know what your goals are before the meeting, so they can support your decisions.
) 5. One week before the IEP meeting, you may wish to send out reminders to the people who be attending: your parents, teacher, counselor, principal, and others who have been invited. The note can be simple, such as the example below. Just to Remind You...
I am looking forward to seeing you at my IEP meeting. Wednesday, October 23 rd 2: 30 p. m. , Conference Room Signed Your name What is an IEP? 1. What is an IEP? IEP stands for Individualized Education Program.
The IEP is a written document that describes the educational plan for student with a disability. Your IEP talks about your disability, what skills you will need to learn what you " ll do in school this year, what services your school will provide, and where your learning will take place. 2. Why Do Students with Disabilities Need an IEP? First it's the law. The Individuals with Disabilities Ace (IDEA) requires each student with disabilities who receives special education services to have an IEP -an educational program written just for him or her. Second, the IEP helps the school; meet you special needs.
It also helps you plan educational goals for yourself.