 What is a disability?  What is your disability?  What does IEP stand for?  What does an IEP do for you?  What are accommodations and modifications and how are they different?  Do you know what your accommodations/modifications are?  What is a goal?  What are your goals?  What is a self-advocate?

 Who better to know what goes on at his/her IEP than the student  The student begins to understand why an IEP is in place for him or her  Helps the student self-reflect by assisting in not only learning about themselves, but conveying their disability and how it affects them to others  Allows them the opportunity to share information to their teachers who they may not be able to converse with independently

 Assists with becoming a self-advocate before he or she steps into the real world  Builds self-esteem  Provides feedback from his/her teachers  Builds social/conversational skills

 Discuss upcoming meetings with the student at least a month in advance even if they are not scheduled  Provide student a general template and allow him/her to work on it as he/she has down time; tell him/her to make it their own  Check in with him/her periodically to see where he/she is at, and if the meeting is getting close, set deadlines

 You must explain the importance of his/her involvement at his/her IEP as most will not understand  Hold high expectations for the student  Hold the student accountable to attend all his/her IEP meetings

 Possibilities: › Add your name, year in school, etc. › Put a picture of yourself on this slide › Make a collage of who you are

 Include your specific disability or disabilities  Explain what your disability is in your own words Example: I have a Specific Learning Disability in the area of Oral Reading Fluency. I struggle with reading material. I stumble over words, add in words, substitute similar words (where/were), and leave endings off words. It is hard to understand me when I read.

 Include: › academic strengths › athletic strengths › strengths outside of school  (working on engines, leader in Boy Scouts) › extracurricular activities you are skilled at  (art, acting, public speaking, cheerleading)

 Include current weaknesses  Include your current concerns as well as concerns for your future  Include areas you feel you are limited with your current skills

 List what type of learner you are › examples include: visual, verbal, kinesthetic/tactile  Explain how you learn best › examples include:  having material read aloud  getting notes from the teacher  using a calculator  Describe what benefits your learning › examples include: sitting next to the teacher, extra time

 Provide specific accommodations and modifications › Examples of accommodations:  tests read aloud  alternative setting for quizzes/tests/work time  extra time › Examples of modifications:  matching in no more than groups of 5  reducing the number of math problems on an assignment  utilizing a word bank for fill in the blank questions

 Address specific goals based on your disability › Work with your teacher to write an attainable goal › Example:  I will read 150 words per minute with 3 errors or less.  Address other educational goals while still in high school › Examples:  Maintain a B average in all my math classes  Keep all my binders organized for each class

 Address specific education goals › Examples:  Graduate from high school in May 2015 and enter the work force  Attend University of Nebraska-Lincoln earning a degree in Plant/Animal Science  Attend Central Community College-Platte College earning an Associate’s Degree in Business and then transfer to University of Nebraska-Kearney  Earn my Certificate of Completion and walk with my peers at my high school graduation ceremony and then continue my education into the program where I will receive my official diploma upon meeting my IEP goals

 Address specific training goals › Examples:  Take part in the Behlen Manufacturing Program via Central Community College earning a welding certificate.  Fill out an application for Project Search and then upon completion of the one year program, seek out part or full-time employment.

 Address specific daily living skills › Examples:  My current daily living skills are age- appropriate and I do not feel I need to work on them at this time.  I need to work on my personal hygiene. I don’t care to take regular baths or use deodorant.  I do not have a driver’s license at this time, so I need to study for the exam.

 List current activities which are assisting you in reaching your future goals › Examples:  I am currently participating in vocational training in the preschool classroom where I read to students and assist them with their centers  I am currently in the Basic/Advanced Welding class  I am currently a member of the fire department  I am currently working at a daycare center 4 days a week working with 6-month to 1-year-olds  I am currently meeting with Vocational Rehabilitation staff numerous times throughout the year where I have been given opportunities to take the ASSET/COMPASS test, have been given Interest Inventories, have been given job shadowing experiences at the flower shop, and have worked with them to complete my financial aid.

 List any activities, groups, teams, etc. you are a part of in your community that show you are a well-rounded student › Help deliver Meals on Wheels › Assist the library in the summer during story hour › Member of Butler Believes in Youth and Community › Member of the local fire department

 List any activities, groups, teams, etc. you are currently a part of in your school › One Act Team › Football Team › Cheer Squad › STAY-U › FFA

 This page just provides others in a student’s IEP the choice to ask the student any questions for clarification  Opens up discussion between all team members, which helps the student feel comfortable with those working with him/her

 provide student with template so he/she has specific areas to focus on  allow each student to make it his/her own  encourage personalization and creativity  allow pictures, colors (those able to be read on a screen), different fonts (advise staying away from cursive)

  Tiffany Heins ›