Self-Led IEP Meeting Review: What would Zeke say?

Step 1: Purpose

100

What is the first step in beginning an IEP meeting? What should you do first? 

Welcome and introduce everyone

state the purpose

Or any similar answer will be fine

200

 Name one purpose of an IEP meeting:

Review my current goals

discuss future goals

discuss how I did

talk about my future

plan

300

In the Self-Led IEP lessons what do they call an IEP meeting?

Staffing

400

What does IEP stand for?

Individualized Education Plan 

500

Why is it important for students to be involved in their IEP?

to have a voice because it is about them

Step 2: Introductions

100

What is the main action to take in Step 2 of the Self-Directed IEP process?

Introduce everyone present at the IEP meeting.

200

Why is it important to introduce everyone at the beginning of an IEP meeting?

t helps establish a comfortable and collaborative environment and ensures that everyone knows who is participating.

So everyone knows each other ane their roles

300

Give an example of how a student might introduce someone at their IEP meeting.

1. 
   
   • "I would like to introduce Ms. Johnson, she is my guidance counselor and has been helping me with my career planning."
2. Any answer that works is fine

400

Pretend to introduce your parents using their actual names.

each answer different

500

What can a student do if they are unsure about the names or roles of some attendees?

They can ask attendees to introduce themselves or ask for help before the meeting to prepare.

Step3: Past Goals and Performance

100

What key activity is involved in Step 3 of the Self-Directed IEP process?

The key activity is reviewing and discussing past IEP goals and how they were performed

200

Why is it important for students to review their past goals and performance in their IEP?

1. 
   
   • eviewing past goals and performance helps students understand their progress, identify areas for improvement, and plan future goals more effectively.

(any answer that makes sense)

300

When reviewing past IEP goals, what is an important aspect for students to consider?

• A) The difficulty of the goals
• B) How much they liked the goals
• C) The progress made towards each goal

• C) The progress made towards each goal

400

What is a benefit of students actively reviewing their past IEP performance?

• A) It helps in choosing new extracurricular activities
• B) It provides a clear understanding of their academic strengths
• C) It aids in setting realistic and meaningful future goals

• C) It aids in setting realistic and meaningful future goals

500

What should students ideally do after reviewing their past goals and performance?

• A) Set entirely different goals
• B) Keep the same goals without changes
• C) Reflect and adjust goals as needed for future progress
• D) Focus only on academic goals

• C) Reflect and adjust goals as needed for future progress

Step 4: Ask for Others’ Feedback

100

What is a primary goal of Lesson 4 in the Self-Directed IEP process?

• A) To learn how to write an IEP
• B) To ask for feedback from others

B) To ask for feedback from others

200

Why is it important for students to ask for feedback on their IEP goals?

• A) It ensures they are solely responsible for their goals
• B) It helps identify areas of improvement and success

B) It helps identify areas of improvement and success

300

What should students do with the feedback they receive on their IEP goals?

• A) Ignore it if it's negative
• B) Use it to adjust their goals and strategies
• C) Only accept feedback from their favorite teacher

• B) Use it to adjust their goals and strategies

400

What type of feedback should students primarily seek regarding their IEP goals?

• A) Feedback focused only on their strengths
• B) General comments about their personality
• C) Constructive feedback addressing both strengths and areas for improvement

• C) Constructive feedback addressing both strengths and areas for improvement

500

How should students approach receiving feedback during an IEP meeting?

• A) By being defensive and arguing against criticism
• B) With an open mind and a willingness to listen
• C) By only listening to feedback from peers
• D) Ignoring feedback and making decisions independently

4. 
   
   • Answer: B) With an open mind and a willingness to listen

Step 5: State Your School and Transition Goals

100

Question: What is the main focus of Lesson 5 in the Self-Directed IEP process?

• A) Learning to write IEP goals
• B) Expressing interests, skills, limits, and goals

• B) Expressing interests, skills, limits, and goals

200

Why is it important for students to express their interests during the IEP process?

• A) To make the meeting more interesting for everyone
• B) So that goals can be aligned with what they enjoy and are passionate about
• C) Interests are not important in the IEP process
• 
  

• B) So that goals can be aligned with what they enjoy and are passionate about

300

 How do students' skills and limits influence their IEP goals?

• A) Skills and limits have no influence on IEP goals
• B)  They help in setting realistic and achievable goals

B) They help in setting realistic and achievable goals

400

 What is the purpose of expressing options and goals in an IEP meeting?

• A) To explore possible future pathways and set relevant goals
• B) To impress the attendees of the meeting

• A) To explore possible future pathways and set relevant goals

500

• Question: Which aspect is crucial in Lesson 5 for setting IEP goals?
• A) Discussing only academic achievements
• B) Focusing solely on post-graduation plans
• C) Understanding and expressing personal interests, skills, and limitations
• D) Following a standard set of goals for all students

C) Understanding and expressing personal interests, skills, and limitations

Step 6 Ask Questions if You Don’t Understand

100

Question: What is the main objective of Step 6 in the Self-Directed IEP process?

• A) To learn how to avoid asking questions
• B) To encourage students to ask questions when they don’t understand something

Answer: B) To encourage students to ask questions when they don’t understand something

200

 Why is it important for students to ask questions if they don't understand something in an IEP meeting?

• A) It prolongs the meeting unnecessarily
• B) It ensures they are fully informed and can actively participate in their IEP

Answer: B) It ensures they are fully informed and can actively participate in their IEP

300

What is a suitable way for a student to indicate they don't understand something in an IEP meeting?

• A) "Excuse me, I don't understand."
• B) "I don't think this is important."

• Answer: A) "Excuse me, I don't understand."

400

What can a student say to request further explanation in an IEP meeting?

• A) "That's wrong."
• B) "I disagree with everything."
• C) "Could you please explain that to me?"

• Answer: C) "Could you please explain that to me?"

500

: How does asking questions benefit a student's learning and participation in their IEP?

• A) It shows they are challenging authority
• B) It helps clarify their understanding and ensures their needs are met
• C) It only benefits the teachers and other staff
• D) It makes the meeting longer without any benefit

• Answer: B) It helps clarify their understanding and ensures their needs are met.