Assignment 2.8—Conducting Own IEP Meeting
Purpose: An individual with a disability needs to be able to communicate his or her needs to the school
district. This is usually done through the IEP process. Conducting your own IEP meeting is an excellent way to
practice self-advocacy skills.
Instructions: Following the steps provided, request an IEP meeting and prepare an agenda for the meeting.
Read Pgs 13-14 of Opening Doors to Employment as a resource to guide you in preparing for the IEP meeting
Steps to Conducting Own IEP Meeting
Step 1 Contact IEP coordinator/case manager
 Decide if you want to review your IEP or have a reevaluation.
Review= goal and objectives in IEP and determining if goals and objectives are being met
Reevaluate=School Psychologist and other specialists would be retesting you.
 Discuss the procedure for conducting your own IEP
Step 2
 Decide who you will invite to the IEP meeting. You want to invite individuals who know of your
disability, skills and those who may be of assistance to you in the future.
Examples: Instructors, parents, school psychologist, IEP coordinator, speech therapist, DVR counselor,
disability specialist or other agency personnel.
Step 3
Make a written request for an IEP meeting if appropriate and to the appropriate person —See
sample document 2.16.1
Step 4
Write a letter to those you would like to invite to your IEP meeting. You may want to send a
personal letter that could go out with the school’s invitations to your IEP meeting—See sample
document 2.16.2
Step 5
Prepare the agenda for the meeting---See sample document 2.16.3
Step 7
Research how to conduct a meeting. Internet site resource www.wsti.org
Step 6
Practice what you plan to say at the IEP meeting
Step 7
Conduct the meeting in an organized fashion keeping to the agenda items. See Assignment
2.16G—Application of Self-Advocacy Principles (ASAP) Rubric
Timeline for Completing Steps
Starting Date
Step 1
Step 2
Step 3
Step 4
Step 5
Step 6
Step 7
Learning Plan 2
Completed Date
Notes
Assignment 2.7—Application of Self-Advocacy Principles (ASAP) Rubric
Instructions: Fill in the information above the gray lines. Discuss with your instructor who will
evaluate your application. It may be a peer, instructor and/or member(s) of the audience doing the
evaluation. After they have evaluated your application, complete the self-evaluation.
Presenter
Date
Principle (Competency) applying Conduct informal IEP review meeting and/or actual scheduled IEP
meeting. Include IEP presentation notes, agenda and this rubric in your Resource portfolio
Type of Application:
Other (specific)
Video
Audience
Others (specific)
Instructors
Title of Presentation
IEP Meeting
Evaluation
Criteria (place an “X” in the appropriate box)
Was the presenter well prepared?
Did presenter utilize terminology defined in Learning Plan?
●Standardized test, ●Standardized score,● Bell Curve, ●IQ, ●Percentile,
●Accommodations, ●Assistive Technology, ●Documentation, ●IEP, ●Psychological
Report—need to use a minimum of 3 terms
Was the presenter knowledgeable about the self-advocacy principle (competency)?
Is the audience appropriate for the presentation?
Did the presenter allow for questions from the audience?
Did the presenter hold the interest of the audience?
Did the presenter able to convey his or her message with a smooth delivery
Score=Presenter must receive 6 “Xs” in the “Yes” column to show mastery in
applying self-advocacy principle
Self-Evaluation
Learning Plan 2
Yes
No