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IEP Insider

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Lesson Plan

Session 1 Lesson Plan

Introduce students to the purpose and key components of their Individualized Education Program (IEP) through direct instruction and an interactive sorting activity, enabling them to identify and understand each part of their IEP.

Understanding their IEP empowers students to actively participate in their transition to middle school, recognize their strengths and supports, and build self-advocacy skills early.

Audience

5th Grade Learning Support Students

Time

30 minutes

Approach

Brief teaching followed by hands-on sorting to reinforce concepts.

Materials

Session 1 Slide Deck, IEP Key Parts Worksheet, IEP Parts Sorting Cards, and Chart Paper and Markers

Prep

Review Materials and Prepare Sorting Activity

10 minutes

  • Review the content and flow of the Session 1 Slide Deck.
  • Print copies of the IEP Key Parts Worksheet for each student.
  • Print and cut apart the IEP Parts Sorting Cards into individual cards.
  • Prepare chart paper or whiteboard sections labeled “Strengths,” “Goals,” “Services,” and “Accommodations.”
  • Arrange desks or tables into small groups of 3–4 students.

Step 1

Activate Prior Knowledge

3 minutes

  • Ask: “What do you think an IEP is?”
  • Record student responses on chart paper under “Prior Ideas.”
  • Highlight any correct elements (e.g., goals, supports) to build confidence.

Step 2

Direct Instruction: IEP Overview

12 minutes

  • Display slides 1–4 of the Session 1 Slide Deck to define IEP and its purpose.
  • Use guided questions: “Why might a student need an IEP?”
  • Present slides 5–7 to introduce key parts: Strengths, Goals, Services, Accommodations.
  • Show examples for each part and check for understanding.

Step 3

Hands-On Sorting Activity

10 minutes

  • Divide students into small groups and give each group a set of IEP Parts Sorting Cards.
  • Instruct groups to place each card under the correct heading on chart paper: Strengths, Goals, Services, or Accommodations.
  • Circulate to support groups, ask probing questions: “Why does this card belong here?”
  • Review as a class by having one group explain each category.

Step 4

Independent Reflection

5 minutes

  • Distribute the IEP Key Parts Worksheet.
  • Students match definitions to IEP parts and write one example from today’s activity.
  • Invite volunteers to share one new thing they learned about their IEP.
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Slide Deck

Understanding Your IEP

Session 1: Getting to Know Your Individualized Education Program

Welcome students! Today we’re starting Session 1 of our mini-unit: Understanding Your IEP. I’ll introduce what an IEP is and its key parts. Then you’ll get to practice organizing IEP components.

Session Objectives

• Define what an IEP is and its purpose
• Identify the key parts of an IEP
• Prepare for the hands-on sorting activity

Read objectives aloud and confirm students understand what they’ll learn today.

What is an IEP?

• A written plan that outlines your learning supports and goals
• Developed by you, your parents, and your school team
• Ensures you receive the supports you need to succeed

Ask: “Has anyone heard of an IEP before?” Briefly note any responses before defining.

Why IEPs Matter

• Honors your strengths and unique learning style
• Provides goals to help you grow academically and personally
• Lists services and accommodations that support your success

Discuss: “Why might a plan like this be important for you?” Encourage 1–2 students to answer.

Key Parts of Your IEP

• Strengths
• Goals
• Services
• Accommodations

Introduce the four main sections we’ll explore. We’ll sort examples into these categories later.

Part 1: Strengths

• What you do well
• Your talents, skills, and interests
• Helps the team plan supports around what you’re good at

Explain part 1. Share an example (e.g., “Good reader” or “Great at drawing”). Ask students to think of one strength.

Part 2: Goals

• Skills you’re working to improve
• Measurable targets with timelines
• Show progress and celebrate successes

Explain part 2. Provide an example goal (e.g., “Read 50 words per minute”). Ask students to think of one goal.

Hands-On Sorting Activity

• In small groups, use your IEP Parts Sorting Cards
• Place each card under the correct heading: Strengths, Goals, Services, or Accommodations
• We’ll review as a class—be ready to explain your choices!

Explain the sorting activity steps. Remind students to discuss within their group and be ready to share.

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Worksheet

IEP Key Parts Worksheet

Name: ____________________________ Date: __________

Part 1: Matching

Write the letter of the definition that matches each IEP part.

IEP Parts:

  1. Strengths
  2. Goals
  3. Services
  4. Accommodations

Definitions:
A. Supports and modifications that help you learn (e.g., extra time on tests)
B. What you do well; your talents and skills
C. Skills you are working to improve, with measurable targets
D. Specialized help provided by school staff or specialists

Your Answers:

  1. Strengths: ____
  2. Goals: ____
  3. Services: ____
  4. Accommodations: ____

(Tip: Use your IEP Parts Sorting Cards to review these definitions.)

Part 2: Your Examples

For each IEP part, write one example that could go on your own IEP.

  1. Strengths:



  2. Goals:



  3. Services:



  4. Accommodations:



Reflection

Which IEP part do you feel is most important for you as you move to middle school? Explain why.






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Activity

Sorting Cards Activity

In this activity, students will work in small groups to sort example cards into the four key IEP categories: Strengths, Goals, Services, and Accommodations.

Instructions for Teachers:

  • Print and cut out the cards below.
  • Distribute one full set of cards to each group.
  • Provide chart paper or board sections labeled “Strengths,” “Goals,” “Services,” and “Accommodations.”
  • Have students place each card under the category they think it belongs to and be prepared to explain their reasoning.

Cards (cut apart)

Strengths

  • Enjoys reading graphic novels
  • Good at solving puzzles
  • Strong memory for facts
  • Creative storyteller

Goals

  • Read 20 new vocabulary words per week
  • Write a five-sentence paragraph independently
  • Improve multiplication fluency to 10×10
  • Use proper punctuation in every sentence

Services

  • Small group reading instruction
  • Speech therapy sessions twice a week
  • Occupational therapy activities
  • After-school math tutoring

Accommodations

  • Extra 10 minutes on tests
  • Preferential seating near the teacher
  • Use of a word processor for writing tasks
  • Visual schedule with checklists
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Lesson Plan

Session 2 Lesson Plan

Guide students to locate and interpret their own IEP sections, complete a mapping worksheet, and practice self-advocacy through role-play, reinforcing their ability to use their IEP supports.

Helping students understand and use their personalized IEP fosters independence and confidence as they transition to middle school and self-advocate for needed supports.

Audience

5th Grade Learning Support Students

Time

30 minutes

Approach

Hands-on IEP exploration followed by practice with role-play.

Materials

Session 2 Slide Deck, IEP Mapping Worksheet, Role-Play Scenarios Cards, Students' Individual IEP Documents, and Chart Paper and Markers

Prep

Prepare Materials and Space

10 minutes

Step 1

Recap and Warm-Up

3 minutes

  • Display slide 1 of the Session 2 Slide Deck to review key IEP parts.
  • Ask: “What is one part of the IEP we learned about?”
  • Invite 2–3 volunteers to share and record responses on chart paper.

Step 2

Direct Instruction: Navigating Your IEP

7 minutes

  • Present slides 2–4 of the Session 2 Slide Deck showing where to find Strengths, Goals, Services, and Accommodations in your IEP.
  • Model locating each section on a sample IEP.
  • Ask guided questions: “Which page lists your accommodations? What information is in ‘Services’?”

Step 3

Independent Activity: IEP Mapping

10 minutes

  • Distribute the IEP Mapping Worksheet and students’ own IEP documents.
  • Instruct students to locate and record their personal strengths, goals, services, and accommodations on the worksheet.
  • Circulate to support and clarify any questions.

Step 4

Role-Play Practice: Self-Advocacy

8 minutes

  • Introduce the role-play activity using the Role-Play Scenarios Cards.
  • In pairs, students take turns as the ‘student’ asking for a support and the ‘teacher’ responding.
  • Encourage use of sentence starters from slide 5 (e.g., “I need… because…”).
  • After one round, have pairs switch roles.

Step 5

Reflection and Next Steps

2 minutes

  • Invite one or two pairs to share a brief dialogue with the class.
  • Ask: “How did it feel to ask for a support? When might you use this skill?”
  • Remind students to bring their IEP to their first middle school meeting and advocate for themselves.
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Slide Deck

Session 2: Using Your IEP

Welcome back! Today we’ll learn how to navigate your own IEP and practice asking for supports.

Recap: What are the key parts of your IEP?

Welcome back! Let’s review what we learned last time and introduce today’s focus.

Session Objectives

• Locate each section in your IEP
• Record your personal IEP information
• Practice asking for supports using sentence starters

Read the objectives aloud and ensure students understand the goals for today’s session.

Navigating Your IEP

• Use the Table of Contents to find sections
• Look for headings: Strengths, Goals, Services, Accommodations
• Use page numbers to jump directly to what you need

Demonstrate how to use the table of contents and headings to find IEP sections quickly.

Locating IEP Sections

Where to find:
• Strengths – first page
• Goals – under “Measurable Annual Goals”
• Services – under “Special Education Services”
• Accommodations – under “Accommodations and Modifications”

Model on a sample IEP where each section appears, then have students locate the same in their own copies.

Role-Play: Asking for Support

• Take a Role-Play Scenarios Card.
• In pairs, use these sentence starters:
– “I need ______ because ______.”
– “Can I have ______ to help me with ______?”
– “My goal is ______, and I would like ______ from my IEP.”

Switch roles after one round.

Explain the role-play steps and review each sentence starter before students begin.

Next Steps

• How did it feel to ask for support?
• When will you use this skill?

Remember: Your IEP is your plan—bring it to your middle school meeting and use it to succeed!

Invite volunteers to share how it felt and remind students of next steps for using their IEP.

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Worksheet

IEP Mapping Worksheet

Name: ____________________________ Date: __________

Instructions: Use your own IEP document to locate and record the information for each section below. Be sure to note the page number where you found each item.

1. Strengths (found on page _____)

List your personal strengths as they appear in your IEP.





2. ________________________________________________



2. Goals (found on page _____)

Write two of your measurable annual goals from your IEP.





2. ________________________________________________



3. Services (found on page _____)

Record two special education services you receive.





2. ________________________________________________



4. Accommodations (found on page _____)

List two accommodations or modifications that support your learning.





2. ________________________________________________



Reflection

Which section of your IEP (Strengths, Goals, Services, or Accommodations) do you think will help you most in middle school? Explain why.












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Activity

Role-Play Scenarios Activity

In this activity, students will practice asking for supports from their IEP by acting out simple classroom scenarios.

Instructions for Teachers:

  • Print and cut out the scenario cards below.
  • Distribute one full set of cards to each pair of students.
  • Students take turns drawing a card and role-playing the situation:
    • The “student” uses sentence starters from the Session 2 Slide Deck to ask for the support described.
    • The “teacher” practices responding supportively.
  • After one round, pairs switch roles and draw a new card.

Scenario Cards (cut apart)

1. Extra Time
I have a math quiz and see I need more time. Ask: “I need extra time because ______.”

2. Preferential Seating
It’s hard to hear at the back of the room. Ask: “Can I sit closer to you to help me with ______?”

3. Calculator Use
I must solve multiplication problems but need my calculator. Ask: “I need to use a calculator to help me with ______.”

4. Visual Schedule
I’m confused about what’s next in our day. Ask: “Can I have a visual schedule or checklist to help me with ______?”

5. Read-Aloud Support
I struggle reading instructions on my own. Ask: “I need instructions read aloud because ______.”

6. Breaks
I feel overwhelmed after working for 20 minutes. Ask: “Can I take a short break because ______?”

7. Word Processor
Writing by hand is hard for me. Ask: “Can I use a word processor to help me with ______?”

8. Speech Therapy
I’d like extra practice with my speech goals. Ask: “My goal is ______, and I would like additional speech therapy because ______.”

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