Self-Directed IEP
Modified Version Summary
INTRODUCTION TO MODIFIED VERSION OF CURRICULUM
FOR STUDENTS WITH SIGNIFICANT SUPPORT NEEDS
This set of lessons is based on the original Self-Directed IEP curriculum which is
appropriate for students with a variety of disabilities. With instruction, students watch
the video and complete lessons in the student workbook to learn to lead their own IEP
meeting. Each lesson in the teacher’s manual includes adaptations at the end.
This modified version of the curriculum includes lessons that address the needs of
students with more significant intellectual disabilities. The level of reading and writing,
level of vocabulary words, and quantity of concepts are simplified to make this
appropriate for students with moderate to severe intellectual disabilities. The outcome is
that students learn to actively participate in their IEP meetings.
This version references the sections in the original Self-Directed IEP Teachers’
Manual but the order has been changed to align with the IEP form created by the
Colorado Department of Education and the Reauthorization of IDEA 2004. The seven
short lessons teach the students the concepts and help them prepare the information
needed for the powerpoint or script they will use to more actively participate in their IEP
staffing.
For review, students can role-play leading their IEP meeting throughout the year;
this is especially useful for students to prepare right before their IEP meeting and serves
as a review for others. Other students involved in the role-play can be designated as
staffing participants (i.e. parent, teacher, counselor, etc.). Students can give feedback to
each other as they take turns role-playing how to lead their IEP meeting. This repetition
increases retention of skills.
Original Version
Self-Directed IEP, ChoiceMaker Self-Determination Transition Series
Martin, Marshall, Maxson, Jerman
Sopris West Educational Services: www.sopriswest.com 800-547-6747
7/4/11
Modified Self-Directed IEP Lessons
Lesson 1: Begin meeting
Lesson 2: Introduce Everyone
Lesson 3: Identify Interests, Strengths, and Needs
Lesson 4: Learn Transition Areas
Lesson 5: Review Last Year’s Post-School Goals
Lesson 6: Choose New Post-School Goals, Annual Goals, Actions and Help
Lesson 7: Participate in Meeting
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Modified Self-Directed IEP
Vocabulary List
Lesson 1: Begin meeting
IEP – Individual Education Plan (Papers) tells your goals and how you will meet them
Staffing – A meeting to talk about your goals and write them in the IEP
Goals – What you want to do
Purpose – The reason we have the staffing
Tone of Voice – How your voice sounds when you talk
Eye Contact – Looking at people when you talk
Lesson 2: Introduce Everyone
Introduce – Tell a person’s name and who they are
Parent – Your mom or dad and their names
Counselor – Helps you to schedule classes and plan what you do at school
Staffing Coordinator – A teacher who goes to staffings and writes the IEP
Transition Specialist – A teacher who helps you learn what you want to do after high school as an adult
Speech Therapist – A teacher who helps with your speech and language (how you talk)
Physical Therapist – A teacher who helps with how you move your body
Nurse – Person who helps with your health issues, medicines
IEP Team – People who come to your staffing and help write your IEP.
Lesson 3: Identify Interests, Strengths, and Needs
Interests - what you like
Strengths - what you can do
Needs - what you have to learn or get help with
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Lesson 4: Learn Transition Areas
Transition - getting ready for what you will do after high school as an adult
Employment - what people do for work
Education - learning new things, like classes or college
Independent living - what people do at home or in the community
Lesson 5: Review Last Year’s Post-School Goals
Post-School Goals - goals for what you will do after you leave high school
Lesson 6: Choose New Post-School Goals, Annual Goals, Actions and Help
(support/accommodations)
Annual Goal – what you will learn and work on this year
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Lesson 1: Begin meeting
Reference: Self-Directed IEP Teacher’s Manual Pages 25-29
Materials needed
 Self-Directed IEP video
 IEP script or powerpoint
 Copies of the vocabulary worksheet
Vocabulary
IEP – Individual Education Plan (Papers) tells your goals and how you will meet them
Staffing – A meeting to talk about your goals and write them in the IEP
Goals – What you want to do
Purpose – The reason we have the staffing
Tone of Voice – How your voice sounds when you talk
Eye Contact – Looking at people when you talk
A. Introduction
• 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 and 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 steps.
B. Show and Discuss the Video

Show entire 17 minute Self Directed IEP video.

Discuss video; utilize questions on page 26.

Ask questions for a brief, general discussion:
- Who led this staffing?
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- 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 staffing?
C. Preview Lesson

Present the following information.
“In this class we are going to learn what to say when you start your staffing.”
“First we are going to learn some words about your staffing.”
D. Teach vocabulary
IEP – Individual Education Plan (Papers) tells your goals and how you will meet them
Staffing – A meeting to talk about your goals and write them in the IEP
Goals – What you want to do
Purpose – The reason we have the staffing
Tone of Voice – How your voice sounds when you talk
Eye Contact – Looking at people when you talk

Present each word

Write words and definitions (optional) on the board.

Students match words to definitions on Lesson 1 Vocabulary Student Worksheet.

Students can write or word process words and/or definitions, depending on skill level
(Modification: Assist students to find icons on the computer, which make sense to them, to
represent each vocabulary word).
E. View First Part of Video:

Present the following information along with the graphic for Step 1.
-
An IEP has many parts.
-
As we talk about each part we will look at that page in your IEPs.
-
Now we are going to watch Zeke start his staffing. Then we’ll learn what we should say to
start ours.”
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F. Teach Purpose Statement:

Write the purpose statement on the board: “My name is __________________and this is my
staffing (to talk about my goals).

Students say the purpose statement together as a group using a humorous name, to increase
engagement.

Students say the purpose statement individually with their own name: “My name is
_________and this is my staffing (to talk about my goals).

Students write their name in Step 1 on the script or powerpoint.
G. Practice Beginning the Meeting:
• Present the following information:
-
In this script/powerpoint you will practice each of the 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 non-examples of each.
Tone of Voice
 Teach and model “Tone of Voice” concepts.
 Present the following information.
-
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 tone of voice errors and have students tell you what you did wrong and how to correct it.
 Model appropriate tone of voice and have students tell you if you did it correctly and why.
 Sample prompting questions:
“Did I talk loud enough?”
“Could you understand what I was saying?”
“Did I sound angry or happy?”
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Eye Contact
 Teach and model “Eye Contact” concepts.
 Present the following information.
-
Eye contact is looking at people when you talk.
-
It is important to look at the person or people to whom you are speaking.



Model eye contact errors and have students tell you what you did wrong and how to correct it.
Model appropriate eye contact and have students tell you if you did it correctly and why.
Sample prompting questions:
“Did I look at the eyes of the people at the staffing?”
H. Evaluation


Students individually practice saying their purpose statement using appropriate tone of voice
and eye contact, with teacher and peer feedback (peer feedback optional).
When using peer feedback, teach the process to describe what the student did well, first, and
then make helpful suggestions in a positive way.
I. Wrap Up
• Review why students are learning the steps of an IEP staffing.
Answer
So they can participate in and lead their staffings.
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Vocabulary Practice
Name____________________________ Date:_______________
IEP – Individual Education Plan (papers) that contain your goals.
Staffing - A meeting to talk about your goals.
Goals – What you want to do.
Purpose – The reason for the staffing.
Tone of Voice – How your voice sounds when you talk.
Eye Contact – Looking at people when you talk.
Draw a line from the word to the correct meaning.
IEP
The reason for the staffing
Staffing
How your voice sounds when you talk
Goals
Looking at people when you talk
Purpose
A meeting to talk about your goals
Tone of Voice
Papers that contain your goals
Eye Contact
What you want to do
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Lesson 2: Introduce Everyone
Reference: Self-Directed IEP Teacher’s Manual Pages 33-38
Materials needed



Signature page from students’ IEPs
Self-Directed IEP video
IEP script or powerpoint
Vocabulary Words
Introduce – Tell a person’s name and who they are
Parent – Your mom or dad and their names
Counselor – Helps you to schedule classes and plan what you do at school
Staffing Coordinator – A teacher who goes to staffings and writes the IEP
Transition Specialist – A teacher that helps you with your transition goals (what you want to do after
high school as an adult)
Speech Therapist – A teacher who helps with your speech and language (how you talk)
Physical Therapist – A teacher who helps with how you move your body
Nurse – Person who helps with your health issues, medicines
IEP Team – People who come to your staffing and help write your IEP.
A. Review

Review Step 1 vocabulary, statement of purpose, tone of voice and eye contact.
-
Give the definition of the word and ask students to say the word.
Vocabulary
IEP – Individual Education Plan (Papers) tells your goals and how you will meet them
Staffing – A meeting to talk about your goals and write them in the IEP
Goals – What you want to do
Purpose – The reason we have the staffing
Tone of Voice – How your voice sounds when you talk
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Eye Contact – Looking at people when you talk

Ask several students to practice beginning the IEP meeting by stating the purpose.
Answers
My name is ______________________ and this is my staffing.
Or
My name is ______________________ and this is my staffing to talk about my goals.
B. Preview Lesson
 Write step 2 on the board and show the graphic:
"Step 2 Introduce everyone."
 Present the following information
- In this lesson we'll discuss who comes to staffings.
- Today you will identify who you might invite to your staffing and practice how to
introduce them at the staffing.
C. Teach Vocabulary and Write Who May Attend a Student’s Staffing



Teach modified vocabulary beginning with the terms “introduction”.
Teach the rest of the vocabulary emphasizing who comes to an IEP meeting.
Using one student as an example, model what the students will be writing on the script or
powerpoint.
Write each name and who they are on the board (_______, my mom; ________, my dad;
________________, counselor). ___________, staffing coordinator
Students complete handout writing or typing names and roles of who will be invited to their own
staffing.
Edit the script or powerpoint as needed for each student.



D. View First Part of Video

Present the following information:
- Now we going to watch Zeke introduce everyone at his staffing.
- Notice his tone of voice and eye contact.
- Notice who is at his staffing.

Begin video with the graphic “Begin meeting by stating the purpose” and “introduce everyone”;
stop after staffing introductions.
E. Discuss who attended Zeke’s staffing



-
Present the following information.
Certain people are required to come to staffings and other people may be invited.
Each student may have different people coming to your staffings.
Ask students who attended Zeke’s staffing and relate it to the vocabulary worksheet.
Ask students to point to the role on their list such as, “counselor.”
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F. Show the signature page from their IEP

Present the following information.
- Here is a page from your last IEP.
- Everyone who came to your staffing signed this page.
- Let’s look at who came to your IEP.
G. Practice Introducing Everyone:



Explain and demonstrate how to introduce people at the IEP staffing and tell who they are (their
role, eg. Mom, teacher, etc.
Discuss and model each point below.
1. Saying 2 parts:
- The name of the person.
- Who they are.
2. Using eye contact and the “Vanna hand”(from Wheel of Fortune) gesture to indicate who
you are introducing.
3. Start to the person next to you and go around the table, without skipping anyone.
4. Using appropriate tone of voice.
Model introducing everyone again, but make errors and have students point out what you are
doing wrong and how to correct it.
H. Evaluation

Have students take turns introducing people who might be at their staffing
- Have the student who is practicing decide which staffing participant each student will role play
(eg. Teacher, parent, etc.) Students can wear name tags to identify who they are playing.
- Teaching suggestion: Decide if your students will be able to practice all the parts (numbers 14) together or if they will need to practice each part separately first.
 Model giving students feedback starting with what they did well and then giving suggestions of
what they need to correct.
 Have peers give feedback to each other with guidance and cues as needed.

Additional activity
Teach what you do when you don’t know who someone is
- Model saying: “Could you introduce yourself please?”
- Have students repeat in unison.
- Have students individually role play introduction utilizing the above phrase.
I. Wrap Up


Review the vocabulary from this lesson with the matching worksheet, or stating a definition and
having students pick the correct word from the list, etc.
Ask students to describe other times they might introduce people, such as introducing friends to
their family or introducing friends at a party.
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Lesson 3: Identify Interests, Strengths, and Needs
Reference Self-Directed IEP Teacher Manual Pages 41-46 and 61-64
Materials needed
 Three colors of post-it notes and matching colored highlighters
 Copies of Interests, Strengths, and Needs Worksheet
 Copies of Vocabulary Practice Worksheet
 Copies of Present Level of Academic and Functional Performance sections of
students’ IEPs.
 Refer to documentation of assessments or activities completed as needed

Script or powerpoint
Vocabulary
Interests - what you like
Strengths - what you can do
Needs - what you have to learn or get help with
Part 1
A. Review

Have students practice Steps 1 and 2 from the Modified Version as a whole group and then one
or two individuals (Rotate the individual turns depending on who has a staffing coming up.)

Review vocabulary from Steps 1 and 2 from the Modified Version
B. Preview Lesson
 Present the following information:
- In order to know what goals to write on your IEP, you first have to know about yourself.
- In this lesson we’ll talk about what you are interested in and what you can do.
C. Teach Vocabulary
(Note: The terms currently used on IEPs are updated and used in place of those in the
original Self-Directed IEP and the definitions are adjusted slightly.)
 Write the words and definitions on the board.
 Present the new vocabulary and the definitions.
- Interests: what you like
- Strengths: what you can do
- Needs: what you have to learn or get help with
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D. Teaching Interests, Strengths, and Needs
 Model identifying own interests by providing a personal example.
 Ask students to list two interests. Refer to the most recent transition and academic assessments.
These can come from a variety of areas, such as hobbies, academic subjects, sports, things at
home, etc. (Note: The different transition areas, employment, education, independent living,
will be introduced in the next lesson.)
 Write their interests on the board and have them write each on a separate post-it note, with help
if needed. (Differentiate as necessary to match students’ skills.)
 Have students place the post-it notes on the “Interests” worksheet.
 Repeat process for “Strengths” and “Needs”
 Color code the post-it notes by interests, strengths, and needs.
Part 2
A. Review

If you need to resume this lesson at another time, begin with a review of the ideas students
generated in the above activity.
B. Present Level of Academic and Functional Performance on the IEP
 Present each student with the page in the IEP with their Present Level of Academic and
Functional Performance
 Present the following information
- Here is another page from your IEP.
- On this page the team listed your interests, strengths, and needs in your last IEP staffing.
- Let’s look at what the team thought at your last staffing.
C. Write Interests, Strengths, Needs from the IEP
 Help students to highlight the interests and strengths in their Present Level of Academic and
Functional Performance on their IEP in the same color as the “Interest”, “Strengths” and
“Needs” post- it notes.
 Present the following information
- Look at the first section, “Student Strengths, Preferences, Interests”. Here are your strengths
and interests. Highlight the strengths and interests. (Help students decide between strengths
and interests).
- Look at the “Present Levels of Educational Performance summary.” This is how you are
doing in your classes. Do you see strengths and interests here? Highlight them in the
appropriate color.
- Next section tells about the transition assessments we did. What strengths and interests do
you see here? Highlight them. (Include students’ dislikes as well.)
 Help students identify needs.
 Present the following information
- Look at the section “ Student Needs and Impact of Disability”. This section
talks about what you needs you have in school.
NOTE: You may choose to discuss the specifics of students’ disabilities. You can
do that here or outside of these lessons. One opportunity to help students learn
about their disabilities might be in the general education health class.
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

- People with an IEP have certain needs to be able to learn. They might learn
differently or need certain kinds of help to learn.
- Highlight your needs in this section, (using the color of the needs post-its.)
- Look back at the “Present Levels” and the “Transition Assessment” for other needs and
highlight them.
Ask students to write each Interest, Strengths, and Needs on post-it notes (of the same color)
and put them on the worksheets. (Differentiate to meet students’ needs.)
Discuss as you work through each area.
D. Write Interests, Strengths, and Needs on the powerpoint or script
 Help students to pick two or three interests, strengths and needs to include on those sections of
the powerpoint or script.
E. Practice stating Interests, Strengths and Needs
 Review presenting information using eye contact and correct tone of voice.
 Ask each student to practice presenting a choice of one of their interests, strengths, or needs.
 Give feedback on the presentation.
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Lesson 3 Vocabulary Practice
Match the word to the meaning.
Interests
What you can do
Needs
What you like
Strengths
What you have
learn or need
help with
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Lesson 3 - Identifying Your Interests: What You Like
Your Ideas
From your IEP
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Lesson 3 - Identifying Your Strengths: What You Can Do
Your Ideas
From your IEP
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Lesson 3 Identifying Your Needs: What you have to learn or get help with
Your Ideas
From your IEP
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Lesson 4: Learn Transition Areas
Reference: Self-Directed IEP Teacher Manual pages 60-64.
Materials needed
Students’ completed Interests, Strengths, and Needs Worksheets
Copies of Lesson 4 Interests and Strengths in Transition Areas Worksheet
Vocabulary
Transition - getting ready for what you will do after high school as an adult
Employment - what people do for work
Education - learning new things, like classes or college
Independent living - what people do at home or in the community
A. Review:

Review definitions of interest, strengths, needs.
- Interests: what you like
- Strengths: what you can do
- Needs: what you have to learn or get help with
- Goals: what you want to do

Ask students to each give one interest from their worksheets. Repeat for strengths and needs.
B. Preview lesson
 Present the following information.
- We’re going to talk about what people do after high school.
- On your IEP you have goals in each of these areas.
C. Teach transition areas
 Present the following information.
- In the next few years you will finish high school. This is called “transition”, when you move
from one part of life, like high school, to another – your adult life. You are getting ready for
what you will do after high school as an adult.
- There are three important parts to life as an adult after high school.
 People have jobs and work
 People continue to learn new things by going to college or other classes
 People have things they do at home and in their community
Employment
 Present the following information.
- We said people have jobs and work; this is called employment
- What are some things people do for work?
- List jobs on the board.
- Let’s look at what you wrote for your interests and skills.
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- Did you write something that is a job or could be a job? If so, put it on your employment
(work) worksheet.
- Discuss as students move the post-its and add students’ employment interests and strengths to
the list on the board.
- Tell students you will continue to learn about different jobs so their interests might change.
Education
 Present the following information.
- We said people continue to learn new things by going to college or other classes; this is called
education
- What are some things people do to learn new things?
- List ideas on the board.
- Let’s look at what you wrote for your interests and skills.
- Did you write something that is education, you want or need to learn?
- If so, put it on your education (learning) worksheet.
- Discuss as students move the post-its and add students’ education interests and strengths to the
list on the board.
- If you said you want to have a certain job or be a ___________ you might need to go to school
to learn how to do that job.
- If you didn’t, can you think of something you want to learn that you want to add to your list of
interests? (Teacher may provide examples)
- You may need to learn more about education or how you can learn new things after high
school.
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Independent Living
 Present the following information.
- We said people have things they do at home and in their community; this is called independent
living. Some are things we need to do and some are things we do for fun.
At home
- If so, put it on your education (learning) worksheet.
- What are some things people do at home?
- List ideas on the board. (Ex. Clean, cook, read, watch tv, take care of pets)
- Let’s look at what you wrote for your interests and skills.
- Did you write something you want or need to do at home or in your free time?
- If so, put it on your “independent living” worksheet.
- Discuss as students move the post-its and add students’ Independent living interests and
strengths to the list on the board.
- If you didn’t, can you think of something you want to do (such as shoot baskets, play the
piano) or things you need to do (such as chores)?
In the community
- What are some things people do in the community (Ex. grocery shop, go to the doctor, go to a
movie)?
- List ideas on the board.
- Let’s look at what you wrote for your interests and skills.
- Did you write something you want or need to do in the community in your free time?
- If so, put it on your “independent living” worksheet.
- Discuss as students move the post-its and add students’ independent living interests and
strengths to the list on the board.
- If you didn’t, can you think of something you want to do (Ex. go to a concert) or things you
need to do (such as take the bus or ask for help in the grocery store)?
- You may need to learn more about independent living after high school.
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Lesson 4 Interests and Strengths in Transition Areas
Employment (Work)
Education (Learn)
Independent Living (Home, Community)
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Lesson 5: Review Last Year’s Post-School Goals
Reference: Self-Directed IEP Teacher Manual pages 41-46.
Materials needed
Copies of students’ post-school goals from their last IEP
Script or powerpoint
Vocabulary
Post-School Goals - goals for what you will do after you leave high school
A. Review:


Review definitions of transition, employment, education, independent living. (Ex. Show students
pictures that represent people doing activities in each of the areas. Ask students to sort or name
the area for each and explain why it fits in that area.)
- Transition: getting ready for what you will do after high school as an adult
- Employment: what people do for work
- Education: learning new things, like classes or college
- Independent living: what people do at home or in the community
Review these vocabulary words as needed.
- Goals: what you want to do
- Interests: what you like
- Strengths: what you can do
- Needs: what you have to learn or get help with
B. Introduce post-school goals

Present the following information.
- On your IEP you have a goal for each of the transition areas: employment, education,
independent living.
- These are called post-school goals because these are goals for after you leave high school.
C. Look at Post-school goals on last IEP
 Hand out each students’ IEP page with their post-school goal.
 Ask students to find and highlight their education goal on their IEP.
 Ask each student to read his or her goal.
 Repeat for employment and independent living
Note to teacher – Use a 4th color of highlighter for the goals.
D. Actions completed last year towards the post-school goals and what was
learned
(Note to teacher – These actions could be assessments completed, the actions towards their
annual goals, or transition activities. Annual goals and transition assessment aren’t
specifically introduced here to avoid confusion. You will probably have to tell or prompt
the students about the actions they completed.)
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






Ask students what they did for each transition area to meet the goal.
For example: “John, what was your education goal?” “After graduation, I will audit classes at
the community college.”
“What was something you did to work on this goal?” “What are you using this year to help you
do better your history class?”
Prompt or provide an example as needed. Example: “I used my ‘to-do list’ in my day-timer to
remember what to do in class.”
Have students put the “actions” and “what I learned” for education in the script or powerpoint.
Discuss what students learned from each activity and write this in the “What I Learned” section
of the powerpoint or script.
Example – “The to-do list helped me to remember to write down my assignments and to say
something in my group each day. I liked using it.”
Example: using the to-do list could strength or need.
Repeat this process for employment and independent learning.
Employment Example: “I completed two surveys on College in Colorado and the results showed
that I like working with my hands and I’m interested in working with cars. I went on a job
shadow to see what working at an auto body shop was like. I found out that I like cars but the
shop was too noisy. Now I’m more interested now in washing cars. It’s not noisy but there are
cool cars.”
Independent living Example: “I am learning two new bus routes with my job coach. The bus
schedule confuses me and I still need help.”
E. Practice stating the actions completed and what they learned.
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Lesson 6: Choose New Post-School Goals, Annual Goals, Actions and Help
Reference Self-Directed IEP Teacher Manual pages 41-46, 61-64, 83-87.
Materials needed
 Refer to students’ annual goals and accommodations from their last IEP and
documentation of transition services and activities as needed

Script or powerpoint
Vocabulary
Annual Goal – what you will learn and work on this year
A. Review vocabulary from lessons 4 and 5
-
Transition: getting ready for what you will do after high school as an adult
Post-school goals: what you want to do after high school.
Employment: what people do for work
Education: learning new things, like classes or college
Independent living: what people do at home or in the community
B. New Post-school goals
 Help students create post-school goals for each area.
 Present the following information.
Employment
- For your new IEP we need to decide if you want to keep the same post-school goals or
change them.
- Last lesson we looked at some actions you took and what you learned.
- Did that change what you want to do after high school?
- If so, let’s write a new goal.
Example
Mary was interested in restaurant work but after her job shadow and completing surveys in
College in Colorado she decided she now wants to work in cosmetology.
Her new goal is the following: After graduation Mary will work in the field of cosmetology.
 Enter the post-school goal on the powerpoint or script on the education page.
 Repeat the process for education and independent living.

Have students practice stating their post-school goals.
C. Annual goals and actions for the new IEP to reach the post-school goal
 Identify annual goals for the new year and activities the student will take to work towards the
post-school goal.
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Note to teacher: Emphasis for the student will be on the action the student will take
rather than writing a compliant annual goal. When YOU write annual goals, take into
consideration the following:
 student’s chosen post-school goal
 industry standards for the chosen employment
 related academic standards
 any new interests, strengths or needs identified through last year’s goals and
activities
 student’s baseline academic and behavior performance
 gap between the student’s present skills and skills needed for the job
 Present the following information.
- What do you need to learn or work on this year for your employment post-school goal?
Example:
Mary and her teacher have been investigating the occupations related to cosmetology and
looking at industry standards (skills, knowledge, etc. needed for the job) on O*Net
(www.onetonline.org ).
They found the following skills were needed and these were also similar to the state
academic standards.
Oral Comprehension — The ability to listen to and understand information and ideas
presented through spoken words and sentences.
Oral Expression — The ability to communicate information and ideas in speaking so
others will understand.
They reviewed her strengths and needs section of the IEP and determined a key area for her
to work on were listening and speaking in class.
Note to teacher – The goals they develop will be in student friendly terms; the official
IEP annual goal will be more thorough to meet compliance and contain all the SMART
goal parts.)
Example: Annual goal
I will listen to directions and repeat them correctly.
Example: Actions
In cooking class I will repeat the teacher’s direction to a peer tutor at least one time each
class.
 Have student write the Annual Goal and Actions on the script or powerpoint.
 Repeat for education and independent living.

Have students practice stating their annual goals and actions.
D. Identify help (support / accommodations) needed
 Present the following information
-
In earlier lessons we talked about your interests, strengths, and needs.
To meet your goals you may need some help. (accommodations or support)
If you have a disability you have the right to get some kinds of help at school or work.
What kind of help do you need to be able to do your work in school?
Examples:
Having tests read to me
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Having longer times to take a test
Telling my answers to someone
Peer tutor
Example for Education
A peer tutor will help Mary in cooking class by prompting, reinforcing, and recording when
Mary repeats the teacher’s directions.
 Have student write the help needed on the script or powerpoint.
 Repeat for education and independent living.

Have students practice stating their help needed.
Note: These might be accommodations or services on the IEP.
E. Practice stating post-school goal, annual goal, actions and help needed
 Model pointing to and stating all these parts for employment.
 Have students point to each part and state each (with help if needed): post-school goal, annual
goal, actions, help needed.
 Use picture cues, color coding, etc. to differentiate each part if necessary.
 Repeat for education and independent living.
F. Include parents
Student homework could include sharing this information with parents.
Parents need to be provided this information and have opportunity for input on the goals
prior to the staffing. They also need to know that the student will be an active participant in
the meeting.
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Lesson 7: Participate in Meeting
Reference: Self-Directed IEP Teacher Manual pages 65-69, 95-97
Materials needed
Script or powerpoint
Self-Directed IEP video, clip of step 6

A. Review eye contact, tone of voice
Present the following information.
- We have been practicing what you will say in your staffing.
- In the first lesson we learned about using a good tone of voice and eye contact.
Tone of Voice
- Review “Tone of Voice” concepts.
- Tone of Voice – How your voice sounds when you talk
- Model tone of voice errors and have students tell you what you did wrong and how to correct
it.
- Model appropriate tone of voice and have students tell you if you did it correctly and why.)
- Sample prompting questions:
“Did I talk loud enough?”
“Could you understand what I was saying?”
“Did I sound angry or happy?”
Eye Contact
- Review “Eye Contact” concepts.
- Eye Contact – Looking at people when you talk
- Model eye contact errors and have students tell you what you did wrong and how to correct
it.
- Model appropriate eye contact and have students tell you if you did it correctly and why.
- Sample prompting questions:
“Did I look at the eyes of the people at the staffing?”

B. Asking questions if you don’t understand
Present the following information.
- When you are in your staffing, someone may say something you don’t understand.
- It’s important when you don’t understand something to ask a question.
- This staffing about you and you need to understand everything that is said.
- Let’s watch how Zeke asks a question when he doesn’t understand something that was said
in his staffing.
 Show the video clip of Step 6, where Zeke asks a question about something he doesn’t
understand, “peer relations.”
- Talk about what happened in Zeke’s staffing and how he dealt with it. (He asked what “peer
relations” meant.)
 Present the following information
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- Let’s talk about how you can ask a question if you don’t understand.
- You could say, “Excuse me, I don’t understand.”
 Practice asking questions if you don’t understand.
Tell the class:
- Let’s practice asking a question.
- I’ll say something you might hear at your staffing.
- You ask me a question about what it means.
- Remember to use your good tone of voice and eye contact.
Model examples:
In the staffing, someone asks, “What are your vocational interests?”
You could say, “Excuse me, I don’t understand vocational?” or you could ask, “Excuse me,
what does that mean?”
Have students practice asking questions.
Examples:
“You need to do an intake with the Resource Exchange.”
“What are your academic goals?”
C. Talking the right amount in the staffing



Present the following information.
- When you are in your staffing, people need to take turns when they talk.
- The staffing needs to be done on time so everyone needs to talk a short time and stay on
topic.
- On topic means to stay on the subject.
Example:
If we’re talking about your job interests, you could say “I did a job shadow at a grocery store
and liked it.” That is on topic because we are talking about your job interests.
If you talk about what you like to drink at the Starbucks in the grocery store or a tv show
about a grocery store – that’s not on topic.
Role play examples and non-examples of staying on topic and have students identify which it
was and why. Provide 4 examples for every non-example.
Present the following information.
- Because the meeting has to end on time everyone has to say things just one time, not repeat
it.
- For example, if I say “I want to take more art classes.” I don’t need to say it again or talk
more about it.
D. Listening to others


Present the following information.
- When someone else is talking you need to listen.
- When you listen, sit up and look at the person who is talking. Think about what they are
saying.
- This way you know if you agree or have a question.
Role play examples and one non-examples of listening and have students identify which it was
and why. Provide 4 examples for every non-example.
E. Thank everyone for coming

Present the following information.
- At the end of the meeting say thank you to everyone for coming to your staffing.
F. Practice steps using powerpoint or script and presenting information
(integrating above skills)
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

Present the following information.
- You have completed your powerpoint (or script) to help you in your staffing.
- We are going to practice talking in your staffing with the powerpoint.
Note: Students may participate fully or partially depending on individual ability and comfort.
Have students practice presenting the information on their powerpoints. Give feedback on the
presentation skills you have taught.
G. Role play the full staffing

Throughout the year, as students’ staffing come up, role play the staffing with the whole group.
This provides the practice the student needs right before his or her staffing and repetition for
everyone else.
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Modified Self-Directed IEP Script
NAME ________________________
STAFFING DATE
____________ TIME__________ LOCATION _____________
1. BEGIN MEETING BY STATING PURPOSE
“My name is ________________ and this is my staffing to talk about:
____________________________________________________________
2. INTRODUCE EVERYONE
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
This is ___________________, my ________________.
3.
STRENGTHS, INTERESTS, NEEDS (Present Level Of Performance)
Strengths:_______________________________________________________
_________________________________________________________
_________________________________________________________
Interests: _______________________________________________________
_________________________________________________________
_________________________________________________________
Needs: __________________________________________________________
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_________________________________________________________
_________________________________________________________
4. LAST YEAR’S EDUCATION ACTIONS
Actions I took: __________________________________________________
_________________________________________________________
_________________________________________________________
What I learned: __________________________________________________
_________________________________________________________
_________________________________________________________
LAST YEAR’S EMPLOYMENT ACTIONS
Actions I took: __________________________________________________
_________________________________________________________
_________________________________________________________
What I learned: __________________________________________________
_________________________________________________________
_________________________________________________________
LAST YEAR’S INDEPENDENT LIVING ACTIONS
Actions I took: __________________________________________________
_________________________________________________________
_________________________________________________________
What I learned: __________________________________________________
_________________________________________________________
_________________________________________________________
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5. MY NEW POST-SECONDARY GOALS AND HELP NEEDED
Post-school Education Goal: ______________________________________
_________________________________________________________
_________________________________________________________
Annual Goal(s): __________________________________________________
_________________________________________________________
_________________________________________________________
Actions I will take: ____________________________________________
_________________________________________________________
_________________________________________________________
Help I will need: __________________________________________________
_________________________________________________________
_________________________________________________________
Post-school Employment Goal: ______________________________________
_________________________________________________________
_________________________________________________________
Annual Goal(s): __________________________________________________
_________________________________________________________
_________________________________________________________
Actions I will take: ____________________________________________
_________________________________________________________
_________________________________________________________
Help I will need: __________________________________________________
_________________________________________________________
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_________________________________________________________
Post-school Independent Living Goal: ______________________________________
_________________________________________________________
_________________________________________________________
Annual Goal(s): __________________________________________________
_________________________________________________________
_________________________________________________________
Actions I will take: ____________________________________________
_________________________________________________________
_________________________________________________________
Help I will need: __________________________________________________
_________________________________________________________
_________________________________________________________
6. THANK EVERYONE
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