Self-Directed IEP

TEACHER'S MANUAL

Jam.es

Martin

Laura

Huber

Marsha\\.

Laurie

:Maxson

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ern:1.an.

6 7 8 9 10 ABC 14 13 12 11 10

ISBN 13-digit: 978-1-57035-105-1

ISBN 10-digit: 1-57035-105-8

JDE #: 35668/06-10

Curriculum Consultant—Terry L. Miller

Edited by Raven Moore

Cover design and text layout/design by Sherri Rowe

Illustrated by Lee Woods

Laura Huber Marshall. . . . . . . . . . . . . . . . . . . . . . . University of Colorado at Colorado Springs

James E. Martin . . . . . . . . . . . . . . . . . . . . . . . . . . . . University of Oklahoma

Laurie Maxson and Patty Jerman . . . . . . . . . . . . . Colorado Springs School District 11

(Note: The first edition of this project was partially funded by U.S. Department of

Education, Office of Special Education and Rehabilitative Services, Grant #H158K10040.)

Educators, Students, Parents of Students with Disabilities, and Researchers May Use for Free

About the Authors

James E. Martin, Ph.D., is a professor of special education at the University of

Colorado. Over the past 15 years, Professor Martin has participated in numerous

research and demonstration projects designed to facilitate the development of

self-determination in school and employment settings. Prior to his university

appointment he worked as an educator teaching employment and independent living

skills to youth and young adults with severe emotional and learning problems.

Laura Huber Marshall, M.A. in special education, is a research faculty member in the

Special Education Program at the University of Colorado at Colorado Springs. She

taught elementary and secondary students in general and special education for 7

years. She has been working with youth and adults with disabilities in vocational

programs for more than 11 years.

Laurie Maxson, M.A. in special education, taught junior and senior high school special

education and gifted and talented students for twelve years. She worked as the

Colorado Springs Academy School District transition specialist for 4 years and is

currently the district vocational director.

Patty Jerman, M.A. in special education, has taught special education at the junior and

senior high school levels for 21 years. She worked as a consultant writing textbook

adaptations for special-needs students. She also worked with the Colorado

Department of Education, assisting in the development of the consultation model for

special education used across the state.

Curriculum Consultant

Terry L. Miller, Ph.D., is an assistant professor of special education at the University of

Colorado at Colorado Springs. Her research interests include teacher training and

instructional techniques for students receiving special education services. She taught

in elementary, middle school, and pre-vocational special education programs for

eleven years before she received her Ph.D. from Utah State University.

Acknowledgments

The support, cooperation, and unbounded enthusiasm of many people made

Self-Directed IEP possible. Although it’s not possible to acknowledge everyone who

inspired and helped in the development of Self-Directed IEP, we wish to give special

thanks to several people:

Dennis Mithaug. He is professor and chair of the Special Education Program at

Columbia University in New York City. Over the past several years Dennis

worked with us developing and testing methods to help empower students. The

core concepts we developed together are a part of Self-Directed IEP.

Lorrie Harkness. She is the director of student support services for the Academy

School District in Colorado Springs. Her vision, foresight, and leadership embed-

ded the concept of self-determination and student-directed IEPs in her district’s

transition policy.

Mark Butterworth, Tom Rochelle, Bryan Vernon, and other adults with disabili-

ties. During the development of the ChoiceMaker Self-Determination Curriculum

and Self-Directed IEP these individuals provided direction and detailed feedback.

Mark Hallahan. He is the senior engineer at the University of Colorado at Colorado

Springs TV studio. None of us had ever made a video before, but Mark patiently

helped us learn what to do. His talent, light direction, and good humor at our bum

bling made what could have been a stressful and difficult time fun and enjoyable.

R.J. Porzel. When the video was made, he was a senior video editor at Cutters in

Chicago. His skill helped produce a quality video.

Gloria Kregar. She provided feedback on the early ideas and drafts of the curricu

lum and spent hours editing the final drafts.

Terry Dionisio and Susie Witter (Colorado Springs School District), Vickie Mills

(Academy School District, Colorado Springs, CO), and Jean Martin (Widefield

School District, Security, CO). These are four dedicated and excellent Colorado

Springs educators who contributed ideas and helped make this program possible.

Arlene Waters Karlin, Kathie Hessel, Mary Carew, and the students at

Lewis-Palmer High School, Lewis-Palmer School District, Monument, CO.

Toria McGill, Gayle Litzelman, and the students in Liberty High School’s fresh

man transition class, Academy School District, Colorado Springs, CO. These

teachers and students helped field-test this program.

Continuing Education Department of the University of Colorado, Colorado

Springs. The people in this department distributed the initial printings of Self-

Directed IEP.

Lee Woods. Lee advised us on design features such as the folding pages, and also

contributed the illustrations and a dry sense of humor.

Laurie Matson, Vickie Mills, and Toria McGill from Academy District 20; Terry

Dionisio and Susie Witter from Colorado Springs District 11; Jean Martin from

Widefield District 3; and Susan Beldner and Susan Zimmerman from University

of Colorado at Colorado Springs all contributed to the development of the

ChoiceMaker Self-Determination Assessment.

Table of Contents

1 . . . SECTION ONE: Overview

3. . . . Introduction

7. . . . ChoiceMaker Self-Determination Curriculum

11. . . . ChoiceMaker Self-Determination Curriculum Matrix

13. . . . ChoiceMaker Self-Determination Assessment

19. . . . Self-Directed IEP Lessons

23. . . . References

25. . . . Self-Directed IEP Student Evaluation Recording Sheet

27 . . . SECTION TWO: The Steps

29. . . . Step 1: Begin Meeting by Stating the Purpose

37. . . . Step 2: Introduce Everyone

45. . . . Step 3: Review Past Goals and Performance

57. . . . Step 4: Ask for Others’ Feedback

63. . . . Step 5: State Your School and Transition Goals

69. . . . Step 6: Ask Questions if You Don’t Understand

77. . . . Step 7: Deal With Differences in Opinion

87. . . . Step 8: State the Support You’ll Need

95. . . . Step 9: Summarize Your Goals

99. . . . Step 10: Close Meeting by Thanking Everyone

103. . . . Step 11: Work on IEP Goals All Year

113. . . SECTION THREE: Teacher Answer Key

115. . . . Introduction

117. . . . Eleven Steps to the Self-Directed IEP

118. . . . Vocabulary

120. . . . Step 1: Begin Meeting by Stating the Purpose

121. . . . Step 2: Introduce Everyone

123. . . . Step 3: Review Past Goals and Performance

125. . . . Step 4: Ask for Others’ Feedback

129. . . . Step 5: State Your School and Transition Goals

132. . . . Step 6: Ask Questions if You Don’t Understand

133. . . . Step 7: Deal With Differences in Opinion

127. . . . Step 8: State the Support You’ll Need

135. . . . Step 9: Summarize Your Goals

136. . . . Step 10: Close Meeting by Thanking Everyone

137. . . . Student Staffing Script

141. . . . Student Staffing Reminders

SECTION

ONE

Overview

Introduction

Once school supports are gone, will your former students be successful? That is, will

they secure the life they want after leaving school? This is the crucial question that

educators must address. Individuals with disabilities should be encouraged to make

their own choices, set their own goals, and self-manage their lives. Facilitating student

empowerment and self-determination holds great promise for improving students’

quality of life and their post-school success.

Successful people know what they want and persistently go after it (Hill, 1960; Hill &

Stone, 1987). They decide upon major goals, set timelines, and develop specific plans to

attain their goals. They determine the benefits that reaching the goals will bring and

build coalitions with others who share similar goals. Successful people encourage and

support each other in the pursuit of their goals.

The studies conducted by Hill are part of a body of research identifying success

behaviors. Garfield (1986) interviewed more than 1,500 successful people from business,

science, sports, and the arts. He found that successful people in any field excel at

making decisions, self-managing their behavior, and adapting to changing

circumstances. When Garfield’s peak performers made decisions, they: (1) Chose a

mission leading to action; (2) Envisioned and communicated a clear mission; and (3)

Developed an action plan consisting of specific goals and benchmarks to evaluate the

timing, quality, and quantity of their results.

Garfield reached two conclusions. First, regardless of age, education, or profession, the

most successful people share the same basic set of skills. Second, individuals can learn

these skills.

Self-Determination

The evolving self-determination definition includes many of the behaviors and skills

from Hill’s research. Self-determined individuals know how to choose; they know what

they want and how to get it. From an awareness of personal needs, self-determined

individuals choose goals and then persistently pursue them. This involves making their

needs known, creating unique approaches for solving problems using self management

and learning strategies, evaluating progress, and adjusting their performance (Field &

Hoffman, 1994; Halpern, 1994; Martin & Huber Marshall, 1995; Martin, Huber Marshall,

& Maxson, 1993; Mithaug, 1991, 1993; Schloss, Alper, & Jayne, 1993; Ward, 1988;

Self-Directed IEP PAGE 3

Wehmeyer, 1992, 1995). People who are self-determined choose and enact their choices

in persistent pursuit of their best interests (Mithaug, 1993; Mithaug, Martin, Agran, &

Rusch, 1987). Self-determined people are their own best advocates (Martin et al., 1993).

Individuals With Disabilities and Success

Do these same success and self-determination behaviors apply to people with

disabilities? Yes, they do. In a unique study, Gerber, Ginsberg, and Reiff (1992)

interviewed a group of adults with learning disabilities to determine why some were

successful and others weren’t. They found that successful individuals with learning

disabilities had:

Control of their lives and surroundings

A desire to succeed

Well-thought-out goals

Persistence

The ability to adapt to their environments

A social support network that facilitated their success

After conducting the interviews, Gerber et al. realized that successful individuals

decided, long before they became successful, that they would be successful. The authors

concluded that successful adults with learning disabilities wanted to succeed, set

achievable goals, and confronted their learning disabilities so that appropriate measures

could be taken to increase the likelihood of success. One successful young man

explained it in this way: “Successful people have a plan. You have to have a plan, goals,

strategy; otherwise you are flying through the clouds and then you hit the mountain”

(p. 480).

Transition From School to Adult Life

Unless we make changes in what we teach secondary students receiving special

education services, they will “hit the mountain.” Their future is clouded with increased

probabilities for dropping out of school, unemployment or underemployment, low

earnings, and dependent living situations. Student outcome data verify the extent of the

problem (Roessler, Brolin, & Johnson, 1990; Sitlington & Frank, 1993; Sitlington, Frank,

& Carson, 1993; Wagner et al., 1991; Walker & Bunsen, 1995; Ward & Halloran, 1989;

Wehman, 1992). Parental reports identified the most important problems as poor

self-confidence; ineffective problem solving; little self-direction; and a lack of awareness

of their interests, needs, and abilities (Mithaug et al., 1987).

Students in general education are not faring much better. According to A Nation at Risk,

three out of four students are “unprepared to meet the basic problem-solving demands

PAGE 4 Self-Directed IEP

of college or work” (cited in Mithaug, 1993, p. 6). The William T. Grant Foundation

Commission report entitled The Forgotten Half: Pathways to Success for America’s Youth

and Young Families—Final Report (1988, p. 1) states:

Our two-year study of 16-24-year olds has convinced us that, as young Americans

navigate the passage from youth to adulthood, far too many flounder and ultimately fail

in their efforts. Although rich in material resources, our society seems unable to ensure

that all our youth will mature into young men and women able to face their futures with

a sense of confidence and security. This is especially true of the 20 million non-college

bound young people we have termed The Forgotten Half.

Student Input Into the IEP Process

The Forgotten Half: Pathways to Success for America’s Youth and Young Families—Final

Report (William T. Grant Foundation, 1988) offers this suggestion to increase students’

likelihood of success: “Young people become competent when adults encourage them

to try, allow them to fail, and help them to try again; they become leaders when adults

share . . . leadership opportunities with them” (p. 12).

Students experiencing learning and behavior problems need these opportunities as well

(Halpern, 1994). This is affirmed by the fact that the Individuals with Disabilities

Education Act (IDEA) (P.L. 101-476) requires students to be involved in their education

and preparation for life after high school. Not only does IDEA mandate that a statement

of needed transition services be included in the students’ IEPs (Individual Education

Plans), but for the first time in federal law, educational activities must be based on

students’ needs, preferences, and interests. IDEA also requires that students be invited

to attend their IEP meetings when appropriate.

The purpose of Self-Directed IEP is to encourage student self-determination by teaching

students to actively participate in and even lead their own IEP meetings. Self-Directed

IEP is one of the lessons that make up the ChoiceMaker Self-Determination Curriculum.

This curriculum and the lessons are described in the following section.

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ChoiceMaker Self-Determination

Curriculum

The ChoiceMaker Self-Determination Curriculum is designed to teach students the

self-determination skills they need to be successful in adult life.

It consists of three strands: (1) “Choosing Goals,” (2) “Expressing Goals,” and (3)

“Taking Action.” Each strand addresses teaching objectives in four transition areas: (1)

Education, (2) Employment, (3) Personal, and (4) Daily living, housing, and community

participation. (See the Choice-Maker Self-Determination Curriculum Matrix in this

Teacher’s Manual.)

ChoiceMaker Lessons

ChoiceMaker lessons provide the methodology and materials to teach the goals and

objectives of the ChoiceMaker Self-Determination Curriculum. The modules for each

curriculum strand are displayed in the following table. The lessons are designed to be

infused into existing school coursework and programs. Because the “Choosing Goals”

and “Taking Action” modules can be used with a variety of content, they can be used in

either general education or special education classrooms. Self-Directed IEP is designed

for use with students receiving special education services.

Use of the Lesson Modules

The different ChoiceMaker lesson modules may be used together or separately in

whatever order best matches your educational needs. Many educators choose to start

with Self-Directed IEP, then continue with the other modules. For example, once the

student begins to participate in the school staffings, the “Choosing Goals” modules

provide content and assessment information for the student to use at future meetings.

The “Taking Action” lessons are used to teach students a process to facilitate attainment

of their IEPs as well as other educational, personal, employment, and community

participation goals and objectives.

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ChoiceMaker Self-Determination Curriculum

Strands, Goals, and Modules

Strand Teaching Goals Modules

1. “Choosing Goals” A.

Student Interests

Student Skills & Limits

Student Goals

Choosing Education Goals

Choosing Employment Goals

Choosing Personal Goals

Choosing Daily Living,

Housing, &

Community Goals

2. “Expressing Goals” D.

Student Leading Meeting

Student Reporting

Self-Directed IEP

3. “Taking Action” F.

Student Plan

Student Action

Student Evaluation

Student Adjustment

Take Action

“Choosing Goals” Strand

These lessons and materials will provide students with school- and community-based

experiences to help them identify their interests, skills, and limits in each of the

curriculum’s four transition areas. A student video entitled Choosing Goals to Plan Your

Life will introduce the concepts by showing high school students using the “Choosing

Goals” process.

“Expressing Goals” Strand

Self-Directed IEP is the lesson package that addresses the “Expressing Goals” strand of

the curriculum. Self-Directed IEP is a multimedia package that teaches students how to

manage their own IEP meetings. It includes two videos, a Teacher’s Manual, and a Student

Workbook. The first video, entitled Self-Directed IEP in Action, introduces the Self-Directed

IEP process to students, parents, teachers, and administrators. It shows students with

different disabilities in classes working on the Self-Directed IEP lessons and describing

their experiences using the steps. The second video, entitled Self-Directed IEP, introduces

the eleven steps to leading an IEP meeting. Students see an experienced high school

student explain to a hesitant friend how he led his own meeting. (The second video,

Self-Directed IEP, is alternately available in an open-captioned format upon request.)

After watching the Self-Directed IEP video, students complete eleven lessons in the

Student Workbook that match the steps explained in the video. In these lessons students

learn to apply the steps to their own lives. In fact, a teacher in one class pointed out to

students that these skills could help them conduct business meetings in the future.

PAGE 8 Self-Directed IEP

“Taking Action” Strand

This strand will have one module, entitled Take Action. The module will consist of a

student video (also entitled Take Action), teacher lesson plans, and student worksheets.

Lessons will teach students to plan how they will attain their goals by making decisions

about performance standards, receiving feedback, motivation, strategies, needed

supports, and schedules.

The ChoiceMaker Self-Determination Assessment

The ChoiceMaker Self-Determination Assessment is a curriculum-referenced

assessment tool that matches the objectives in the ChoiceMaker Self-Determination

Curriculum. That is, each Assessment item matches a corresponding teaching objective

from the curriculum. Across each curriculum objective the teacher rates student skills

and determines the opportunity at school to perform each skill. A graphic summary

profile is prepared comparing “Student Skills” to “Opportunity at School” across the

three curriculum strands. Self-determination is a function of student skill and the

opportunities available to learn and practice those skills. The ChoiceMaker assessment

tool recognizes this fact and may be used to document student and program gains

across time. A copy of the assessment and instructions for its use are provided in this

book.

Test-retest correlation scores from tests conducted with students in five states are all .8

or above. Test-retest means that after a two-week interval, the same teacher completed

the assessment tool again for the same students and scored the items almost the same

way the second time as the first time.

Organization of Student Materials

When teaching lessons from the ChoiceMaker Self-Determination Curriculum, we

recommend keeping each student’s completed materials together for easy reference. We

suggest using one three-ring binder per student with dividers for each set of lessons,

organized by the strands of the curriculum: (1) “Choosing Goals,” (2) “Expressing

Goals,” and (3) “Taking Action.” All the lessons are based on the same basic concepts,

so information that students learn in one lesson relates to many of the other lessons. For

example, students preparing for their staffings may refer to the Self-Directed IEP lessons

for staffing information and to the Choosing Employment Goals lessons for help in

summarizing their job interests, skills, and limits.

Social Validation

Several steps were taken to socially validate the ChoiceMaker Self-Determination

Curriculum. First, we conducted an extensive literature review and developed a

comprehensive list of self-determination concepts. (Please see the table which follows

Self-Directed IEP PAGE 9

for a more detailed list of these concepts and their component skills.) Second, we

incorporated these concepts into the curriculum’s teaching goals and objectives. Third,

we sent 95 social validation surveys to university-based transition experts, teachers,

adults with disabilities, and parents from across the country. The respondents validated

the initial self-determination concepts and the curriculum goals and objectives. They

did this by telling us whether the identified concept was a crucial self-determination

component and whether the curriculum adequately reflected it. We included the

concept as a part of our self-determination definition and curriculum if 85% or more of

the respondents agreed on their importance. Finally, we consulted student, parent, and

teacher focus groups and field-tested the lessons in five area school districts over three

years to fine-tune the curriculum.

Self-Determination Concepts

Many skills and behaviors relate to self-determination. These can be grouped into seven areas:

1. Self-Awareness consists of:

Identifying needs

Identifying interests

Identifying and understanding strengths

Identifying and understanding limitations

Identifying one’s own values

2. Self-Advocacy consists of:

Assertively stating wants and needs

Assertively stating rights

Determining needed support

Pursuing needed support

Obtaining and evaluating needed support

Conducting one’s own affairs

3. Self-Efficacy (self-confidence) consists of:

Expecting to obtain one’s goals

4. Decision Making consists of:

Assessing the demands of a situation

Setting goals (outcome expectations)

Setting standards

Identifying information needed to make

decisions

Considering past solutions for new

situations

Generating new, creative solutions

Considering options

Choosing the best option

Developing plans

5. Independent Performance consists of:

Initiating tasks on time

Completing tasks on time

Using self-management strategies

Performing tasks to standard

Following through on one’s own plan

6. Self-Evaluation consists of:

Monitoring one’s own task performance

Comparing one’s performance to a standard

Evaluating the effectiveness of one’s

self-management strategies

Determining attainment of plan or goal

7. Adjustment consists of:

Changing goals

Changing standards

Changing plans

Changing strategies to improve

performance

Changing support

Persistently adjusting

Using environmental feedback to aid

adjustment

PAGE 10 Self-Directed IEP

ChoiceMaker Self-Determination

Curriculum Matrix

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Self-Directed IEP Lessons

Student self-determination is one of the keys to successful post-school transition. The

Individual Education Plan (IEP) process provides an excellent opportunity to teach

self-determination. Where else in a student’s education could self-evaluation, planning,

goal setting, and follow-through be so important? The Self-Directed IEP presents 11

steps necessary for students to lead their IEP meeting. The lesson materials include the

following components:

Self-Directed IEP in Action video (7 minutes) shows students with different disabil

ities using the Self-Directed IEP lessons in their classes and talking about their ex-

periences using the steps. Use this to introduce the Self-Directed IEP process to

students, parents, teachers, and administrators.

Self-Directed IEP video (17 minutes) shows a student named Zeke using each of the

11 steps to lead his IEP meeting and describing the process to a younger, reluctant

friend. Zeke’s staffing provides a model for each of the 11 steps. After watching

the video, students complete a lesson for each of the steps. (The staffing in the

video is an ideal meeting; the purpose of the video is to focus on the 11 steps, not

on the content of Zeke’s meeting.)

The Teacher’s Manual provides background information, assessments, detailed les-

son plans, and a teacher answer key for the Student Workbook. Lessons include a

variety of activities to teach each step including learning strategies, role-playing,

discussion, and brief reading and writing activities.

Student Workbook activities give students an opportunity to apply each step to their

own IEPs. A script summarizing all the steps is completed at the end of the les

sons, for students to use at their IEP meetings.

Students and Prerequisite Skills

Self-Directed IEP may be used for students with different disabilities including learning

disabilities, mild to moderate mental retardation, or emotional/behavioral problems.

The lessons are designed primarily for students at the middle and high school levels

although some teachers have adapted the materials to use at the upper elementary

school level. The lessons involve some reading and writing activities. Adaptations may

be made for students who cannot read or write; these adaptations are listed in the

Self-Directed IEP PAGE 19

selected lessons. Illustrations are provided to assist in this process (see “Adaptations”

section following).

Time Involved, Instructional Grouping, and Setting

Self-Directed IEP contains 11 sequential lessons that can be taught in six to ten 45-minute

sessions. The lessons apply the steps to each student’s IEP. The lessons may be taught in

a resource room, study skills class, or other classroom setting. To teach students who

are fully included in general education classes may involve meeting with individuals or

with a group during study halls or other convenient times. The lessons may also be

taught in an elective class.

Lesson Features

For each lesson the following information is provided:

ChoiceMaker Self-Determination Curriculum goal and objective (these directly

correspond to the ones listed in the curriculum Matrix)

Lesson location

Estimated time

Materials needed

Lesson overview

Lesson summary

Detailed lesson plans

Teacher answer key for Student Workbook (see SectionThree in this Manual)

Lesson Structure

Self-Directed IEP follows a model, lead, test approach to instruction. Lessons contain the

following parts:

Cumulative review of previous steps

Lesson preview and vocabulary instruction

Self-Directed IEP video section to introduce each step and provide a model

Sample situation for guided practice of each step

Workbook activity in which students apply the step to their own situations

Teacher demonstration and student practice of each step as it would be used in

their IEP meetings

PAGE 20 Self-Directed IEP

Evaluation, in which students demonstrate the step

Wrap-up providing opportunities for students to discuss and practice other situa

tions in which the step may be used

Suggested adaptations

Required Preparation

Teachers will need to read each lesson and learn the general steps before teaching the

lessons. The Student Workbook is not designed to be used by itself; most of the lessons

depend upon material in this Teacher’s Manual. Many additional activities are provided

in this book for each lesson.

Some additional preparation is required for each lesson, such as securing a VCR and

monitor, obtaining a copy of each student’s most recent IEP, securing an overhead

projector, and making overhead transparencies.

Performance Evaluation

Performance evaluation occurs in the following ways:

Evaluations for determining student mastery at the end of each lesson (see “Stu-

dent Evaluation Recording Sheet” in this book)

Cumulative vocabulary quizzes (after lessons 3 and 11 in this book)

Role-play of the IEP meeting completed after the last lesson (see “Role-Play

Checklist” after lesson 11)

Completing the ChoiceMaker Self-Determination Assessment before instruction

begins and at the end of the school year

Adaptations

For students who have limited reading, writing, or cognitive skills, modifications are

suggested at the ends of Steps 1, 2, 3, 6, 7, and 8. These six steps represent the essential

aspects of Self-Directed IEP. Illustrations are also provided for each of these selected

steps to assist the student who needs help understanding the step. Teachers from our

pilot sites report that when students look at an illustration, the picture prompts the

actions needed to complete that step. To use these illustrations in class, make an

overhead transparency and/or a copy of each one for the student to look at. The student

using the illustrations may also wish to take copies of them to his/her IEP meeting to

use as picture cues to prompt the actions associated with the steps. During the actual

meeting, a teacher may want to give the student the illustrations one at a time, or the

student could have them all together and simply look at one step, perform the actions

needed, turn the page over, then repeat the process for each of the subsequent pictures.

Self-Directed IEP PAGE 21

Research and Field-Testing

Self-Directed IEP underwent extensive field-testing during its development. Students

and teachers from four high schools across three Colorado districts provided detailed

feedback about the effectiveness of the lessons. The participating students, who had a

variety of disabilities such as learning disabilities, emotional and behavior problems,

and mental retardation, all attended general education high school campuses.

Sweeney, Menchetti, and Chandler (1995) undertook a pre-post controlled group study

to measure the impact of Self-Directed IEP upon the IEP activity of high school students

with learning disabilities and mental retardation in northern Florida. In comparison to

the students in the control group, who did not receive instruction with Self-Directed IEP,

Sweeney et al. (1995) found that the students who completed the Self-Directed IEP

lessons:

Attended more of their own IEP staffings

Had more of their parents attend IEP staffings

Talked more at their staffings about their interests

Shared more at their staffings about their dreams for the future

Talked more at their staffings about the jobs they wanted

Felt as if they were “the bosses” of their IEP meetings

Felt more confident in reaching their IEP goals

PAGE 22 Self-Directed IEP

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employment success for highly successful adults with learning disabilities. Journal of

Learning Disabilities, 25, 475-487.

Halpern, A.S. (1994). The transition of youth with disabilities to adult life: A position

statement of the Division on Career Development and Transition, the Council for

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Hill, N.H. (1960). Think and grow rich. New York: Fawcett Crest.

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Martin, J.E., Huber Marshall, L., & Maxson, L. (1993). Transition policy: Infusing

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Mithaug, D.E. (1991). Self-determined kids: Raising satisfied and successful children.

Lexington, MA: D.C. Heath and Co.

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Mithaug, D.E., Martin, J.E., Agran, M., & Rusch, F.R. (1987). Adaptability instruction:

The goal of transitional programming. Exceptional Children, 53, 500-505.

P.L. 101-476. (1990). Individuals with Disabilities Education Act, Amendment of 1990, 20

U.S.C. § 1400 ff.

Roessler, R.T., Brolin, D.E., & Johnson, J.M. (1990). Factors affecting employment

success and quality of life: A one year follow-up of students in special education.

Career Development for Exceptional Individuals, 13(2), 95-107.

Self-Directed IEP PAGE 23

Schloss, P.J., Alper, S., & Jayne, D. (1993). Self-determination for people with disabilities:

Choice, risk, and dignity. Exceptional Children, 60(3), 215-225.

Sitlington, P.L. & Frank, A.R. (1993). Success as an adult: Does gender make a difference

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Wehmeyer, M.L. (1992). Self-determination: Critical skills for outcome-oriented

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PAGE 24 Self-Directed IEP

Self-Directed IEP Student

Evaluation Recording Sheet

Purpose: To keep track of students’ mastery of each of the Self-Directed IEP steps.

Instructions: In the left column, write the names of the students who are learning the

Self-Directed IEP steps. When a student masters a step, write the date of mastery in the

row with the student’s name and in the column for that step. If the student does not

master the step, reteach it or make adaptions.

Self-Directed IEP PAGE 25

PAGE 26 Self-Directed IEP

S E C T I O N T W O

The Steps

Self-Directed IEP PAGE 29

Begin Meeting by Stating

the Purpose

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Begin Meeting by Stating

Purpose

Location

Classroom

Estimated Time

40 Minutes

Begin Meeting by

Stating the Purpose

Materials Needed

Attention: You will need a copy of each student’s

current IEP goals when you are ready to teach Step 3.

Student Workbook

Self-Directed IEP video

VCR/monitor

Chalkboard, or overhead projector and blank

transparency

Transparency and/or photocopy of the Step 1

illustration (optional)

(Note: Steps 1 and 2 are in the same video

section.)

Lesson Overview

Students watch the Self-Directed IEP (17-minute)

video showing the 11 steps for leading a staffing.

Students discuss the purpose of a staffing.

Students write the three purposes for the IEP

staffing and practice stating the purposes.

Lesson Summary

A. Introduction and overview

B. Show and discuss entire video

C. Preview lesson

D. Workbook: Teach vocabulary

E. View first part of video (optional)

F. Workbook: Write the purpose

G. Practice beginning the meeting

H. Evaluation

I. Wrap-up

J. Adaptation

Introduction and

Overview

Present the following information:

–

In this class you are going to learn how to lead

your own IEP staffing.

–

“IEP” stands for Individual Education Plan.

–

An IEP is a plan that contains goals and how you

are going to accomplish them.

–

An IEP is developed in a meeting called a

“staffing.”

–

We’ll watch a video in which a student runs his

own staffing.

–

As you watch the video pay attention to how the

student completes the 11 steps.

Show and Discuss

Entire Video

Questions for a brief, general discussion:

–

Who led this staffing?

–

How did Zeke learn to run his staffing?

–

Why did Zeke want to attend his staffing?

–

How many of you have ever been to your

staffings?

Preview Lesson

Present the following information:

–

In this class you will learn and practice the 11

steps.

Write Step 1 on the board or on a blank transpar

ency: “Begin meeting by stating the purpose.”

–

By the end of the lesson you will be able to

demonstrate beginning your staffing by stating

the three purposes of a staffing.

1 Begin Meeting by Stating the Purpose

PAGE 30 Self-Directed IEP

Teach Vocabulary

(Workbook)

Write words and definitions on the board or on a

blank transparency.

Ask students to write the definitions in their

Workbooks in the “Vocabulary” section:

–

goals: what you want to accomplish

–

IEP: Individual Education Plan that contains

your goals and how you are going to accomplish

them

–

staffing: a meeting in which people write the IEP

–

self-directed IEP staffing: staffing in which

students participate, make choices about their

goals, and take action to accomplish them

View First Part

of Video

(optional)

Start video with the graphic “Begin meeting by stat-

ing purpose” and “Introduce everyone”; stop after

staffing introductions.

Ask students to listen for the three purposes of the

staffing.

Write the Purpose

(Workbook)

Ask students:

–

In the video, Zeke states the three purposes of the

staffing; what were they?

Write the purposes on the board or on a blank

transparency and ask students to write them in

their Workbooks on the “Step 1” page.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Tell students that these are the purposes for most of

their IEP staffings.

1 Begin Meeting by Stating the Purpose

Self-Directed IEP PAGE 31

Practice Beginning

the Meeting

Present the following information:

–

In this Workbook you will practice each of the 11

steps so you can use them in your own IEP

staffing.

–

The activities in your Workbook are set up like a

script so you can practice saying your responses

as you would in your staffing.

Discuss the importance of the way a person speaks

and makes eye contact when presenting to a group.

Demonstrate examples and nonexamples of each.

Tone of Voice

–

Tone of voice is how your voice sounds when

you are speaking.

–

An appropriate tone of voice in a meeting is

pleasant, loud enough for everyone to hear, and

clear.

–

Model an appropriate tone. Inappropriate tone of

voice in a meeting could be too soft, mumbling,

angry, or yelling.

–

Demonstrate speaking with an appropriate and

an inappropriate tone of voice.

–

Ask students to identify which was appropriate

and why.

Eye Contact

–

It is important to look at the person or people to

whom you are speaking.

–

Demonstrate good eye contact and poor eye

contact and have students identify each.

–

Ask students to read the introductory phrase in

the Workbook before the three purposes.

–

Demonstrate beginning the meeting by stating

the purpose.

1 Begin Meeting by Stating the Purpose

PAGE 32 Self-Directed IEP

–

Ask students to comment on whether you stated

the purposes correctly, used appropriate tone of

voice, and used good eye contact.

–

Ask students to work in pairs to practice

beginning the meeting and to give each other

feedback.

Evaluation

Each student demonstrates beginning the meeting

by stating the purpose.

Wrap-up

Review why students are learning the steps of an

IEP staffing.

ANSWER

So they can participate in and lead their staffings.

Discuss another situation in which students have

had to learn the steps of a process.

EXAMPLES

CPR course • Learning to ski • Changing the oil in a car

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing this step is included

(following) to help students understand the concept

and remember the actions associated with Step 1.

Beginning the meeting may be simplified to match

the student’s skills.

EXAMPLE

I’m Sally and this is my staffing.

1 Begin Meeting by Stating the Purpose

Self-Directed IEP PAGE 33

Self-Directed IEP PAGE 35

Begin Meeting by

Stating the Purpose

Introduce Everyone

Self-Directed IEP PAGE 37

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Introduce Participants

Location

Classroom

Estimated Time

20 Minutes

Introduce Everyone

Materials Needed

Remember: You will need a copy of each student’s

current IEP goals when you are ready to teach Step 3.

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

Transparency and/or photocopy of the Step 2

illustration (optional)

(Note: Steps 1 and 2 are in the same video section.)

Lesson Overview

Students discuss who attended Zeke’s staffing and

why they attended.

Students learn who is required to attend their IEP

staffings.

Students decide whom they will invite to their IEP

staffings.

Students practice introducing everyone.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View first part of video (optional)

E. Discuss who attended Zeke’s staffing

F. Workbook: Write who may attend a

student’s staffing

G. Practice introducing everyone

H. Evaluation

I. Wrap-up

J. Adaptation

Review

Ask several students to practice beginning the IEP

meeting by stating the three purposes.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask students to give the definitions for the four vo

cabulary words:

–

goals: what you want to accomplish

–

IEP: Individual Education Plan that contains your

goals and how you are going to accomplish them

–

staffing: a meeting in which people write the IEP

–

self-directed IEP staffing: a staffing in which

students participate, make choices about their

goals, and take action to accomplish them

Preview Lesson

Write Step 2 on the board or on a blank transpar-

ency: “Introduce everyone.”

Present the following information:

–

In this lesson we’ll discuss who comes to staffings.

–

Today you will identify whom you might invite

to your staffing and practice how to introduce

them at the staffing.

Teach Vocabulary

(Workbook)

Write words and definitions on the board or on a

blank transparency.

Ask students to write the definitions in their

Workbooks on the “Vocabulary” page:

–

transition goals: goals that help you get ready

for what you will do in adult life such as work,

education, and social activities

2 Introduce Everyone

PAGE 38 Self-Directed IEP

–

transition specialist: teacher who helps you with

your transition goals

–

vocation: type of work a person does

–

adult service providers: organizations that offer

a variety of services and support to adults

(Note: Use examples that are relevant to your area.)

View First Part of

Video

(optional)

Begin video with graphic “Begin meeting by stating

purpose” and “Introduce everyone”; stop after

staffing introductions.

Ask students to identify who attended the staffing.

Discuss Who

Attended Zeke’s

Staffing

Certain people are required to come to staffings;

others are invited.

Each student may have different people attending

his/her staffings.

Ask who was at Zeke’s IEP staffing and why they

were invited.

ANSWERS

Who Why

Parents To hear how Zeke is doing and help

make decisions about his education

Counselor To help schedule classes; to help

with plans for next year and after

high school

English teacher To help with English

Special education

teacher

Teaches transition and vocational

classes

2 Introduce Everyone

Self-Directed IEP PAGE 39

ANSWERS (continued)

Transition specialist To help with transition goals

Vocational

rehabilitation

specialist

Adult service provider who will

help Zeke get a job and education

after high school

Write Who May Attend

a Student’s Staffing

(Workbook)

Discuss who is required to be at an IEP

staffing.

ANSWERS

You, the student

General education and special education teachers as needed

Administrator

Parent or guardian

Ask students who else they would like to invite to

their staffings and why they might invite them in

addition to those who are required to attend.

POSSIBLE ANSWERS

Friend who knows you well and can help you

Counselor because you have been discussing next year’s

schedule

Employer because he/she can talk about your job skills

Have students write whom they may invite to their

staffings in their Workbooks on the “Step 2” page.

Instruct students to write why they would invite

each person.

Ask several students to tell whom they would in

vite and why.

2 Introduce Everyone

PAGE 40 Self-Directed IEP

Practice Introducing

Everyone

Explain and demonstrate how to introduce people

at the IEP staffing and how to explain why they are

there:

–

Identify the person you are introducing by

looking at and gesturing towards him/her.

–

Look at the rest of the group.

–

Say “This is Mr. Martin, my English teacher. I

invited him because I’m in his English class.”

Point out that in the Workbook the activity is written

as you might say it in the staffing.

Ask several students to role-play introducing the

people they are inviting to their staffing.

Ask the rest of the class to give the role-players

feedback on what they say, their tone of voice, and

their eye contact.

Ask students to practice introducing everyone in

small groups or in pairs.

Evaluation

Each student role-plays introducing the people

he/she decided to invite to his/her staffing.

Wrap-Up

Review the vocabulary words. Ask students to give

the definition for each:

–

transition goals: goals that help you get ready

for what you will do in adult life such as work,

education, and social activities

–

transition specialist: teacher who helps you with

your transition goals

–

vocation: type of work a person does

–

adult service providers: organizations that offer

a variety of services and support to adults

2 Introduce Everyone

Self-Directed IEP PAGE 41

Ask students to describe other occasions when they

might introduce people.

EXAMPLES

Introduce friends to your family

Introduce friends to each other at a party

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing this step is included

(following) to help students understand the concept

and remember the actions associated with Step 2.

Introductions may be simplified, for example, “This

is Mr. Jones, my job coach.”

2 Introduce Everyone

PAGE 42 Self-Directed IEP

Self-Directed IEP PAGE 43

Introduce Everyone

Review Past Goals and Performance

Self-Directed IEP PAGE 45

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Review Past Goals and

Performance

Lesson Location

Classroom

Estimated time

45 Minutes

Review Past Goals

and Performance

Materials Needed

This is it! You now need a copy of each student’s

current IEP goals

Student Workbook

Self-Directed IEP video (optional)

VCR monitor (optional)

Chalkboard, or overhead projector and blank

transparency

Copy of Vocabulary Quiz 1 for each student

(master and answer key are at the end of this

lesson)

Transparency and/or photocopy of the Step 3

illustration (optional)

(Note: Steps 3 and 4 are in the same video section.)

Lesson Overview

Students review Zeke’s goals and the actions he

took to meet them.

Students discuss actions they could take to

accomplish two sample goals.

Students review their own IEP goals.

Students write actions they take towards each

goal.

Students practice saying their goals and the

actions they take to meet their goals.

Lesson Summary

A. Review

B. Preview lesson

C. View part of video (optional)

D. Workbook: Discuss Zeke’s goals

E. Discuss students’ IEP goals

F. Workbook: Students copy current IEP goals

G. Workbook: Discuss Zeke’s actions to meet

goals

H. Workbook: Write actions for sample goals

I. Workbook: Write actions for students’

current IEP goals

J. Practice saying goals and actions

K. Evaluation

L. Wrap-up

M. Adaptation

Review

Ask several students to practice beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask students to work in pairs to practice introducing

the people they will invite to their staffing.

Review vocabulary words from Lessons 1 and 2.

–

goals: what you want to accomplish

–

IEP: Individual Education Plan that contains your

goals and how you are going to accomplish them

–

staffing: a meeting in which people write the IEP

–

self-directed IEP staffing: a staffing in which

students participate, make choices about their

goals, and take action to accomplish them

–

transition goals: goals that help you get ready

for what you will do in adult life such as work,

education, and social activities

3 Review Past Goals and Performance

PAGE 46 Self-Directed IEP

–

transition specialist: teacher who helps you with

your transition goals

–

vocation: type of work a person does

–

adult service providers: organizations that offer

a variety of services and support to adults

Preview Lesson

Write Step 3 on the board: “Review past goals and

performance.”

Present the following information:

–

At the end of this lesson you will state your

current IEP goals and the actions you take to

meet your goals.

View Part of Video

(optional)

Begin video with graphic “Review past goals and

performance” and “Ask for others’ feedback”; stop

when Mom says Zeke goes to parties.

Discuss Zeke’s Goals

(Workbook)

Ask students what Zeke did in this part of the

staffing.

ANSWERS

He stated his past goals.

He talked about how he did on each goal.

He asked others for feedback on his performance.

Ask students to read Zeke’s goals in column A on

the “Step 3” page in the Workbook.

Discuss Students’

IEP Goals

Present the following information:

–

In a student’s IEP, there are general goals, what

you want to accomplish, and they are broken

down into objectives.

3 Review Past Goals and Performance

Self-Directed IEP PAGE 47

–

The objectives are steps that help you accomplish

your goal.

Give each student his/her own goals from his/her

current IEP.

Students Copy

Current IEP Goals

(Workbook)

Instruct students to pick three goals from their IEPs

and write them in column A on the “Step 3” page in

the Workbook (“Goals from your current IEP” section).

Explain to students that it is important to know

what their goals are because the goals are written to

help them.

Discuss Zeke’s

Actions to Meet Goals

(Workbook)

Explain that the action someone takes to meet a

goal is what they do to accomplish that goal.

Read and discuss what actions Zeke took for his

goals (column B on the “Step 3” page).

Write Actions for

Sample Goals

(Workbook)

Present examples and nonexamples of actions you

would take to meet the first sample goal on the

“Step 3” page.

Sample goal 1: Earn a driver’s license

SAMPLE ANSWERS

Read the driver’s manual (example)

Look at new cars (nonexample)

Practice driving with a licensed driver (example)

Enroll in driver’s training program (example)

Watch friends drive (nonexample)

–

Instruct students to write examples in column B.

Ask students to suggest actions for the second

sample goal.

3 Review Past Goals and Performance

PAGE 48 Self-Directed IEP

Sample goal 2: Improve study skills

SAMPLE ANSWERS

Keep organized notebook for each class

Learn test taking skills

Take a study skills class

–

Instruct students to write answers in column B.

Write Actions for

Students’ Current

IEP Goals

(Workbook)

Discuss what actions students take to meet their

own goals.

Instruct students to write the actions they are tak

ing to meet each goal in column B on the “Step 3”

page.

Practice Saying

Goals and Actions

Demonstrate stating your goals and the actions you

take to meet the goals:

–

My goal is _______.

–

The action I take to meet the goal is ___________.

Ask several students to practice saying their goals

and actions.

–

Allow the class to give these students feedback

on what they say, their tone of voice, and their

eye contact.

Ask students to work in pairs to practice.

(Note: Allow students to pick the goal they want to

practice, because they may be uncomfortable sharing

some of their goals with others.)

Evaluation

Each student states his/her goals and the actions

he/she takes to meet those goals.

Each student completes Vocabulary Quiz 1, match

ing the definitions to the vocabulary words. (Master

and answer key are at the end of this lesson.)

3 Review Past Goals and Performance

Self-Directed IEP PAGE 49

Wrap-Up

Ask students to state goals they have in other areas

of their lives and the actions they take to meet those

goals.

EXAMPLE

Goal: Buy a CD player Action: Save money from job

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing the step is included

(following) to help students understand the concept

and remember the actions associated with Step 3.

If reporting on their IEP goals would be difficult for

the students, they may report how they are doing

in their classes and talk about specific classwork.

3 Review Past Goals and Performance

PAGE 50 Self-Directed IEP

3 Review Past Goals and Performance

Self-Directed IEP PAGE 51

Vocabulary Quiz 1

Name ______________________________________________ Date ___________________

Part 1

Directions: Fill in each blank with the correct word from the box.

Vocation IEP Goals Staffing

1. _____________________ are what you want to accomplish.

2. _____________________ is a meeting in which people write the IEP.

3. _____________________ is the Individual Education Plan that contains your

goals and how you are going to accomplish them.

4. _____________________ is the type of work a person does.

Part 2

Directions: Find the definition for each vocabulary word.

Vocabulary Words Definitions

______ 1. transition goals

______ 2. transition specialist

______ 3. adult service providers

______ 4. self-directed IEP staffing

A. Teacher who helps you with your

transition goals

B. A staffing in which students

participate, make choices about

their goals, and take action to

accomplish them

C. Organizations that offer a variety

of services and support to adults

D. Goals that help you get ready for

what you will be doing in adult life

3 Review Past Goals and Performance

Self-Directed IEP PAGE 53

Vocabulary Quiz 1 (Answer Key)

Name ______________________________________________ Date ___________________

Part 1

Directions: Fill in each blank with the correct word from the box.

Vocation IEP Goals Staffing

1. _____________________ are what you want to accomplish.

2. _____________________ is a meeting in which people write the IEP.

3. _____________________ is the Individual Education Plan that contains your

goals and how you are going to accomplish them.

4. _____________________ is the type of work a person does.

Part 2

Directions: Find the definition for each vocabulary word.

Vocabulary Words Definitions

______ 1. transition goals

______ 2. transition specialist

______ 3. adult service providers

______ 4. self-directed IEP staffing

A. Teacher who helps you with your

transition goals

B. A staffing in which students

participate, make choices about

their goals, and take action to

accomplish them

C. Organizations that offer a variety

of services and support to adults

D. Goals that help you get ready for

what you will be doing in adult life

Self-Directed IEP PAGE 55

Review Past Goals

and Performance

Self-Directed IEP PAGE 57

Ask for Others’ Feedback

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Ask for Feedback

Location

Classroom

Estimated time

25 Minutes

Ask for Others’

Feedback

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR monitor (optional)

Chalkboard, or overhead projector and blank

transparency

(Note: Steps 3 and 4 are in the same video section.)

(Note: This lesson introduces the importance of re-

ceiving feedback and how students may receive

feedback. In the ChoiceMaker Take Action module,

students learn to use feedback to change their ac-

tions to accomplish their goals.)

Lesson Overview

Students discuss how Zeke receives feedback on

his goals.

Students discuss feedback that they could receive

on two sample goals.

Students decide how they receive feedback on

each of their IEP goals.

Students practice saying their goals, the actions

they take to meet their goals, and how they

receive feedback.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View part of video (optional)

E. Workbook: Discuss how Zeke received feedback for

his goals

F. Workbook: Write how to receive feedback for

sample goals

G. Workbook: Write how students receive feedback for

their goals

H. Practice saying goals, actions, and feedback

I. Evaluation

J. Wrap-up

Review

Ask several students to practice beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask students to work in pairs to practice introduc-

ing the people they will invite to their staffings.

Ask several students to state their current goals and

the actions they take to meet their goals.

Preview Lesson

Write step 4 on the board or on a blank transpar

ency: “Ask for others’ feedback.”

Present the following information:

–

We’ll discuss how you receive feedback on your

goals.

–

By the end of the lesson you will state one of your

current goals, the action you take to accomplish

that goal, and how you receive feedback.

4 Ask for Others’ Feedback

PAGE 58 Self-Directed IEP

Teach Vocabulary

(Workbook)

Write words and definitions on the board or on a

blank transparency.

Ask students to write the definitions in their

Workbooks:

–

feedback: information you receive about your

actions

–

standard: how good your actions need to be to

meet your goal

Discuss the importance of feedback provided by

yourself, parents, teachers, and other sources in

helping you accomplish your goals.

–

Feedback gives you the information you need to

know how you are doing towards meeting the

standard and accomplishing your goals.

View Part Of Video

(optional)

Begin video with graphic “Review past goals and

performance” and “Ask for others’ feedback”; stop

when Mom says Zeke goes to parties.

Discuss How Zeke

Received Feedback

for His Goals

(Workbook)

Instruct students to fold or cut along the dotted line

on the “Step 3” page so that column B lines up with

column C.

Ask students to read and discuss how Zeke re

ceived feedback for each of his goals.

1. Why is their feedback important to Zeke?

2. Why did he receive feedback from these people?

ANSWERS

1. They knew his goals, the standard he had to meet, and

his actions.

2. Gives him information about his actions so he knows

how he is doing towards reaching his goals.

4 Ask for Others’ Feedback

Self-Directed IEP PAGE 59

Explain that Zeke received some feedback from

these people at the staffing but that he also received

feedback from them throughout the year.

Write How to

Receive Feedback for

Sample Goals

(Workbook)

Present the following information:

–

There are many types of feedback.

EXAMPLES

Written: a test score

Verbal: someone tells you how you did

Physical: frown or smile

Present examples and nonexamples of feedback

sources for the first sample goal from Lesson 3:

Earn a driver’s license.

ANSWERS

Score on the written test (example)

A friend (nonexample) because he/she may not know the

standard a person has to meet to earn a license

Driver’s education teacher (example)

Ask students to write the examples in column C on

the “Step 4” page.

Ask students to suggest how to receive feedback on

the second sample goal: Improve study skills.

SAMPLE ANSWERS

Teacher tells you how you are doing—teacher feedback

Passing grades

Test scores

Instruct students to write in a few of the sugges

tions in column C.

4 Ask for Others’ Feedback

PAGE 60 Self-Directed IEP

Write How Students

Receive Feedback

for Their Goals

(Workbook)

Discuss how students receive feedback on each goal

(who or what could provide information about

their actions towards the goal, not just at the staff

ing but throughout the year).

Instruct students to write how they receive feed

back for each of their goals (Workbook “Step 4”

page, column C).

Practice Saying

Goals, Actions, and

Feedback

Demonstrate stating your goals and your actions to

meet the goals, and how you receive feedback:

–

My goal is _______.

–

The action I take to meet the goal is ___________.

–

I receive feedback by ______________.

Ask several students to practice saying their goals,

actions, and feedback:

–

Ask the class to give these students feedback on

what they say, their tone of voice, and their eye

contact.

Ask students to work in pairs to practice.

(Note: Allow students to pick the goal they want to

practice because they may be uncomfortable sharing

some of their goals with others.)

Evaluation

Each student states one of his/her goals, actions,

and feedback.

4 Ask for Others’ Feedback

Self-Directed IEP PAGE 61

Wrap-Up

Ask students to discuss how they receive feedback

in other parts of their lives.

EXAMPLES

When buying new clothes you might get feedback from a

friend.

When doing a new task at work you might get feedback

from your supervisor.

4 Ask for Others’ Feedback

PAGE 62 Self-Directed IEP

Self-Directed IEP PAGE 63

State Your School and Tran

sition Goals

Strand

“Expressing Goals”

Goal

Student Reporting

Objectives

Express Interests

Express Skills & Limits

Express Options & Goals

(All from “Choosing

Goals” strand)

Lesson Location

Classroom

Estimated time

45 Minutes

State Your School

and Transition

Goals

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

(Note: Steps 5 and 6 are in the same video section.)

(Note: The “Choosing Goals” strand of the

ChoiceMaker Curriculum contains more in-depth

lessons to help students learn their interests, skills,

and limits in order to write appropriate goals.)

Lesson Overview

Students discuss the four transition areas.

Students discuss Zeke’s interests, skills, and limits

and how he used them to choose goals.

Students write their education interests, skills, and

limits and how these may impact their goals.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View part of video (optional)

E. Workbook: Discuss transition areas

F. Workbook: Zeke’s interests, skills, and limits

G. Workbook: Students’ education interests, skills, and

limits

H. Evaluation

I. Wrap-up

Review

Review these vocabulary definitions:

–

feedback: information you receive about your

actions

–

standard: how good your actions need to be to

meet your goal

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

Ask several students to state their current goals, the

actions they take towards their goals, and how they

receive feedback.

Preview Lesson

Write Step 5 on the board or on a blank transpar

ency: “State your school and transition goals.”

Present the following information:

–

At the end of the lesson you will be able to give

examples of activities in different transition areas

for which you will have goals.

–

You will be able to identify the information you

will need to write goals.

–

We will begin to think about your new goals

today, but you may need more information about

yourself and the community to be able to write

appropriate goals for yourself.

5 State Your School and Transition Goals

PAGE 64 Self-Directed IEP

–

The people at the staffing may need to help write

some of the goals.

Teach Vocabulary

(Workbook)

Write words and definitions on the board or on a

blank transparency.

Ask students to write the definitions in their

Workbooks on the “Vocabulary” page:

–

interests: what you like

–

skills: what you can do

–

limits: what you have trouble doing

View Part of Video

(optional)

Begin video with graphic “State your school and tran-

sition goals” and “Ask questions if you don’t under-

stand”; stop after Ms. Lane explains “peer relations.”

Discuss

Transition Areas

(Workbook)

Explain that in this part of the staffing, a student’s

new goals for next year will be discussed.

Explain that when thinking about school and tran-

sition goals there are four transition areas you need

to consider. These areas represent important parts

of your life.

Ask students to read, and give specific examples for,

each of the areas on the “Step 5” page in the Workbook.

TRANSITION AREA EXAMPLES

1. Education high school classes, sports, clubs,

universities, trade schools, and

community colleges

2. Employment jobs and careers

3. Personal hobbies, talents, recreation,

relationships, and health and

wellness

4. Housing, daily living,

and community

participation

home setting, daily living skills,

transportation, and adult service

organizations

5 State Your School and Transition Goals

Self-Directed IEP PAGE 65

Ask students to look at Zeke’s goals on the “Step 3”

page of the Workbook.

1. What transition area is the first goal about?

2. What transition area is the second goal about?

3. What transition area is the third goal about?

ANSWERS

1. Education 2. Employment 3. Personal

Zeke’s Interests,

Skills, and Limits

(Workbook)

Explain that to choose appropriate goals for your

self you need to consider your interests, skills, and

limits in each transition area.

Explain to students that their interests, skills, and

limits will be discussed at their IEP staffings.

–

If you don’t know your interests, skills, and limits

your goal may be to find out what they are.

–

You will probably do this in class or through

community experiences.

Review the definition of “interests.”

Read and discuss Zeke’s employment interests.

–

Hospital work

Review the definitions of “skills” and “limits.”

Discuss how Zeke doesn’t know his employment

skills and limits

–

That’s why one of his new goals is to do job

shadowing and job try-outs at the hospital.

Read and discuss Zeke’s education interests.

–

Raise grades in all classes to a B

5 State Your School and Transition Goals

PAGE 66 Self-Directed IEP

Discuss Zeke’s school skills and limits.

–

Skills: Good singer; earning better grades in most

classes

–

Limits: Not turning in assignments on time; that’s

why one of his new goals is to improve grades by

getting his assignments in on time.

Stress that Zeke may not know what his interests,

skills, and limits are in a particular transition area.

Stress also that he learned his interests, skills, and

limits through school and community experience.

Students’ Education

Interests, Skills,

and Limits

(Workbook)

Ask students to write their interests in their

Workbooks on the “Step 5 continued” page:

–

Think about your education interests.

–

What would you like to do that has to do with

education?

EXAMPLES

Classes you like or want to take in high school

Clubs you’re involved with or would like to join

Education or training you want to earn after high school

Sports activities you like

Ask students to write their skills on the same page:

–

Think about your education skills.

–

What do you do well at school?

EXAMPLES

Good attendance Good at a certain subject

Good at taking tests Good in sports

Ask students to write their limits on the same page:

–

Think about your education limits.

–

What do you have trouble with at school?

5 State Your School and Transition Goals

Self-Directed IEP PAGE 67

EXAMPLES

Hard time with math

Trouble paying attention in class

Trouble taking notes

Explain to students that they will think about their

interests, skills, and limits in the other transition ar

eas when they write goals for those areas.

Remind students that they may not know their in

terests, skills, and limits.

–

You may need more experiences to find out what

they are.

–

Finding out what they are could be one of your

goals.

Evaluation

Each student gives an example of an activity in

each transition area.

Each student identifies the three things about him-

self/herself to consider when writing goals.

ANSWERS

1. Interests 2. Skills 3. Limits

Wrap-Up

Stress the importance of learning about yourself

and the community before writing goals.

Describe a time when you started a project or activ

ity without considering your interests, skills, and

limits and it caused you a problem.

EXAMPLE

Took something apart on your car and lost interest in work-

ing on it or couldn’t get it back together.

5 State Your School and Transition Goals

PAGE 68 Self-Directed IEP

Self-Directed IEP PAGE 69

Ask Questions if You Don’t

Understand

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Ask Questions if You

Don’t Understand

Location

Classroom

Estimated time

25 Minutes

Ask Questions if

You Don’t

Understand

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

Transparency and/or photocopy of the Step 6

illustration (optional)

(Note: Steps 5 and 6 are in the same video section.)

Lesson Overview

Students discuss how Zeke asked a question about

something he didn’t understand in his IEP

meeting.

Students practice ways to ask questions in an IEP

meeting when they don’t understand something.

Lesson Summary

A. Review

B. Preview lesson

C. View part of video (optional)

D. Discuss how Zeke asked questions

E. Practice ways to ask questions

F. Workbook: Write ways to ask questions

G. Workbook: Teach vocabulary

H. Evaluation

I. Wrap-up

J. Adaptation

Review

Ask students to give examples of activities for each

of the transition areas:

TRANSITION AREA EXAMPLES

1. Education high school classes, sports, clubs,

universities, trade schools, and

community colleges

2. Employment jobs and careers

3. Personal hobbies, talents, recreation,

relationships, and health and

wellness

4. Housing, daily living,

and community

participation

home setting, daily living skills,

transportation, and adult service

organizations

Review these vocabulary definitions:

–

interests: what you like

–

skills: what you can do

–

limits: what you have trouble doing

Students may work in pairs to practice each of the

following steps:

–

Begin the meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

–

Introduce everyone.

–

State your current goals and actions, and ask for

feedback.

Preview Lesson

Write Step 6 on the board or on a blank transpar

ency: “Ask questions if you don’t understand.”

6 Ask Questions if You Don’t Understand

PAGE 70 Self-Directed IEP

Present the following information:

–

We’ll talk about a skill you need when you are

involved in your staffing: asking questions if you

don’t understand.

–

Today you will demonstrate asking a question

about something you don’t understand.

View Part of Video

(optional)

Begin video with the graphic “State your school

and transition goals” and “Ask questions if you

don’t understand”; stop after Ms. Lane explains

“peer relations.”

Discuss How Zeke

Asked Questions

Talk about what happened in Zeke’s staffing and

how he dealt with it.

ANSWER

Zeke asked what “peer relations” meant.

Practice Ways to Ask

Questions

Present the following information:

–

Stress how important it is for students to

understand everything said at their staffings.

–

If they don’t understand, they need to ask.

Ask students what they could say if they didn’t un

derstand something said in a conversation.

Discuss ways you can ask questions if you don’t

understand.

Have the class choose one or two questions or

statements to use.

POSSIBLE QUESTIONS OR

STATEMENTS

Excuse me, I don’t understand.

Could you please explain that to me?

6 Ask Questions if You Don’t Understand

Self-Directed IEP PAGE 71

Practice asking questions if you don’t understand.

Tell the class:

–

I will make statements you might hear at your

staffing.

–

After each statement one of you will ask a

question to find out what the statement meant.

Stress the importance of using a polite and respect

ful tone of voice, and good eye contact.

SAMPLE STATEMENTS

1. You need to advocate for yourself.

2. You need to improve your self-concept.

3. What are your vocational interests?

4. What are your post-secondary plans?

5. You need to do an intake with an adult service provider.

Write Ways to

Ask Questions

(Workbook)

Ask students to write suggested questions or state-

ments on the “Step 6” page in the Student Workbook.

Teach Vocabulary

(Workbook)

Point out that the word “advocate” was discussed

in the sample statements.

Write the definition on the board or on a blank

transparency and ask students to copy it on the

“Vocabulary” page in their Workbooks.

–

advocate: stand up for yourself

Evaluation

Each student demonstrates asking about something

he/she doesn’t understand, using a respectful tone

of voice and good eye contact.

Wrap-Up

Review the importance of asking questions.

6 Ask Questions if You Don’t Understand

PAGE 72 Self-Directed IEP

Ask students to describe other situations in which

they might use this strategy.

EXAMPLES

In class • With their parents

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing the step is included

(following) to help students understand the concept

and remember the actions associated with Step 6.

6 Ask Questions if You Don’t Understand

Self-Directed IEP PAGE 73

Self-Directed IEP PAGE 75

Ask Questions if

You Don’t

Understand

Self-Directed IEP PAGE 77

Deal With Differences in

Opinion

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Deal with Differences in

Opinion

Location

Classroom

Estimated time

45 Minutes

Deal With

Differences in

Opinion

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

Transparency and/or photocopy of the Step 7

illustration (optional)

(Note: Step 7 is in a video section alone.)

Lesson Overview

Students discuss how Zeke used the LUCK

strategy to deal with a difference in opinion.

Students learn and practice the LUCK strategy to

deal with a difference in opinion.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View part of video (optional)

E. Discuss how Zeke handled a difference in opinion

F. Workbook: Teach the LUCK strategy

G. Workbook: Use the LUCK strategy in a sample

situation

H. Workbook: Role-play dealing with differences

I. Evaluation

J. Wrap-up

K. Adaptation

Review

Ask students to demonstrate asking a question

about something they don’t understand.

Ask students to give the definitions of the following

vocabulary words:

–

interests: what you like

–

skills: what you can do

–

limits: what you have trouble doing

–

advocate: stand up for yourself

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

Ask several students to state their current goals, the

actions they take towards their goals, and how they

receive feedback.

Preview Lesson

Write Step 7 on the board or on a blank transpar

ency: “Deal with differences in opinion.”

Present the following information:

–

Now we’ll talk about how to deal with

differences in opinion.

–

Today you will demonstrate using the LUCK

strategy to deal with differences in opinion.

7 Deal With Differences in Opinion

PAGE 78 Self-Directed IEP

Teach Vocabulary

(Workbook)

Write words and definitions on the board or on a

blank transparency and discuss them.

Ask students to write the definitions on the “Vocab

ulary” page of their Workbooks.

–

strategy: method you use to do something

–

compromise: a way to settle a disagreement by

having each person give in a little

View Part of Video

(optional)

Begin video with graphic “Deal with differences in

opinion”; stop after Zeke and his mother discuss

his classes.

Discuss how Zeke

Handled a Difference

in Opinion

Ask students what difference in opinion Zeke had

with his mother.

ANSWER

The difference in opinion was about what class he would take.

Ask students how he dealt with the difference in

opinion.

ANSWERS

He used a respectful tone of voice.

He listened to what his mother thought.

He restated and responded to the concerns of his mother.

He had specific reasons why he wanted a different class.

Strongly state that these were optional classes, so

Zeke could choose the one he wanted.

Ask students how Zeke and his mother felt after

they dealt with their difference in opinion.

ANSWER

They understood each other’s point of view and felt fine

about the decision.

7 Deal With Differences in Opinion

Self-Directed IEP PAGE 79

Stress that you don’t always get your way: you

need to exchange ideas and come to understand

others’ points of view.

Teach the LUCK

Strategy

(Workbook)

Present the following information:

–

You will learn a strategy to deal with differences

in opinion.

–

The first letters of the steps in the strategy spell

“LUCK.”

–

Tell students they can remember the LUCK

strategy because with these steps and a little luck

they will be able to deal with differences.

Read the strategy steps on the “Step 7” page of the

Workbook.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

Discuss how Zeke and his mother did each of these.

ANSWERS

L Zeke listened and restated his mother’s point that he

had done well in eighth grade choir.

U Zeke used a respectful tone of voice.

C Zeke’s mother changed her opinion and realized that it

was important for Zeke to take art.

K Zeke explained his reasons for not wanting to be in

choir: He didn’t like the performances and he wanted

to take art to work with clay.

Ask students to practice saying each LUCK step.

7 Deal With Differences in Opinion

PAGE 80 Self-Directed IEP

Use LUCK Strategy in

a Sample Situation

(Workbook)

Ask students to read the sample situation on the

“Step 7” page in the Workbook.

Tell students that they will practice the parts of the

LUCK strategy using this situation.

–

L isten and restate the other person’s opinion.

Ask students to offer ideas for how to do the first

part of the strategy:

POSSIBLE ANSWER

I understand that you don’t want me to get my license

until I earn all A’s.

Write the best choice on the board or on a blank

transparency.

Ask students to write the response in their

Workbooks.

– U se a respectful tone of voice.

Ask students to practice using different tones of

voice.

Ask students to describe how people react when

different tones of voice are used.

ANSWER

People tend to listen better when addressed respectfully.

Ask students to practice using a respectful tone of

voice.

–

C ompromise or change your opinion if

necessary.

Ask students for ideas for compromises this

student could suggest.

POSSIBLE ANSWER

I’m earning C’s now. How about if I raise my grades up to

B’s?

7 Deal With Differences in Opinion

Self-Directed IEP PAGE 81

Write the best choice on the board or on a blank

transparency.

Ask students to write the response in their

Workbooks.

–

K now and state the reasons for your opinion.

Ask students for reasons this student might give.

POSSIBLE ANSWER

I’m doing 30 minutes of schoolwork each night and I’m

still making C’s. I will try doing 45 minutes of work each

night and I think I can bring my grades up to B’s. I don’t

think I can make A’s yet.

If I get my license I will still do my homework at night.

Write the best choice on the board or on a blank

transparency.

Ask students to write the response in their

Workbooks.

Role-Play Dealing

With Differences

(Workbook)

Ask students what topics they think might cause

differences of opinion.

Ask students to read the topics listed on the “Step 7

continued” page of the Workbook.

Ask students to work in groups; each group should

pick a topic from the Workbook or choose one of

their own.

Ask the groups to practice using the LUCK strategy

to role-play negotiating a difference of opinion on

the topic.

Ask at least one group to present a role-play to the

class.

Evaluation

Given a scenario, each student demonstrates the

strategy while the teacher or another student

checks off each of the steps.

7 Deal With Differences in Opinion

PAGE 82 Self-Directed IEP

Wrap-Up

Review the steps of the LUCK strategy.

Discuss other situations (school, home, or work) in

which students may use the LUCK strategy.

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing the step is included

(following) to help students understand the concept

and remember the actions associated with Step 7.

7 Deal With Differences in Opinion

Self-Directed IEP PAGE 83

Self-Directed IEP PAGE 85

Deal With

Differences in

Opinion

Self-Directed IEP PAGE 87

State the Support You’ll

Need

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

State Needed Support

Location

Classroom

Estimated Time

40 Minutes

State the Support

You’ll Need

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

Transparency and/or photocopy of the Step 8

illustration (optional)

(Note: Steps 8 and 9 are in the same video section.)

Lesson Overview

Students discuss the support Zeke will use to

reach his new goals.

Students discuss the support they could use to

accomplish two sample goals.

Students decide what support they need for each

of their own goals.

Students practice stating their new goals, actions,

feedback, and support.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View part of video (optional)

E. Workbook: Discuss support needed for goals

F. Workbook: Write support needed for students’

goals

G. Practice saying goals, actions, feedback, and support

H. Evaluation

I. Wrap-up

J. Preparation for Step 11

K. Adaptation

Review

Ask students to give the definitions for these vocab

ulary words:

–

feedback: information you receive about your

actions

–

standard: how good your actions need to be to

meet your goal

–

interests: what you like

–

skills: what you can do

–

limits: what you have trouble doing

–

advocate: stand up for yourself

Ask students to repeat the steps of the LUCK strategy.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

Give several students scenarios and have them

demonstrate the LUCK strategy.

Ask a student to demonstrate asking questions

when you don’t understand.

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

8 State the Support You’ll Need

PAGE 88 Self-Directed IEP

Ask several students to state their current goals, the

actions they take towards their goals, and how they

receive feedback.

Preview Lesson

Write Step 8 on the board or on a blank transpar

ency: “State the support you’ll need.”

Present the following information:

–

We’ll talk about the help you might need to meet

your goals.

–

Today you will be able to state one of your

current IEP goals, the action you take, how you

receive feedback, and the support you need.

Teach Vocabulary

(Workbook)

Write “support” and its definition on the board or

on a blank transparency.

Ask students to write the definition on the “Vocab-

ulary” page of their Workbooks.

–

support: what help you need to reach your goal

View Part of Video

(optional)

Begin video with graphic “State the support you’ll

need” and “Summarize goals”; stop after Ms. Lane

says she can help Zeke learn to make new friends.

Discuss Support

Needed for Goals

(Workbook)

Instruct students to fold or cut along the dotted line

on the Workbook “Step 4” page, so that column C

lines up with column D.

Ask students to review Zeke’s goals on the “Step 3”

page in the Workbook.

Ask students to read and discuss the support Zeke

needs for each goal.

8 State the Support You’ll Need

Self-Directed IEP PAGE 89

Present examples and nonexamples of support you

would need to meet the first sample goal: Earn a

driver’s license.

ANSWERS

Someone helps you read the driver’s manual. (example)

Someone who didn’t pass the test gives you study

hints. (nonexample)

Friend who just took the test tells you what to

study. (example)

Ask that the driver’s test be read to you. (example)

Ask students to suggest support for the second

sample goal: Improve study skills.

POSSIBLE ANSWERS

Study guide provided by teacher.

Homework help line

Peer tutor

Ask students to write the best suggestion learned

from the discussion in column D.

Write Support

Needed for

Students’ Goals

(Workbook)

Ask students to write the support that they use for

each of the goals they listed on the “Step 3” page in

the Workbook (from their current IEPs).

Practice Saying

Goals, Actions,

Feedback, and

Support

Demonstrate to students how they should state

their current goals, actions to meet the goals, how

they receive feedback, and the support they need.

–

My goal is ____________.

–

The action I take to meet the goal is ____________.

–

I get feedback by ____________.

–

The support I need is ____________.

8 State the Support You’ll Need

PAGE 90 Self-Directed IEP

Ask several students to practice saying their current

goals, actions, feedback, and support.

–

Ask the class to give these students feedback on

what they say, their tone of voice, and their eye

contact.

Ask students to work in pairs to practice.

(Note: Allow students to pick the goal they want to

practice because they may be uncomfortable sharing

some of their goals with others.)

Evaluation

Each student states one of his/her current goals, the

action taken to meet the goal, how he/she receives

feedback, and what support is needed to accom-

plish the goal.

Wrap-Up

Review what “support” means.

Ask several students in what other areas of their

lives they use support.

Preparation for

Step 11

Photocopy each student’s completed chart from the

folded Workbook pages (Steps 3, 4, and 8; columns

A, B, C, and D). This will be used in Step 11.

Adaptation

For students who don’t read and write, the lesson

may be completed orally.

An illustration representing the step is included

(following) to help students understand the concept

and remember the actions associated with Step 8.

8 State the Support You’ll Need

Self-Directed IEP PAGE 91

Self-Directed IEP PAGE 93

State the Support

You’ll Need

Self-Directed IEP PAGE 95

Summarize Your Goals

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Close Meeting by

Summarizing Decisions

Location

Classroom

Estimated Time

20 Minutes

Summarize Your

Goals

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

(Note: Steps 8 and 9 are in the same video section.)

Lesson Overview

Students discuss the two parts to a summary and

discuss Zeke’s example.

Students summarize their current goals, the

actions they take, how they receive feedback, and

the support they need to accomplish the goals.

Lesson Summary

A. Review

B. Preview lesson

C. Workbook: Teach vocabulary

D. View part of video (optional)

E. Workbook: Discuss how to summarize goals

F. Workbook: Summarize goals

G. Practice summarizing goals

H. Evaluation

I. Wrap-Up

Review

Ask students to the give the definitions for these

vocabulary words:

–

advocate: stand up for yourself

–

support: what help you need to reach your goal

Ask students to repeat the steps of the LUCK strategy.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

Give several students scenarios and have them

demonstrate the LUCK strategy.

Ask a student to demonstrate asking questions

when you don’t understand.

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

Ask students to give examples of activities for each

of the transition areas:

TRANSITION AREA EXAMPLES

1. Education high school classes, sports, clubs,

universities, trade schools, and

community colleges

2. Employment jobs and careers

3. Personal hobbies, talents, recreation,

relationships, and health and

wellness

9 Summarize Your Goals

PAGE 96 Self-Directed IEP

4. Housing, daily living,

and community

participation

home setting, daily living skills,

transportation, and adult service

organizations

Preview Lesson

Write Step 9 on the board or on a blank transpar

ency: “Summarize your goals.”

Tell students: “In this class you will summarize

your current goals.”

In your next staffing you will summarize the new

goals developed in the staffing.

Teach Vocabulary

(Workbook)

Write “summarize” and its definition on the board

or on a blank transparency.

Ask students to write the definition on the “Vocab-

ulary” page of their Workbooks.

– summarize: to briefly describe the main points

View Part of Video

(optional)

Begin video with graphic “State the support you’ll

need” and “Summarize goals”; stop after Ms. Lane

says she can help Zeke learn to make new friends.

Discuss How To

Summarize Goals

(Workbook)

Explain that towards the end of the staffing you

need to summarize your new goals so that every

one is clear about what you will be working on dur

ing the next year.

Ask students to read the four steps for summariz

ing goals (Workbook “Step 9” page).

To summarize your goal:

1. Say the goal in your own words.

2. Tell the action you will take to meet your goal.

3. Tell how you will receive feedback.

9 Summarize Your Goals

Self-Directed IEP PAGE 97

4. Tell what support you will need to meet

your goal.

Ask students to read Zeke’s example.

Summarize Goals

(Workbook)

Explain that because the students may not be ready

to write new goals they will practice summarizing

goals using their current IEP goals.

(Note: ChoiceMaker “Choosing Goals” lessons may

be used to teach a more detailed process for goal

setting.)

Ask students to write a summary for one of their

current IEP goals (from Workbook “Step 3” page).

Practice

Summarizing Goals

Ask several students to summarize their goals us-

ing the four steps.

Ask students to work in pairs to practice summariz-

ing their goals.

Ask the class to give these students feedback on what

they say, their tone of voice, and their eye contact.

Evaluation

Each student summarizes his/her current goals, ac

tion, feedback, and support.

Wrap-Up

Ask students to think of other times someone could

use the summarizing steps.

EXAMPLES

At the end of a business meeting.

After a group of people have made plans to do something

(e.g., go camping), one person may summarize what each

person needs to do to get ready.

9 Summarize Your Goals

PAGE 98 Self-Directed IEP

Self-Directed IEP PAGE 99

Close Meeting by Thanking

Everyone

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Close Meeting by

Summarizing Decisions

Location

Classroom

Estimated Time

15 Minutes

Close Meeting by

Thanking Everyone

Materials Needed

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

(Note: Steps 10 and 11 are in the same video section.)

Lesson Overview

Students read and discuss Zeke’s example for

closing the meeting by thanking everyone.

Students write a closing for their staffings,

thanking everyone for participating in the IEP

meeting.

Lesson Summary

A. Review

B. Preview lesson

C. View part of video (optional)

D. Workbook: Write closing for own staffing

E. Practice closing the meeting by thanking everyone

F. Evaluation

G. Wrap-Up

Review

Ask several students to summarize one of their cur

rent goals, the action they will take, how they re

ceive feedback, and what support they need.

Ask students to repeat the steps of the LUCK strategy.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

Give several students scenarios and have them

demonstrate the LUCK strategy.

Ask a student to demonstrate asking questions

when you don’t understand.

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

Preview Lesson

Write Step 10 on the board or on a blank transpar

ency: “Close meeting by thanking everyone.”

Tell the class: “You will demonstrate how to close

the meeting by thanking everyone.”

View Part of Video

(Optional)

Begin video with graphic “Close meeting by thank

ing everyone“ and “Work on IEP goals all year”;

end after Maija and Zeke talk after the end of the

staffing.

10 Close Meeting by Thanking Everyone

PAGE 100 Self-Directed IEP

Write Closing for

Own Staffing

(Workbook)

Ask students to read the instructions on the “Step

10” page in the Workbook.

ANSWERS

Close the meeting by thanking all the people for attending.

Talk about any special efforts people made.

Ask students to read Zeke’s example.

ANSWERS

Thanks for coming and thanks for all the help you’ve given

me this year. I’m really glad you’ll be able to help me with

my goals next year.

Ask students to write a closing thanking everyone

for attending their staffings.

Practice Closing the

Meeting by Thanking

Everyone

Ask several students to say their closing statements.

Ask students to practice saying their closing state-

ments to a partner.

Ask students to give each other feedback.

Evaluation

Each student says his/her closing statements.

Wrap-Up

Ask students for other situations in their lives in

which they may thank an individual or a group.

EXAMPLES

You receive an award

Teacher stays after school to help you

Someone writes a job reference for you

10 Close Meeting by Thanking Everyone

Self-Directed IEP PAGE 101

Self-Directed IEP PAGE 103

Work on IEP Goals All Year

Strand

“Expressing Goals”

Goal

Student Leading

Meeting

Objective

Close Meeting by

Summarizing Decisions

Location

Classroom

Estimated Time

45 Minutes

Work on IEP Goals

All Year

Materials Needed

A copy of each student’s goal chart from his/her

Workbook

Student Workbook

Self-Directed IEP video (optional)

VCR/monitor (optional)

Chalkboard, or overhead projector and blank

transparency

A copy of the “Role-Play Checklist” for each

student and teacher (master can be found at the

end of this lesson)

A copy of Vocabulary Quiz 2 for each student

(master and answer key can be found at the end of

this lesson)

(Note: Steps 10 and 11 are in the same video section.)

Lesson Overview

Students complete the “Student Staffing Script” to

prepare for their staffings.

Students practice all the steps by role-playing

their own staffings.

Lesson Summary

A. Review

B. Preview lesson

C. View part of video (optional)

D. Workbook: Keep goals with you

E. Workbook: Student Staffing Script

F. Evaluation

Review

Ask several students to say their closing statements.

Ask students to repeat the steps of the LUCK strategy.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

Give several students scenarios and have them

demonstrate the LUCK strategy.

Ask students to demonstrate asking questions

when you don’t understand.

Ask several students to demonstrate beginning the

meeting by stating the purpose.

ANSWERS

1. Review goals

2. State progress towards goals

3. Set new goals

Ask several students to demonstrate introducing

the people they may invite to their staffings.

Ask several students to summarize one of their cur

rent goals, the actions they will take, how they re

ceive feedback, and what support they need.

Preview Lesson

Write Step 11 on the board: “Work on IEP goals all

year.”

Present the following information:

–

We’ll talk about how to work on your goals all

year.

–

You will role-play your IEP staffing using the

steps you’ve learned, and evaluate your

performance.

11 Work on IEP Goals All Year

PAGE 104 Self-Directed IEP

View Part of Video

(Optional)

Begin video with graphic “Close meeting by thank

ing everyone” and “Work on IEP goals all year”;

end after Maija and Zeke talk after the end of the

staffing.

Keep Goals With You

(Workbook)

Explain to students that they will be working on

their IEP goals all year long:

–

In these lessons we’ve talked about how to get

started.

–

Knowing your goals and keeping them with you

is a starting place for working on your goals all

year long.

Hand out the copies of the goal chart from Steps 3,

4, and 8 in the Workbook.

Instruct students to tape the chart onto the back

covers of their Workbooks or notebooks where they

will see the chart daily. This will help students re-

member to take the actions and to receive the feed-

back and support to accomplish their goals.

(Note: In the ChoiceMaker Take Action lessons,

students learn a process for reaching their goals.)

“Student Staffing

Script”

(Workbook)

Introduce the “Student Staffing Script” (in the

Workbook after Step 10):

–

Explain to students that the script is a tool for

them to use when they go to their staffings.

–

Tell students they will fill parts of it out before

going to their staffings. Other parts may be

completed during the meetings.

11 Work on IEP Goals All Year

Self-Directed IEP PAGE 105

Evaluation

Each student completes Vocabulary Quiz 2, match

ing the definitions to the vocabulary words. (Master

and answer key are at the end of this lesson.)

Each student role-plays leading his/her staffing,

using the “Student Staffing Script.”

–

Assign other students in the class to play the roles

of the people attending the staffing (see whom

the student listed in Lesson 2).

–

Assign one person in the role-play to talk about

something the student will need to question for

understanding.

–

Assign one person to bring up something the

student will disagree with so they can use the

LUCK strategy.

–

Use the checklist that appears after this lesson to

record each student’s performance on each step.

–

Ask students who are not participating in the

role-play to evaluate the student’s performance

using the checklist.

–

After the role-play, ask the student who

role-played to evaluate his/her own performance

using the checklist.

–

Collect the checklists to review with the students

and save for documentation that the student

learned the steps.

After the role-play, ask the student what parts of

the role-play were the easiest and most difficult for

him/her.

11 Work on IEP Goals All Year

PAGE 106 Self-Directed IEP

11 Work on IEP Goals All Year

Self-Directed IEP PAGE 107

Vocabulary Quiz 2

Name ______________________________________________ Date ___________________

Part 1

Directions: Fill in each blank with the correct word from the box.

Interests Support Skills Feedback Strategy

1. _____________________ is a method you use to do something.

2. _____________________ are what you can do.

3. _____________________ is what help you need to reach your goal.

4. _____________________ are what you like.

5. _____________________ is information you receive about your actions.

Part 2

Directions: Find the definition for each vocabulary word.

Vocabulary Words Definitions

______ 1. summarize

______ 2. standard

______ 3. limits

______ 4. compromise

______ 5. advocate

A. Stand up for yourself

B. What you have trouble doing

C. How good your actions need to be

to meet your goal

D. To briefly describe the main points

E. A way to settle a disagreement by

having each person give in a little

11 Work on IEP Goals All Year

Self-Directed IEP PAGE 109

Vocabulary Quiz 2 (Answer Key)

Name ______________________________________________ Date ___________________

Part 1

Directions: Fill in each blank with the correct word from the box.

Interests Support Skills Feedback Strategy

1. _____________________ is a method you use to do something.

2. _____________________ are what you can do.

3. _____________________ is what help you need to reach your goal.

4. _____________________ are what you like.

5. _____________________ is information you receive about your actions.

Part 2

Directions: Find the definition for each vocabulary word.

Vocabulary Words Definitions

______ 1. summarize

______ 2. standard

______ 3. limits

______ 4. compromise

______ 5. advocate

A. Stand up for yourself

B. What you have trouble doing

C. How good your actions need to be

to meet your goal

D. To briefly describe the main points

E. A way to settle a disagreement by

having each person give in a little

11 Work on IEP Goals All Year

Self-Directed IEP PAGE 111

Role-Play Checklist

Name of Student Doing Role Play________________________________ Date _________

Person Evaluating: ___ Self ___ Classmate ___ Teacher

Directions:

Put a “+” in the “Completed Step” box next to each step if the student says the

necessary information for each step.

Write any comments you have about how the student completed each step in the

“Comments” box next to each step.

Calculate the percent of steps completed.

Self-Directed IEP Steps

Completed

Step Comments

1. Begin meeting by stating the purpose

2. Introduce everyone

3. Review past goals and performance

4. Ask for others’ feedback

5. State your school and transition goals

6. Ask questions if you don’t understand

7. Deal with differences in opinion

8. State what support you’ll need

9. Summarize your goals

10. Close meeting by thanking everyone

Total number of “+” marks

Percent of Steps Completed

Eye Contact and Tone of Voice

Circle the item that best describes what the student did during the role-play:

Made eye contact with other people

Most of the time

Some of the time

Not very much of the time

Tone of voice

Good

Needs improvement

S E C T I O N T H R E E

Teacher Answer

Key

Introduction

The Self-Directed IEP lessons will help you learn about your Individual Education Plan

(IEP) and what happens at your IEP meeting. You will learn how to be an active partici-

pant in your IEP meeting, how to become more involved in your education, and how to

plan for your future.

Self-Directed IEP PAGE 115

– Student Workbook Page 1 –

Eleven Steps

to the Self-Directed IEP

1. Begin Meeting by Stating the Purpose

2. Introduce Everyone

3. Review Past Goals and Performance

4. Ask for Others’ Feedback

5. State Your School and Transition Goals

6. Ask Questions if You Don’t Understand

7. Deal With Differences in Opinion

8. State the Support You’ll Need

9. Summarize Your Goals

10. Close Meeting by Thanking Everyone

11. Work on IEP Goals All Year

Self-Directed IEP PAGE 117

– Student Workbook Page 3 –

Vocabulary

These vocabulary words are used in the video. Your teacher will say the definitions as

you talk about each step. Write the definitions next to the words.

Step 1

goals _____________________________________________________________________

__________________________________________________________________________

IEP_______________________________________________________________________

__________________________________________________________________________

staffing ___________________________________________________________________

__________________________________________________________________________

self-directed staffing________________________________________________________

__________________________________________________________________________

Step 2

transition goals ____________________________________________________________

__________________________________________________________________________

transition specialist_________________________________________________________

__________________________________________________________________________

vocation __________________________________________________________________

__________________________________________________________________________

adult service providers _____________________________________________________

__________________________________________________________________________

Step 4

feedback _________________________________________________________________

__________________________________________________________________________

PAGE 118 Self-Directed IEP

what you want to accomplish

Individual Education Plan that contains your goals and how

you are going to accomplish them

a staffing in which students participate, make choices about

their goals, and take action to accomplish them

goals that help you get ready for what you will do in adult life

such as work, education, and social activities

teacher who helps you with your transition goals

type of work a person does

organizations that offer a variety of services and support to

adults

information you receive about your actions

a meeting in which people write the IEP

– Student Workbook Page 4 –

(Vocabulary continued)

standard __________________________________________________________________

__________________________________________________________________________

Step 5

interests __________________________________________________________________

__________________________________________________________________________

skills _____________________________________________________________________

__________________________________________________________________________

limits _____________________________________________________________________

__________________________________________________________________________

Step 6

advocate __________________________________________________________________

__________________________________________________________________________

Step 7

strategy___________________________________________________________________

__________________________________________________________________________

compromise _______________________________________________________________

__________________________________________________________________________

Step 8

support ___________________________________________________________________

__________________________________________________________________________

Step 9

summarize ________________________________________________________________

__________________________________________________________________________

Self-Directed IEP PAGE 119

how good your actions need to be to meet your goal

what you like

what you can do

what you have trouble doing

stand up for yourself

method you use to do something

a way to settle a disagreement by having each person give in

a little

what help you need to reach your goal

to briefly describe the main points

– Student Workbook Page 5 –

Begin Meeting by Stating

the Purpose

Write the three purposes for a staffing in the script here. Zeke says

them in the video.

— Script —

The purpose for this staffing today is to

1. _____________________________________________

2. _____________________________________________

3. _____________________________________________

PAGE 120 Self-Directed IEP

Review goals

State progress towards goals

Set new goals

– Student Workbook Page 6 –

STEP 1

Introduce Everyone

In the blanks on this page, list the people you would like at your next

staffing. Write why you would invite each person.

— Script —

This is ______________________________, my _____________________.

(Administrator’s Name) (Position or Title)

I invited him/her because___________________________________

__________________________________________________________

This is ______________________________, my _____________________.

(Parent or Guardian’s Name) (Position or Title)

I invited him/her because___________________________________

__________________________________________________________

This is ______________________________, my _____________________.

(Teacher’s Name) (Position or Title)

I invited him/her because___________________________________

__________________________________________________________

This is ______________________________, my _____________________.

(Other’s Name) (Position or Title)

I invited him/her because___________________________________

__________________________________________________________

This is ______________________________, my _____________________.

(Other’s Name) (Position or Title)

I invited him/her because___________________________________

__________________________________________________________

Self-Directed IEP PAGE 121

– Student Workbook Page 7 –

STEP 2

Step 3

Review Past Goals

and Performance

Step 4

Ask for

Others’

Feedback

Step 8

State the

Support You’ll

Need

Zeke’s Example Goals Zeke’s Example Goals Zeke’s Example Goals

A. Goals B. Action C. Feedback D. Support

Zeke’s goals Action Zeke took

How Zeke received

feedback What support Zeke used

1. Improve responsible

behavior

Kept track of

assignments handed in

Teacher gave him a grade

for the assignments

English teacher helped

with assignment sheet

2. Increase career

awareness

Did job shadowing Teacher and employer at job

site

Teacher helped set up job

sites

3. Get to know more people

and do different activities

Went to movies with a

friend

Zeke and his parents Counselor helped with

ways to meet people

Sample Goals Sample Goals Sample Goals

A. Goals B. Action C. Feedback D. Support

Sample goals

Write action for

each goal

Write how you could

receive feedback Write what could be used

1. Earn a driver’s license

Read driver’s manual

Practice driving with

licensed driver

Enroll in driver’s

training program

Score on written test

Driver’s education

teacher

Someone helps read

driver’s manual

Friend just took test and

tells you what to study

2. Improve study skills

Keep organized notebook

for each class

Learn test taking skills

Take study skills class

Teacher feedback

Passing grades

Test scores

Study guide given by

teacher

Homework helpline

Peer tutor

Goals From Your Current IEP

Goals From Your

Current IEP

Goals From Your

Current IEP

A. Goals B. Action C. Feedback D. Support

Your goals To meet goal Who gives you feedback? What support you will use

Write three of your goals. Write the action you take

to meet your goals.

Write how you will receive

feedback on your goals.

Write what support you

need.

Self-Directed IEP PAGE 123

– Student Workbook Page 9 –

For Step 4 activities cut or

fold along dotted line.

Step 3

Review Past Goals

and Performance

Step 4

Ask for

Others’

Feedback

Step 8

State the

Support You’ll

Need

Zeke’s Example Goals Zeke’s Example Goals Zeke’s Example Goals

A. Goals B. Action C. Feedback D. Support

Zeke’s goals Action Zeke took

How Zeke received

feedback What support Zeke used

1. Improve responsible

behavior

Kept track of

assignments handed in

Teacher gave him a grade

for the assignments

English teacher helped

with assignment sheet

2. Increase career

awareness

Did job shadowing Teacher and employer at job

site

Teacher helped set up job

sites

3. Get to know more people

and do different activities

Went to movies with a

friend

Zeke and his parents Counselor helped with

ways to meet people

Sample Goals Sample Goals Sample Goals

A. Goals B. Action C. Feedback D. Support

Sample goals

Write action for

each goal

Write how you could

receive feedback Write what could be used

1. Earn a driver’s license

Read driver’s manual

Practice driving with

licensed driver

Enroll in driver’s

training program

Score on written test

Driver’s education

teacher

Someone helps read

driver’s manual

Friend just took test and

tells you what to study

2. Improve study skills

Keep organized notebook

for each class

Learn test taking skills

Take study skills class

Teacher feedback

Passing grades

Test scores

Study guide given by

teacher

Homework helpline

Peer tutor

Goals From Your Current IEP

Goals From Your

Current IEP

Goals From Your

Current IEP

A. Goals B. Action C. Feedback D. Support

Your goals To meet goal Who gives you feedback? What support you will use

Write three of your goals. Write the action you take

to meet your goals.

Write how you will receive

feedback on your goals.

Write what support you

need.

Self-Directed IEP PAGE 125

– Student Workbook Page 11 –

For Step 4

activities cut or

fold along

dotted line on

“Step 3” page so

that columns A

and B from Step

3 line up with

column C.

Step 3

Review Past Goals

and Performance

Step 4

Ask for

Others’

Feedback

Step 8

State the

Support You’ll

Need

Zeke’s Example Goals Zeke’s Example Goals Zeke’s Example Goals

A. Goals B. Action C. Feedback D. Support

Zeke’s goals Action Zeke took

How Zeke received

feedback What support Zeke used

1. Improve responsible

behavior

Kept track of

assignments handed in

Teacher gave him a grade

for the assignments

English teacher helped

with assignment sheet

2. Increase career

awareness

Did job shadowing Teacher and employer at job

site

Teacher helped set up job

sites

3. Get to know more people

and do different activities

Went to movies with a

friend

Zeke and his parents Counselor helped with

ways to meet people

Sample Goals Sample Goals Sample Goals

A. Goals B. Action C. Feedback D. Support

Sample goals

Write action for

each goal

Write how you could

receive feedback Write what could be used

1. Earn a driver’s license

Read driver’s manual

Practice driving with

licensed driver

Enroll in driver’s

training program

Score on written test

Driver’s education

teacher

Someone helps read

driver’s manual

Friend just took test and

tells you what to study

2. Improve study skills

Keep organized notebook

for each class

Learn test taking skills

Take study skills class

Teacher feedback

Passing grades

Test scores

Study guide given by

teacher

Homework helpline

Peer tutor

Goals From Your Current IEP

Goals From Your

Current IEP

Goals From Your

Current IEP

A. Goals B. Action C. Feedback D. Support

Your goals To meet goal Who gives you feedback? What support you will use

Write three of your goals. Write the action you take

to meet your goals.

Write how you will receive

feedback on your goals.

Write what support you

need.

Self-Directed IEP PAGE 127

– Student Workbook Page 13 –

For Step 8

activities cut or

fold along dotted

line on “Step 4”

page so that

columns A, B, and

C from Steps 3

and 4 line up with

column D.

State Your School and

Transition Goals

— Transition Areas—

There are four general areas in which you may have transition goals.

These areas represent important parts of your life.

Transition Areas

Examples

1. Education . . . . . . . . . . . . . high school classes, sports,

clubs, universities, trade

schools, and community

colleges

2. Employment . . . . . . . . . . . jobs and careers

3. Personal . . . . . . . . . . . . . . hobbies, talents, recreation,

relationships, and health and

wellness

4. Housing, daily living, and. . . .

community participation

home setting, daily living skills,

transportation, and adult

service organizations

To write school and transition goals there are many things you need to

consider about yourself and the community. You need to think about

your interests, skills, and limits in each transition area. To learn these,

you may need experiences. You can have these experiences through

class and in the community.

Self-Directed IEP PAGE 129

– Student Workbook Page 15 –

STEP 5

(Step 5 continued)

— Interests, Skills, and Limits —

The charts show Zeke’s employment and education interests, skills,

and limits that he learned in class and through experiences in the

community.

Transition Area:

Employment

1. Zeke’s Interests . . . . . . . . . . Hospital work

2. Zeke’s Skills and Limits . . . . . He doesn’t know his skills and

limits; that’s why one of his

new goals is to do job

shadowing and job try-outs at

the hospital.

Transition Area:

Education

1. Zeke’s Interests . . . . . . . . . . Earn a better grade in

English class

2. Zeke’s Skills. . . . . . . . . . . . Earning better grades in most

classes

3. Zeke’s Limits . . . . . . . . . . . Not turning in assignments

on time

To decide what you want to do in each of the different transition areas

you need to consider your interests, skills, and limits. You may not

know your interests, skills, or limits in some of the areas. You may

need experiences to find out what they are.

PAGE 130 Self-Directed IEP

– Student Workbook Page 16 –

(Step 5 continued)

Write your education interests, skills, and limits in this chart.

Transition Area:

Education

1. Your Interests . . . ________________________________________

________________________________________

2. Your Skills . . . . ________________________________________

________________________________________

3. Your Limits . . . . ________________________________________

________________________________________

These are things you will need to consider when you are writing your

education goals. You may not know your interests, skills, or limits in a

transition area. Finding out your interests, skills, or limits may be one

of your goals.

Self-Directed IEP PAGE 131

– Student Workbook Page 17 –

Ask Questions if You Don’t

Understand

Listed here are examples of a statement you can make and a question

you can ask when you don’t understand.

Excuse me, I don’t understand.

Could you please explain that to me?

Write the question or statement you will use when you don’t

understand.

______________________________________________________________

PAGE 132 Self-Directed IEP

– Student Workbook Page 18 –

STEP 6

Deal With Differences in

Opinion

LUCK is a strategy you can use to deal with differences of opinion.

L isten to and restate the other person’s opinion.

U se a respectful tone of voice.

C ompromise or change your opinion if necessary.

K now and state the reasons for your opinion.

— Sample Situation —

Practice using LUCK in this sample situation.

In a staffing, a mother says to her 16-year old daughter,

“I don’t want you to get your driver’s license until you earn all A’s.”

1. L isten to and restate the other person’s opinion.

Write what the daughter could say to restate her mother’s opinion.

___________________________________________________________

2. U se a respectful tone of voice.

Practice using different tones of voice. Describe how a listener

might react to each. Practice using a respectful tone of voice.

Self-Directed IEP PAGE 133

I understand that you don’t want me to get my license until I earn all A’s.

– Student Workbook Page 19 –

STEP 7

(Step 7 continued)

3. C ompromise or change your opinion if necessary.

Write what the daughter could say to compromise.

___________________________________________________________

4. K now and state the reasons for your opinion.

Write what reasons the daughter might have for her opinion.

___________________________________________________________

— Additional Topics —

Pick one topic below or one of your choice and role-play a discussion

in a staffing. Use the LUCK strategy to deal with differences in

opinion.

Classes you want to take

Where to work

Moving out of your house

PAGE 134 Self-Directed IEP

I’m doing 30 minutes of schoolwork each night and I’m still making C’s. I’ll

try doing 45 minutes of work each night and I think I can bring my grades

up to B’s. I don’t think I can make A’s yet.

If I get my license I will still do my homework at night.

I’m earning C’s now. How about if I raise my grades up to B’s?

– Student Workbook Page 20 –

Summarize Your Goals

To summarize your new goal:

1. Say the goal in your own words.

2. Tell the action you will take to meet your goal.

3. Tell how you will receive feedback.

4. Tell what support you will need to meet your goal.

— Zeke’s Example —

Summary of Zeke’s goal from the video:

“My goal is to explore vocational opportunities at the hospital.”

“The action I will take is job shadowing and job try-outs at the hos-

pital.”

“I’ll get feedback by asking my supervisor how I did and by match-

ing my interests and skills to the job.”

“My transition teacher will help me with job shadowing and

try-outs.”

Write a summary for one of the goals from your current IEP using the

four steps listed.

My goal is ____________________________________________________

The action I take is_____________________________________________

I receive feedback by __________________________________________

My support is _________________________________________________

Self-Directed IEP PAGE 135

– Student Workbook Page 21 –

STEP 9

Close Meeting by Thanking

Everyone

Close the meeting by thanking all the people for attending. Talk about

any special efforts people made.

— Zeke’s Example —

Thanks for coming and thanks for all the help you’ve given me this

year. I’m really glad you’ll be able to help me with my goals next year.

Write a sample “thank you” statement to close your IEP meeting.

______________________________________________________________

PAGE 136 Self-Directed IEP

– Student Workbook Page 22 –

STEP 10

Student Staffing Script

Take these pages with you to your staffing, in case you need to refer to them.

Name _________________________________________ Date Completed______________

Staffing Date ________________ Time ____________ Location ____________________

(Note: The sections that have a * should be completed before your staffing.)

Begin Meeting by Stating the Purpose*

The purpose of this staffing is to

1. ________________________________________________________________________.

2. ________________________________________________________________________.

3. ________________________________________________________________________.

Introduce Everyone*

This is ______________________________, my__________________________________.

I invited him/her because _______________________________________________.