Tag: self advocacy

Your Personal Roadmap: Students’ Guide to the High School & Beyond Plan

Posted on by Nicol Walsh

Washington State requires all students to build a future-focused plan starting in middle school that can be tailored to match their goals and strengths. When students have IEPs, this planning must align with their transition services and support needs. Families play a key role in helping students explore options, build self-advocacy skills, and stay on track for graduation and beyond.

A Brief Overview

  • All public school students in Washington State start their High School and Beyond Plan (HSBP) by 8th grade, with activities often beginning in 7th grade.
  • The HSBP is a personalized plan that helps students think about their strengths, goals, and the steps needed for life after high school.
  • For students with disabilities, the HSBP must align with their IEP transition plan to ensure classes and supports match their future goals.
  • The HSBP is updated every year to reflect changing goals and progress.
  • It includes career interests, post-high school education plans, course selections, financial aid info, and a resume of schoolwork and activities by 12th grade.
  • Schools must offer support if students struggle in subjects like reading or math, and these supports should be included in the plan.
  • Families play a key role by staying informed, asking questions, encouraging self-advocacy, and connecting with community resources.

What Is the High School and Beyond Plan?

Whether you’re in middle school or already in high school, it’s never too early—or too late—to start thinking about what comes next. That’s where Washington’s High School and Beyond Plan comes in. All public school students in Washington are required to start an HSBP by 8th grade, and most begin the process in 7th grade with activities that help them discover their strengths and career interests. Schools are responsible for helping students create their first plan and update it every year to reflect new goals, track progress, and guide course selections. Students transferring into a Washington public school can develop an HSBP with their school up until 12th grade. 

For students with disabilities, the HSBP plays an even more important role. It works together with your IEP transition plan to support your dreams and prepare you for your future after high school. When the HSBP and IEP are aligned, they make sure your classes, services, and supports match your long-term goals—whether that includes a job, college, technical training, or independent living. 

The HSBP is like a personal roadmap that helps you plan for the next chapter of your life. It helps answer three big questions: 

  1. Where am I now? 
    This is about what you are good at, what you like, and what is hard for you. Think about how your disability might affect your schoolwork and what help you might need. 
  1. Where do I want to go? 
    Think about your hopes and dreams—do you see yourself in college, working a certain job, living on your own, or something else? 
  1. How do I get there? 
    This includes your goals, high school classes, learning accommodations, and the people who support you. 

Your plan should be updated every year as you grow and your ideas change. It’s not just a one-time checklist—it’s a living tool that grows with you. 

Washington High School and Beyond Plan (HSBP) addresses three questions: Where I am now, Where do I want to go and How do I get there.

Download the HSBP infographic in:
English  |  Chinese (Simplified) 中文 (Zhōngwén)  |  Korean 한국어 (Hangugeo)  |  Russian Русский (Russkiy)  |  Somali Soomaali  |  Spanish Español  |  Tagalog  |  Ukrainian українська   |   Vietnamese Tiếng Việt

How do the HSBP and IEP work together? 

If you have an Individualized Education Program (IEP), it must include a Transition Plan by the time you turn 16. This part of the IEP is all about preparing for your life after high school graduation. Your IEP team will talk about things like: 

  • Your graduation timeline 
  • Work goals and job training 
  • Continuing education 
  • Independent living 
  • Transportation and daily living skills 

Some students with IEPs can stay in school until age 22 if they need more time to build skills for work, living on their own, or reaching other goals. 

The HSBP and IEP transition plan are required to match and work together. That way, the classes you take and the supports you receive during high school will line up with your goals for the future. 

What goes into your HSBP? 

Every student’s HSBP is different, but most plans include: 

  • Career interests and job ideas 
  • Post-high school education goals (like college or trade school) 
  • A course plan to meet graduation requirements and personal goals 
  • Information about financial aid, scholarships, and other support for education 
  • A resume or summary of schoolwork, job experience, and community activities by 12th grade 

If you’re struggling in classes like reading or math, the school must offer you support and explain it in your HSBP. This helps you stay on track to graduate. 

What should I think about for life after high school?  

As you work on your HSBP and IEP, here are some questions to think about. You can talk about these with your family, IEP team, or trusted adults. 

Jobs, Trades, & Work 

  • What kinds of jobs sound interesting to you? 
  • What training or help would you need to do those jobs? 
  • Does your IEP include community work experience? 

Education After High School 

  • Do your personal goals include college or technical school? 
  • What accommodations would you need there? 
  • Have you talked to the Disability Support Services office at a campus? 

Living Arrangements 

  • Will you live with your family, a friend, or on your own? 
  • How will you cook, clean, shop, and get around town? 
  • Does your IEP include goals for independent living? 

Community and Social Life 

  • What will you do for fun? 
  • Are there clubs, support groups, or activities you’d like to join? 
  • How will you make and keep friendships? 

How can families support students in building their HSBP? 

Families are essential partners in planning for your child’s future, and your involvement plays a crucial role in their success. Here are ways you can actively support your child throughout this process: 

  • Stay informed and ask questions. Regularly communicate with your child’s teachers, counselors, and school staff to stay updated on meetings, activities, and resources related to your child’s goals. Don’t hesitate to ask for clear explanations about the options and supports available. 
  • Attend IEP meetings. After a student turns 18 (the age of majority), educational rights transfer from the parent to the student. This includes the right to attend and invite others to IEP meetings, such as their parent or guardian, especially during transition planning and discussions about the HSBP. 
  • Review progress and update goals annually. Make it a habit to review your child’s progress and goals at least once a year. If your child’s interests, strengths, or needs change, share this information with the school so plans can be adjusted accordingly. 
  • Encourage your child to speak up. Help your child build confidence by discussing their feelings, goals, and concerns about school. Practice how they can share their thoughts during meetings or conversations with adults involved in their education. 
  • Practice setting goals together. Collaborate with your child to create small, manageable goals related to academics, social skills, or independent living. Celebrate their successes to boost motivation and help them develop ownership of their future. 
  • Request clear and accessible communication. If you need information in a language other than English or in a format that’s easier to understand, ask the school to provide it. Schools are required to communicate in ways that enable your full participation. 
  • Stay connected and involved. Ask the school to notify you well in advance about important meetings, workshops, or events where your input is needed. Your presence helps make sure your child’s needs and preferences are fully represented. 
  • Connect with community resources. Look for local organizations, support groups, or agencies that help students with disabilities prepare for life after school. These resources can provide valuable guidance, training, and opportunities. 

By taking these proactive steps, you empower your child to take charge of their future while making sure they receive the support they need every step of the way. 

How can I speak up for myself? 

Students—this is your chance to shine! When you lead your own IEP meetings or share your goals, you are practicing self-advocacy. PAVE offers a Student Input Form in the article Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team. This form helps you tell the team: 

  • What you enjoy 
  • What you’re good at 
  • What support you need 

These answers can guide your IEP and HSBP so the adults around you know how to help you to meet the goals you set for your future and accomplish your dreams! 


Final Thoughts 

The High School and Beyond Plan is all about you—your dreams, your choices, and your future. With the right tools and people supporting you, you can create a plan that fits your goals and helps you succeed. Remember to start planning early, keep your plan updated, and always aim high for your future. 

Learn More 

  • Explore the State Board of Education’s High School & Beyond FAQs to get answers about when the HSBP starts, what it includes, and how families can stay involved in the process. 
  • Download the Aligning HSBP and IEP Transition Plans guidebook from the Office of Superintendent of Public Instruction (OSPI) for tools and tips to help schools and families make sure the HSBP and IEP transition plan work together. 
  • Use PAVE’s Transition Triangle worksheet to understand how schools, community supports, and vocational agencies can help you plan for adult life. 

Attention Students: Lead your own IEP meetings and take charge of your future

Posted on by Nicol Walsh

If you are a student with an Individualized Education Program (IEP), read this article to find out how you can be a leader on your IEP team. Your future is counting on you!

A Brief Overview

  • By the time you are 16 years old, the school is required to invite you to your IEP meetings. You can attend any time, and leading your own meeting is a great way to learn important skills.
  • The part of the IEP that focuses on your adult goals is called a Transition Plan, and it is all about you and your future.
  • If you need more help at school or aren’t learning what you need to learn, then your IEP might need some fixing. Your voice matters on the IEP team.
  • PAVE provides an infographic overview of Student-Led IEPs, available for download in multiple languages at the bottom of this article..

Introduction

It’s important to plan your time carefully so that every school day gets you closer to where you want to be when you are an adult. 

Learn to be a self-advocate

 An advocate (pronounced ad-vo-cut) is someone who asks for something in a public way. Public schools get money from the government, so they are considered public entities. When you ask the school to provide you with something that you need to succeed, then you are being a self-advocate.

The word advocate can also be an action word (a verb), but then it’s pronounced ad-vo-cate (rhymes with “date”). You advocate for yourself when you ask for what you need to succeed.

Here’s another way to use this hyphenated word: You can say that you “practice self-advocacy.” Leading your own IEP meeting is a great way to practice self-advocacy and develop important adult skills.

Your Transition Plan focuses on where you want to go

 The part of the IEP that focuses on your adult goals is called a Transition Plan. The Transition Plan is added to the IEP by the school year when you turn 16. The plan includes details about:

  • when you plan to graduate (you can stay in school until your 22nd birthday if your IEP goals require more time)
  • what jobs you might choose
  • whether college is part of your plans
  • what lifestyle you imagine for yourself (will you drive, cook, shop, live alone?)
  • how school is getting you ready for all of that

The Transition Plan is all about you and your future. You can start taking charge of your future by going to your IEP meetings. You may want to lead all or part of the meeting, and you have that right.

By the time you are 16 years old, the school is required to invite you to your IEP meetings. From that year on, your school program is matched to your long-term goals.

The law says it’s all about you

Your rights as a student with an IEP are part of a federal law called the Individuals with Disabilities Education Act (IDEA). The IDEA says that schools must include family members and students on the IEP team. If you don’t play on the team, you can’t win the game, right? This is more important than a game—it’s Your Life!

The IDEA is a unique law because it says you get what you need in order to access school and learning. Getting an education that is specially designed just for you is called an entitlement. What you are entitled to is called FAPE, which means Free Appropriate Public Education.

You can become a leader on your IEP team by learning more about FAPE and how to talk about what it means to you. Public education is free for all school-age students in the United States, but consider this question: What makes your education appropriate?

Here are some questions to help you think and talk about FAPE:

  • What is it like to have a disability?
  • What about your disability makes school hard?
  • What do you need at school that helps you learn?
  • Are you getting better and better at the skills you need to be good at?
  • Are your teachers helping you see what you do well?

If you are learning important skills at school, and your learning is helping you build on your strengths, then you are probably getting FAPE. If you need more help or aren’t learning the skills that you need to move forward, then your IEP might need some fixing. Keep in mind that the school is responsible to provide you with FAPE. You have the right to ask for FAPE.

Learn what your IEP can do for you

Here’s a starter kit to help you understand what your IEP says and how you can ask for changes. When you go to your IEP meeting, you have the right to ask the teachers and school administrators to help you read and understand your IEP.

These are some important parts of an IEP:

  • Category of Disability: This is on the “cover page” of the IEP document. It lists the type of disability that best describes why you need individualized help at school. You should know this category so you can understand how and why teachers are supposed to help you.
  • The Present Levels of Performance: This is the long section at the beginning of the IEP that describes how you are doing and what the school is helping you work on. The beginning of this section lists what you are good at. Make sure that section is complete so you can be sure the teachers help you build on your strengths.
  • Goals: When you qualified for an IEP, the school did an evaluation. You showed that you needed to learn certain things with instructions designed just for you. To help you learn, the teachers provide Specially Designed Instruction. They keep track of your progress toward specific goals in each area of learning. You can learn what your goals are and help track your progress. The I’m Determined.org website provides videos of students describing their goals and other downloadable tools, like worksheets to help you track your goals.
  • Accommodations: You can ask for what you need to help you learn in all the different classrooms and places where you spend the school day. Do you learn better if you sit in a specific part of the classroom, for example, or if you have a certain type of chair? Do you need to be able to take breaks? Do you do better on tests if you take them in a small, quiet space instead of the regular classroom? Do you need shorter assignments, so you don’t get overwhelmed? Helping your teachers know how to help you is part of your job as an IEP team member.

Get Ready for Your IEP Meeting

You can get ready for your IEP meeting by looking over the IEP document.  You may want to ask a family member or a teacher to help you read through the document. If you don’t understand what’s in your IEP, plan to ask questions at the meeting.

PAVE provides a worksheet to help you prepare for your meeting. It’s called a Student Input Form. You can use this worksheet to make a handout for the meeting or just to start thinking about things you might want to say. If you don’t want to make a handout, you might draw pictures or make a video to share your ideas.

These sentence starters might help you begin:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help in these areas…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

You may want to think about your disability and how it affects your schoolwork. You could work on a sentence or draw a picture to help the teachers understand something that is hard for you. These might be the parts of a sentence that you can personalize:

  • My disability in the area of …
  • makes school difficult because…

Your handout can include a list of what you want to talk about at the meeting. Here are a few ideas, but your options are unlimited:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan?
  • Anything else that’s important to you?

It’s never too soon to plan ahead!

Setting goals and making some plans now will help your school and family help you make sure you’ve got the right class credits, skills training and support to make that shift out of high school easier.

Being a leader at your IEP meeting is a great way to build skills for self-advocacy and self-determination, which is another great two-part word to learn. Self-determination means you make choices to take control of your life. At your IEP meeting, you can practice describing what helps you or what makes your life hard. You get to talk about what you do well and any projects or ideas that you get excited about. In short, you get to design your education so that it supports your plans to design your own adult life.

Learn More

Benefits to Student led IEP's
Download the Benefits to Student Led IEPs
Download the Benefits to Student Led IEPs in Vietnamese
Download the Benefits to Student Led IEPs in Korean
Download the Benefits to Student Led IEPs in simplified Chinese
Download the Benefits to Student Led IEPs in Somali
Download the Benefits to Student Led IEPs in Russian
Download the Benefits to Student Led IEPs in Spanish

Healthcare in Transition

Posted on by Nicol Walsh

Healthcare transition, like all other aspects of transitioning to adult care and services, can be difficult. However, if teenagers and families plan ahead for healthcare changes that occur when a child becomes an adult, things can go smoothly and be successful. Here are some resources and information for making the health care transition to adult care successful and seamless.

There are two main components for individuals transitioning from pediatric (children’s) to adult health care.

  • New medical providers and systems, including changes in insurance.
  • The young adult’s new responsibility to be in charge of their own health care.

Health Insurance and Providers

For individuals on Medicaid, Medicare, or private health insurance, eligibility, cost, and what services are covered may change.

Washington’s Medicaid option, Apple Health, has different financial requirements for adults than they do for minors. See the chart below for current income requirements for Apple health.

ProgramSingle person2-person house-hold3-person household4-person household5-person household6-person household7-person household
Apple Health for Adults, age 19 through 64 years of age$1,677 monthly$2,268 monthly$2,859
monthly		$3,450
monthly		$4,042
monthly		$4,633
monthly		$5,224
monthly
Current income requirements for Apple Heath
  • To apply or renew for Apple Health, go to the Health Plan Finder website.  Even if an individual is not eligible for fully subsidized healthcare, the Health Plan Finder can reveal some low-priced options. 
  • For young adults on their parents’ private insurance, they will have coverage under their parent’s plan until they are 26, at which time they will need to apply for their own health insurance.  The Health Plan Finder can help you find affordable options, including Apple Health.
  • For individuals under 65 who are receiving Medicare due to a disability, insurance should not change due to the transition to adulthood.

A person’s health insurance may limit the health care providers available. Once you and your family know what type of health insurance you will have, you can select from physicians and other health professionals who accept that insurance. Most medical practices either list what insurances they accept, or you can call the office and ask. Health care insurance plans may also send information on where to find a provider, or you may find it on their website.

Taking on Responsibility for Health Care and Decisions

Healthcare is just one of many new responsibilities that young people take on as they become adults.  Parents can avoid overwhelming a teen with new obligations, beginning with giving younger teens options and increasing tasks to help them adapt to this change.  There are several resources for families and youth to use in this transition:

  • Family to Family has a youth-written curriculum about Transitioning to Adult Doctors for individuals with disabilities that can help teens start their medical transition journeys.
  • Charting the LifeCourse™ was created by families to help individuals and families of all abilities and all ages develop a vision for a good life, including their health care.
  • Got Transition is a comprehensive website about the transition to adult health care, with quizzes, FAQs, and timelines to make it easier to understand.
  • The Center for Transition to Adult Health Care for Youth with Disabilities is a national health care transition resource center. The goal of the center is to empower youth and young adults with intellectual and developmental disabilities (ID/DD) ages 12-26 to direct their own transition from pediatric to adult care with no reduction in quality of care and no gaps in service.

Beyond these resources, the most useful are the young adults, whether you are the parent/caregiver or a transitioning individual. It’s important to recognize that lived experience gives knowledge even in a new situation. There is the knowledge of medical need that may not be in a chart, emotional or behavioral challenges, developing self-determination that supports transition, and other important things only you know.  Next in line are the current medical providers and specialists.  They not only have helped numerous other teens transition to adult healthcare, but they are a part of developing the care plan, a critical resource for transitioning to an unfamiliar doctor or clinic when a young adult may have complex care needs.   Doctors’ office staff are also used to dealing with these issues and may have some good planning advice for families.  Lastly, advice from families who have already helped a child transition to adult care can help to know what to do—and what not to do!  Parent-to-Parent can match parents up with families who have already gone through such transitions with those who seek their knowledge and experience.

5 Tips for Success in Healthcare Transition
Download The Five Tips for Success in Healthcare Transition


Including Health Considerations in the Transition Plan

Parents, Students, and everyone on the IEP team should think about how health and healthcare can affect a student’s goals for college, work and living on their own. PAVE has made a fillable form that you can download when starting to think about this area in transition.

Including Health Considerations in the Transition Plan
Download Including Health Considerations in the Transition Plan

ABLE: An Account to Overcome the SSI Resource Limit for Adults with Disabilities

Posted on by Nicol Walsh

A Brief Overview

  • The Stephen Beck Jr. ABLE (Achieving a Better Life Experience) Act of 2014 allows individuals to save up to $18,000 annually without affecting their public benefits.
  • An account holder may save up to $100,000, bypassing the $2,000 resource limit for Supplemental Security Income (SSI), Medicaid, and other public benefits programs.
  • Funds may be used for qualified disability expenses (QDEs) that improve or maintain the account holder’s health, independence, and/or quality of life.
  • ABLE accounts are savings accounts and the account holder may choose to distribute a percentage of the funds to investments, including stocks, bonds, and mutual funds.
  • Forty-five states and the District of Columbia have ABLE Savings Plans with some states accepting out-of-state enrollment.
  • Washington State ABLE Savings Plan began in 2018, following Oregon ABLE Savings Plan, so some Washingtonians signed up early through that option or through the national ABLE For ALL Savings Plan.
  • Download this cheat sheet to Qualified Disability Expense (QDE) Tracking Form.

Full Article

Living with a disability can be difficult and costly. Adults who receive benefits from the Social Security Administration because of disability often are challenged to improve their life circumstances because of a $2,000 resource limit. This limit means that a person receiving payments from Supplemental Security Income (SSI) or the Social Security Disability Insurance (SSDI) program cannot have a bank account balance or any other resources on hand that exceed $2,000, without losing part of their benefit.

Savings of $2,000 or less can be limiting for someone who might want to move into a new home, invest in a vehicle or save for higher education or a vocational training program.

The government provides a way for individuals with disabilities to overcome this barrier and save money. The Stephen Beck Jr. ABLE (Achieving a Better Life Experience) Act of 2014 allows individuals to save up to $18,000 annually without losing benefits. ABLE is modeled after college savings plans. The savings and/or investment account bypasses the SSI resource limit and can grow interest tax-free.

There are some restrictions:

  • The account holder must meet criteria for a disability that began before age 26.
  • The account may not receive more than $18,000 per year.
  • If the account balance exceeds $100,000, Social Security benefits are impacted but Medicaid benefits will remain in place.
  • Most accounts have a total lifetime balance limit of $500,000.

How can money in an ABLE account be used?

ABLE account money may not be spent on just anything. Generally, the funds can be used to pay for expenses that may help improve or maintain health, independence and/or quality of life. These are called Qualified Disability Expenses (QDEs). In this webinar recording, presented by ABLE National Resource Center, the ABLE expert presenters noted that “QDEs should be broadly understood and should not be limited to expenses for which there is a medical necessity or expenses that provide no benefits to others (outside of the benefit to the beneficiary).”

Here are a few examples of qualifying expenses: 

  • Housing
  • Education
  • Transportation
  • Personal support services
  • Assistive technology
  • Health and wellness
  • Employment training and support

ABLE accounts are subject to IRS or SSI audits, so the account holder should keep a record of how money has been used, including:

  • the purpose or cause of the expense
  • how the expense relates to improving or maintaining health, independence, and/or quality of life
  • a copy of the proof of purchase or payment

PAVE has created a QDE Tracking Form to make it easier to keep track of your ABLE account activity.

What type of financial account is ABLE?

The ABLE account is a savings account, insured by the Federal Deposit Insurance Corporation (FDIC). A chosen percentage of funds in the account may also be allocated as uninsured investment money. The account holder can choose a low-, median-, or high-risk investment strategy. Low-risk is the safest, most conservative option, with the lowest possibility for return. A high-risk investment might make more money but also could lose more. A median-risk investment is somewhere in between. Based on the account holder’s choice, the money is automatically allocated into some combination of stocks, bonds, and mutual funds.

An individual considering these options may want to consider how long the money will be in the market and risk tolerance. ABLE does warn that invested money is not insured and that money, including principle, may be lost over the course of an investment period.

The account holder, family and friends can deposit funds into the account using post-taxed dollars. Contributions are not federally tax deductible; however, some states may allow for state income-tax deductions for contributions made to an ABLE account.

Where are ABLE programs available and open for enrollment?

Although the program was federally enacted, ABLE is state-run. Washington’s program opened for enrollments in July 2018. So far, enrollments have been low, with the State Department of Commerce reporting that only a few hundred people have opened accounts. Commerce estimates about 30,000-50,000 people in Washington are eligible for the ABLE Savings Plan and have the financial assets to open an account.

Forty-five states and the District of Columbia have ABLE Savings Plans. Oregon’s plan was a year and a half ahead of Washington’s, so some Washingtonians signed up early through that option or through the national ABLE For ALL Savings Plan.

Individuals can shop around for the best program to meet their needs, and some states accept clients from all 50 states, including Virginia, Ohio, Nebraska, and Tennessee. Virginia is among the few states that issue a debit card for the account. The ABLE National Resource Center provides tools for reviewing the various state programs to find the best fit. Washington State ABLE Savings Plan links directly to a clickable form to determine eligibility.

When does the ABLE Age Adjustment Act go into effect?

With the 2023 passing of the Omnibus Spending Bill, the ABLE Age Adjustment Act was passed into law. Beginning on January 1, 2026, the age of onset of the disability will increase to 46 years of age.

Additional Resources:

Dial 711 for Telephone Relay Service (TRS) or teletypewriter (TTY), or call:

Students: Get Ready to Participate in Your IEP Meeting with a Handout for the Team

Posted on by Nicol Walsh

Students of all abilities have the right to a solid education to get ready for adult life. Students with Individualized Education Programs (IEPs) have a right to participate in IEP meetings to make sure the program is a good set-up for higher education, vocational training, work—whatever comes next after graduation.

Schools are required to invite students 16 and older to IEP meetings when life-after-high-school planning is discussed.

How students participate in their IEP meetings can make a big difference in the transition programming. To learn more about how to participate at IEP meetings, read PAVE’s article, Attention Students: Lead your own IEP meetings and take charge of your future.

The rest of this article can help you design a handout for a team meeting. The Student Input Form for a Meeting with the School is here for easy download.. If this format doesn’t work for you, you might choose just a few of these ideas to design a handout in your own style. You could also make a vision board or record a video to share at the IEP meeting instead of a handout.

Whatever style you choose for communicating with your IEP team, remember that standing up for yourself and asking for what you need is an important life skill.

Here are a few tips:

Keep your handout short to highlight your most important points.

You can send your handout to the school before the meeting. Or, take a moment when you arrive to hand out your one-pager and ask everyone to read it.

The top of your handout should include your contact information and other basics about the meeting. Try to include all of this:

  • Student Name: Jane Imincharge
  • Phone/email: 555-555-5555/memail@youthpower.you
  • Meeting Date/Time: XX/XX/XXXX, 3-5 pm
  • Location: Anywhere School
  • Topic: IEP Review, Evaluation Review, Section 504 Plan, Re-entry after Discipline, Etc.

Next you want to describe your goals, what you are good at and what help you need. These sentences can help you get started:

  • I enjoy…
  • I learn best when…
  • I’m good at…
  • It’s hard for me when…
  • I want more help…
  • I like school the most when …
  • Teachers are helpful when they…
  • I want to learn more about …
  • It would be great if…

Include a Photograph!

A photograph of you reminds everyone that you are the most important person at the meeting. Don’t be shy about bragging about what you are good at. It’s the school’s job to help you build on your strengths.

The final section of your handout describes your concerns. You may need to start on scratch paper with a longer list and then edit to settle on your key points. Remember that you want the team members to be able to read your handout quickly. You also want this list to help yourself stay on track at the meeting.

You might want to start this section with a statement like this: “My disability in the area of [briefly describe your disability challenge] makes school difficult because… “

Then, you can make a list with a heading like this one:

Here’s what I want to talk about today:

  • A favorite class, teacher or subject in school?
  • A time during the school day that is hard for you?
  • Your IEP goals?
  • Something that helps you feel comfortable and do well?
  • Something you want to change in your school schedule or program?
  • Graduation requirements and when you plan to graduate?
  • Your High School and Beyond Plan?
  • Anything else that’s important to you?

If your parent or another support person takes notes at the meeting, it’s great to ask them to help make a list of Action Items. Make a simple chart to list:

  • The agreement/action
  • Name of person responsible
  • Deadline
  • Communication plan, so you have follow-through

If your meeting is part of a formal special education process, such as an IEP meeting, the school provides a Prior Written Notice (PWN) to remind everyone what you talked about at the meeting. Your handout and notes can be part of the PWN. If English isn’t your native language, the Prior Written Notice must be provided in your native language or another mode of communication that you can understand.

Good luck at your meeting, and good job for training to be an expert self-advocate!

The The Student Input Form for a Meeting with the School is here for easy download. . If a download is not possible, all the information is above. If you need any support with this form, please email PAVE

Get Ready for Your Meeting with a Handout for the Team

Posted on by Nicol Walsh

Parents and students who go to meetings prepared and organized are more likely to come away feeling heard and with a good action plan. This article can help you and your student prepare a one-page handout to share with the school or another service provider. Most important is to highlight the student as the most important person at the meeting—even if he/she isn’t ready to attend in person!

If a young person is ready to lead all or part of a meeting, PAVE encourages this! Understanding the Individualized Education Program (IEP) and facilitating an IEP meeting is a great way to build lifelong skills and confidence. See PAVE’s article: Attention Teens: You Can Lead Your IEP Meeting.

For a student who isn’t ready or able to attend the IEP meeting, helping to prepare a document can be a great way to participate. Note that this form can be adapted for any service delivery meeting at school or in a childcare or medical setting.

Keep your handout short to highlight your most important points. This handout brings your child and your concerns to the attention of the group and sets a tone for the meeting that is child- and family-centered.

Note: You can send your handout to the school before the meeting, so team members have a chance to read it in advance. If there isn’t time to distribute it before the meeting, you can take a moment when you arrive at the meeting to hand out your one-pager and encourage everyone to take a few moments to read it.

The top of your handout should include your contact information and other basics about the meeting. Your handout will become part of the official meeting record, so get formal and include all of this:

  • Parent Name: Jane Hearmenow
  • Phone/email: 555-555-5555/memail@thisplace.com
  • Meeting Date/Time: XX/XX/XXXX, 3-5 pm
  • Location: Anywhere Elementary  
  • Topic: IEP Review, Evaluation Review, Section 504 Plan, Re-entry after Discipline, Medical provider appointment, etc.

Next you want to highlight what makes your child awesome. This is also a place where your child can voice his/her own opinions and “self-advocate” for accommodations or help. Here are sentence starters that might help you create bullet points or a paragraph about your child:

  • NAME enjoys…
  • He is motivated when… 
  • She’s interested in…
  • He wants more help in the area of…
  • She said she likes school the most when …
  • He says teachers are helpful when they…
  • She says she wants to learn more about …

Include a Photograph!

A photograph of your child shows the Very Important Person (VIP) and can make everyone smile as the meeting starts.

The final section of your handout describes your concerns. You may need to start on scratch paper with a longer list and then edit to prioritize your key points. Remember that you want the team members to be able to read your handout quickly. You also want this list to help track your priorities at the meeting. If it gets too long, you won’t be able to use it as a handy reference.

Here is a sample short paragraph to get you started, and your introductory paragraph can be followed by key bullet points:

My son/daughter’s disability in the area of [briefly describe the condition] makes school difficult because… My biggest concern is that …

My primary topics for today’s meeting include:

  • A need that isn’t being met
  • A communication or behavior challenge
  • Something you want to change because it isn’t working
  • A goal that isn’t being met
  • Something working well that needs further development
  • Anything else concerning

If you or a support person takes notes at the meeting, it’s great to conclude by making a list of Action Items. Make a simple chart to list:

  • The agreement/action
  • Name of person responsible
  • Deadline
  • Communication plan, so you have follow-through

If your meeting is part of a formal special education process, such as an IEP meeting, the school provides parents with a letter called a Prior Written Notice (PWN) to reflect agreements and discussion at the meeting. Your handout and notes provide checks and balances with the school’s PWN and guarantees that your concerns and those of your student are part of that formal meeting record.

The website of the Office of Superintendent of Public Instruction (OSPI) provides information about PWN requirements for schools in Washington. According to OSPI, “Prior Written Notice is a document outlining important school district decisions about your student’s special education program. It is not a meeting invitation. School districts must provide you with Prior Written Notice after a decision has been made regarding matters affecting your student’s IEP or eligibility for special education, but before any decision is implemented or changes to your student’s program take place.

“Prior Written Notice must be provided in your native language or other mode of communication that you understand.”

PAVE provides a variety of articles on core topics related to special education, including the IEP process, goal tracking, evaluation and Section 504 Plans.

The Parent Input Form for a Meeting with the School  is here for easy download. If a download is not possible, all the information is above. If you need any support with this form, please email PAVE