Student-Led IEP Process - PA Secondary Transition

On Your Own

With the Family

With the Student

With School Administration

Using the SLIEP Process

Learning how to be part of, and eventually lead, their own IEP process is one of the best ways to help the student learn to self-advocate. The student can practice using their advocacy skills in a safe and friendly environment. The student will join you, and the other members of their team, to plan special education services to help them learn and grow. This give teachers and school staff the opportunity to collaborate with team members, get to know the culture and perspectives of the family and student, and provide guidance so students can take ownership of their education. It makes IEP meetings less tense and uses the IEP process as a tool for student growth and development.

The Student-Led IEP process benefits you - the teacher & school staff!

What's In It for Teachers & School Staff Word Document

Listen to a student talk about his experience learning to be part of his SLIEP. He gives an interview with his teacher and a case manager.

Check out this short video that explains what the SLIEP process is and how you can get started with it.

You are an important member on the IEP team

There are many people that can be part of the IEP team. Click below to see a playlist quick, animated videos that highlight each person's role and the benefits they can bring to your child's IEP team. Help the professionals in your school understand their part of the IEP process.

IEP Team Member Videos

Use the list below to decide where the student is now with their involvement in the IEP process.

How aware is the student of the IEP process? How would you describe their awareness?
How are they participating in the IEP process? What are they doing to participate?
What do they know about the IEP? How can they show what you know?

The first step is to know what the student is doing at this time. Then, look at the next level up to see where they should be going for a future goal. Work with the IEP team to plan what steps and supports need to be put in place so that next year, the student has moved up a level in one or all of the IEP areas.

I’m Determined Tools

Participation in the IEP Meeting

Student Rubric for IEP Participation from I'm Determined

Area	Level I	Level II	Level III	Level IV
IEP Awareness	I don’t know what IEP stands for.	I know what IEP stands for.	I know what IEP stands for and the purpose of the IEP meeting.	I know what IEP stands for, the purpose of an IEP meeting and I can tell others about these meetings.
IEP Participation	I don't participate or attend my IEP meeting.	I attend a pre-conference IEP meeting and/or my IEP meeting, but I don't participate in the meeting.I know what IEP stands for.	I attend and contribute information about myself for my IEP in a pre- conference or at the actual meeting.	I lead parts or my entire IEP meeting.
Knowledge of IEP Content	I don't know what is in my IEP.	I know that I have accommodations and goals but I don’t know what they are	I can name the accommodations and goals in my IEP, But I have a voice in developing them.	I can name the accommodations and goals in my IEP, and I have a voice in developing them.

Student Rubric for IEP Participation Word Document

An Assessment for you and your school to look at baseline data and create an Action Plan for future goals

This document is used to reflect upon SLIEP practices and determine an action plan to improve how SLIEPs are facilitated with your school and staff.

Create a widely representative team who will be responsible for completing this document – administrators, classroom teachers, special educators, related service personnel, counselors, school psychologists, families, and students.
Provide them with a copy of this document ahead of time to increase their understanding of the content that will be considered and that they can gather the evidence they will need to appropriately respond to and consider the guiding questions.
As a team, score each element as Not in Place (1), Partially in Place (2), or Always in Place (3). Calculate the total score of each component and include it in the Action Plan (see page 6).
The Action Plan will help you determine how you use this information to shape planning, goal-setting, and steps to improve SLIEP processes.

Today, Tomorrow, and Beyond: SLIEP Assessment of Practices

For Teachers & School Staff

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