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For Youth



You are an important member of the IEP team


You, your family, teachers, school staff, and others may be on the team.

Click below to see a playlist of animated videos of the people who could be on your IEP team.

Student-Led IEP Process: What’s In It for Students ?

Having an active part in your IEP process helps you:

  • Be a leader
  • Be a good communicator for yourself
  • Work with a team to solve problems
  • Focus on how to reach your goals
  • Take responsibility for your learning
  • Plan your future

Looking for Ways to Get Started?

For Youth: Here you will find ideas on how to start your student-led IEP journey. Choose which one works for you. You can pick a different one at another time! It's up to you!

Know Yourself (and who you want to be in the future)

  • How do you learn best?
  • What are you good at?
  • What do you need to work on?
  • What do you want to do in life?
  • Fgure out who you should talk to when you have questions
  • Set a time to meet with your teacher and create a plan.
  • Schedule time to work on your IEP process project.
  • Practice what you are going to do in the IEP Process and how you are sharing your information.
  • It may seem new or ‘scary’ to be involved in the IEP process. (It is fine to feel this way!)
  • Have confidence that you can do something in the IEP process and this will help you succeed in the future.

Create a goal

  • What is a goal?
  • What are the steps to reach the goal?
  • Where are you now?
  • What do you need to do next?
  • How can you know where you are during the year?

Keep track of how you are doing in reaching your IEP goals

  • Look at the information about your goals.
  • Ask for help to understand the information.
  • Make a plan to keep moving forward.
  • Ask to use the supports that are listed in your IEP when you need them.
  • Think about how your IEP connects with your future and be sure it is about what you want for your life
With Family: Here you will find ideas on how to start your student-led IEP journey. Choose which one works for you. You can pick a different one at another time! It's up to you!

Discussing your IEP Journey

  • Tell your family that you are participating in the IEP process and leading part of the IEP meeting.
  • Practice what you want to do, show, or create with them.
  • Explain the IEP process and how you are being part of it.
  • Ask your family members for their ideas and opinions.
  • Invite them to come to the IEP team meeting.
  • Ask them what they think went well in the IEP meeting and what could go better.
  • Show how you are keeping track and reaching your IEP goals.
  • Talk about how you can be more involved in your IEP process next year.
With Your Teacher and School: Remember, leading your IEP (Individualized Education Program) is not a one-time event but an ongoing journey. Here you will find ideas on how to start your student-led IEP journey. Choose which one works for you. You can pick a different one at another time! It's up to you!

 

Talk about the IEP process.

  • Why do you have an IEP?
  • What is the purpose of an IEP?
  • What are the timelines/due dates of an IEP?
  • What should an IEP do for you?
  • What do people talk about in the IEP?
  • Practice how you would explain the IEP process to someone.
  • Look at the IEP paperwork and find out what is in each section.
  • Know the IEP Team.
  • Learn the names and faces of everyone on the IEP team.

Come up with ideas of how you would like to become involved in the IEP process

  • What parts of the IEP process do you want to learn more about?
  • Is there something you would like to try to do in your IEP process - an interview, poster, collage, video, slides, essay - and how can this fit in the process about you?
  • What can you do, show, say, or create to express your thoughts?
  • Ask for help to practice the best way to share these thoughts with the IEP team

Create a plan to get it done

  • Schedule time with a teacher to get started and practice
  • Schedule your own time to work on it and gather information
  • Talk about how to show you need a break in the IEP meeting and how long you want to stay in the meeting.
  • Ask questions if you do not understand something.
  • Let the team know if you agree or disagree with what the other team members are saying.
  • Review the supports that are listed in your IEP so you know what they are and how to use them when you need them.
  • Discuss what you want to do for next year’s IEP process and meeting .

Make a plan to keep track of your IEP goals

  • How are you getting and understanding the information about your goals?
  • What are the steps to reach the goals?
  • Where are you now and where do you want to be?
  • When will you look at this information and talk about the plan to reach your goals?
  • What do you need to do next to get closer to your goal?
 

Video for youth and family on the Team meeting

 Watch an interview of a student about the SLIEP process

Use the rubric below to decide where you are now with your involvement in the IEP meeting.

 

  • How would you describe your awareness of the IEP?
  • How are you participating in the IEP? What are you doing to participate?
  • What do you know about the IEP? How can you show what you know?

 

Participation in the IEP Meeting Rubric*

Guide for using the rubric

  • The first step is to know what you are doing at this time.
  • Then, look at the next level up to see where they should be going for a future goal.
  • Work with the IEP team to plan what steps and supports need to be put in place so that next year, your child has moved up a level in one or all of the IEP areas.
Area Level I Level II Level III Level IV
 IEP Awareness I don’t know what IEP stands for. I know what IEP stands for. I know what IEP stands for and the purpose of the IEP meeting. I know what IEP stands for, the purpose of an IEP meeting and I can tell others about these meetings.
IEP Participation I don't participate or attend my IEP meeting. I attend a pre-conference IEP meeting and/or my IEP meeting, but I don't participate in the meeting.I know what IEP stands for. I attend and contribute information about myself for my IEP in a pre- conference or at the actual meeting. I lead parts or my entire IEP meeting.
Knowledge of IEP Content I don't know what is in my IEP. I know that I have accommodations and goals but I don’t know what they are I can name the accommodations and goals in my IEP, But I have a voice in developing them. I can name the accommodations and goals in my IEP, and I have a voice in developing them.
 
* Tools archive. I’m Determined. (n.d.). https://www.imdetermined.org/all-tools/