IEP Writing Reflection 1

Writing this IEP was a challenge for me but very beneficial. After attending the meeting,

I had learned a lot more about the student than I already knew. He participated as his own

guardian. All of our transition plan and IEP goals related directly to what his needs and wants

were. He knew what he wanted.

I didn’t realize how much went into a transition plan and secondary goals until I did this.

It honestly feels a little bit repetitive. We started by listing the transition goals under our main

subjects. He seemed pretty independent to me until I saw what he needed to work on. After

this we listed the interview my teacher did with him and then the activities he would need. His

secondary goals were all related to what my teacher had learned from the assessment she gave

and it was cool to see those connections.

The IEP goals were up to him. When we presented goals, we would present multiple

different option. For example, with math he was given the choice between budgeting and

regular algebraic math. He chose budgeting because it had more of an effect on his future. He

chose most everything he could apply to real life. His transition plan seemed especially

important to my mentor teacher as we were writing it because he would be graduating this

year and wanted to be close to being capable of living independently.

For me the hardest part of writing the IEP came with the goals. After we wrote each

goal, we had to tie them back to the secondary goals and explain why they did. I could always

see the connections, but my mentor teacher said that they all applied to the IEP goal. She really

had to walk me through this step. This was a great first experience with a secondary IEP.