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Interest-Football, basketball, hanging with friends, reading books
Strengths- Patience , understanding , commitment, flexible
Weakness-  Not being on time,  not being able to say no

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Students are involved in direct participation of IEP in the area of transitions and accommodations/ modifications
Ingredients
Step One: Sit with students and review last year's plan
Step Two: adjust to meet needs of student;student input is essential in adding/deleting accom/mod and writing transition plans
Step Three: develop a script with students in their own words they can use as a guide during IEP
Step Four: Student introduces the attendees at conference and leads through IEP with guidance from Manager

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This is what the student would present at their IEP meeting or to their teachers when they start a new class.

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Here's a document to guide a student in creating their own PLP.

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Frontier SCIP example - Hanson

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Background: Ben can be a kind and friendly person engaging with others. Ben loves to laugh and share his sense of humor. He loves to be in class and around adults. He is bright and academically capable. His language skills are high. He likes to play the piano. He likes to play with his best friend at home. Ben enjoys activities at school (e.g., hands on, science, math). He also enjoys playing recess games with other kids.

Areas of Need:

Ben requires support in probleming solving and self-regulating.

He is academically at grade level. Prefers Science and Math classes

Goals:

When in a conflict with peers, Ben will use a 3 step coping strategy (removal, choice to calm down, return to class)

When in a peer conflict that is unable to be resolved, Ben will seek adult assistance or walk away from peer.

Accommodations

Multiplication Table

All testing broken into segments

Sensory breaks as needed

Adult proximity

Preferential seating

Reinforcement

Environment (quieter classroom setting)

Strategies: Leaving during unstructured time for breaks. (environmental change)

Actively listening(re-teach, model, consistently problem solving)

Demonstrate acts of empathy

Clearly defined expectations

Provide choice when appropriate

Draw & talk (Scripts)

Review personal goals

Triggers-redirection/conflict with peers

Expectations:

Behavioral: Blurt outs and inappropriate comments to be decreased

Academic: Grade without modifications

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Testing results
Sibling names
Favorite items/subjects
What a student wants from school?
Picture of pets
What information would be important?
Entry points for accessing classroom work
Student choice needed to access learning in the classroom
Student ownership
Services
Data Collection needs
Motivators
Beginning steps to student engagement in IEP

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1Learning Profile Template - Make a Copy