A differentiated student self-advocacy workbook package designed to help high school students take ownership of their IEP. It features a Tier 1 (Standard) version and a Tier 2 (Scaffolded) version containing simplified reading text, a common accommodations word bank, and integrated sentence stems to support all learners during self-reflection.
The Self-Advocate's Script (Practice with a Partner!)
If your teacher forgets to give you an accommodation, practice reading this simple script to them:
"Excuse me, Mr./Ms. ________, can I please use my accommodation for ________ on this task?"
SELF-ADVOCACY WORKBOOK (TIER 2) PAGE 2 OF 3
PROJECT: GOALS & FUTURE PLANS
Part 02
GOAL MONITORING & FUTURE VISION
"My roadmap to independence."
Task: Write down your current goals. Rate how confident you feel about each goal (1 is hard, 5 is mastered).
My IEP Goal (Skill to Practice)
How Am I Doing? (Circle One)
My Goal is to get better at:
1 2 3 4 5
1: Hard | 5: Easy
|
| My Goal is to get better at:
|
1 2 3 4 5
1: Hard | 5: Easy
|
IEP Evaluation: What's Working & What Isn't?
Reflect on your current accommodations and IEP support in your classes. Fill in the blanks:
One tool/accommodation that really helps me succeed is
Something that is currently hard or not working in class is
I would learn even better if teachers would help me by
SELF-ADVOCACY WORKBOOK (TIER 2) PAGE 3 OF 3
3
Goal Mapping & Future Connections (20-30 Mins)
Guide students through Page 3 of the workbook. Help them extract their yearly IEP goals and conduct a realistic self-rating of progress (1 to 5 scale). Emphasize how mastering these academic or social goals connects directly to their career, trade, or independent living dreams.
Recommended Discussion Prompts
âĸ "If a teacher is busy and forgets your extended time, what is the best way to remind them respectfully and confidently?"
âĸ "Why do colleges and jobs care about self-advocacy instead of having your parents speak on your behalf?"
âĸ "If you realize an accommodation in your IEP isn't actually helping you, what can you do about it?"
Student Transition Self-Advocacy Milestones
Can state their diagnosis & learning style.
Knows 3 key accommodations on their IEP.
Can explain the difference between IDEA and ADA.
Practiced asking for help using the template script.
IEP SELF-ADVOCACY FACILITATOR GUIDE PAGE 2 OF 2
Task: Circle what your goals are about, and show how confident you feel about them!
Goal 1 category:
Reading đ Math 𧎠Writing âī¸
How confident do you feel?
âšī¸ Hard đ Okay đ Easy
Goal 2 category:
Focusing đ¯ Organizing đ Social đ¤
How confident do you feel?
âšī¸ Hard đ Okay đ Easy
My IEP Checklist: What Works?
Think about your classes. What helps you learn and what is hard? Fill in the blanks with short words:
