1) The IEP should focus on each student's unique strengths and needs in order to meet them where they are personally. It is important to include the student's own input on their educational and personal strengths, interests, and accomplishments. 2) The IEP should consider how the student's disability impacts their involvement in classes, progress in the curriculum, and participation in school activities. It should also address potential transitions the student may face and needs related to their disability. 3) Parents and students are encouraged to provide input throughout the IEP process to ensure the plan addresses needs, upcoming changes, and helps develop the student's self-advocacy skills.

1. Student Selfies
Putting the “I” in IEP

2. Importance of the “I”
“True strength is the ability to go through life each day accomplishing the
impossible and doing what no one thought you could.”
Nishan Panwar
The IEP should be written around your child’s remarkable self!
We will be discussing SECTION 6: Present Level of Academic
Achievement and Functional Performance (PLAFP)
Individualized Education Programs are
designed to meet each student where they
are personally. Everyone has their own
unique strengths and abilities to be
celebrated and enhanced. Everyone also
has areas where they need to improve.

3. Student Strengths, Preferences, Interests
• Educational strengths
• Developmental strengths
• Interest areas
• Significant personal attributes
• Personal Accomplishment
Be sure to include specific feedback from the student

4. Essential Selfies
• Self Awareness : You can understand your strengths and
needs!
• Self Acceptance: You can reach your goals!
• Self-Advocacy : You can speak your mind!
• Self Determination : You can take control!

5. Transitions
Planned Transitions
Early Intervention > Pre K
Pre K > Kinder
Kinder > 1st
Elementary > Middle
Middle > High School
High School > Adulthood
Transitions to Look For
New teacher/staff
New classmate
Change in classroom location
Change in schedule
Safety Drills
Moving houses
Family changes
Change in parent’s employment
Illnesses
Puberty and body changes
New therapy/therapist
New skills or preference
New expectations
and many more…….

6. Needs and Impact of Disability
How does the student’s disability affect his or her involvement and
progress in the general curriculum and participation in appropriate
activities?
Involvement means inclusion. What about their disability makes it difficult to
interact with teachers and peers?
Progress in the general curriculum is how your child makes headway
towards achieving the state’s academic standards. How does their
disability affect their ability to gain skills and knowledge in the general
education setting?
Appropriate activities can be anything that a child would access at school
including interacting with friends, playing at recess and going on field
trips. What impact does your child’s disability have on getting to and
participating in certain activities with peers?

7. Parent/Student Input
You are encouraged to ask questions and give input throughout the
meeting, but this section is to share your thoughts, ideas and concerns.
• Let the school know any discrepancies from home or outside
therapies
• Let the school know any upcoming changes (surgeries, moving, etc.)
• Involve your child in creating their IEP at an early age to help them
take ownership of their learning and develop self-advocacy skills.
• If your child can’t come to the meeting, keep them involved before
and after by listening to what they want and need in school.
• If changes are made to the IEP, ask that your child be invited at the
end and explain the expectations and accommodations as a team.

8. Transition (you’re not done!)
• Transition attainment of goals in impact
statement
•

9. Contact Info!!!