• An education that supports me so I can learn and gets me ready for life after high school
• Access to the general curriculum which means taking classes outside of the resource room as much as possible with the support I need to do the work
• At least one planning meeting every year
• An educational plan that says what my strengths and needs are, has yearly goals for me and says how the goals will be met and who will help me meet those goals
• Continue to receive special education services if I don't graduate with a regular diploma. I have this right until I am 20 when the school year starts

• Inviting me to my planning meetings by the time I turn 14
• Inviting my parents or guardians to my planning meeting
• Asking me what I like to do
• Asking me what courses I want to take in high school
• Asking me if there are other courses I want to take outside of school
• Asking me what I want to do after high school
• Asking me what I want to have in my plan
• Writing a plan with me
• Giving me the support I need to carry out my plan
• Evaluating me to see how I am doing and to see what I need for support
• Inviting other people to my meeting who might be able to help me while I am in school
• Using what I think is important to write my plan

• Asking me what I want to do when I leave high school by the time I am 16
• Asking me what I like to do
• Asking me what I want to have in my plan
• Writing a plan with me
• Giving me the support I need to carry out my plan
• Evaluating me to see how I am doing and to see what I need for support
• Using what I think is important to write my plan
• Inviting other people to my meeting who might be able to help me while I am in school or after I leave school

• Asking me what I want to do when I leave high school
• Asking me what I like to do
• Asking me what I want to have in my plan
• Writing a plan with me
• Giving me the support I need to carry out my plan
• Evaluating me to see how I am doing and to see what I need for support
• Using what I think is important to write my plan
• Inviting other people to my meeting who might be able to help me while I am in school or after I leave school
• Telling me what rights I will have at school when I turn 18 (by the time I am 17)

• The right to know what my disability is and how it affects my learning and future plans
• The right to be given information (and a copy) about my IEP and any evaluations in a way that I understand
• The right to participate in my IEP meetings
• The right to invite people to my IEP meetings
• The right to accept or refuse services
• The right to disagree with my IEP and to receive help to do this

• Classes I want to take in high school
• Year long goals and objectives
• Strengths and Needs
• Supports I need to be successful in the regular classroom
• I may also want to have a goal in my plan that says what I want to do after I graduate from high school

• Special education services…all of the support I get in classes in the resource room and
• Supportive Services like physical therapy, speech, occupational therapy
• Instruction…all of the classes I take in school plus other classes I may pay for like drivers education or
• Community experiences
• Employment and other post-school adult living objectives (where I want to live, what I want to do for fun, what I want to continue to learn about) and
• Daily Living Skills and Functional Vocational Evaluation
• The people who do not work at school who might help me get ready for my life after school

• What I may want to do after I leave high school.
• What classes I want to take that will help prepare me for college and for a career or a job.
• Where I might want to live
• What I am good at
• What opportunities I have
• What my needs are
• What worries I have

• Getting a part time job
• Taking Drivers Education

If I can't go to my meeting I should tell you parents or guardian or teacher what I want and need. I may want to write my thoughts down and have them added to the meeting notes.

When I am 17 I need to know what my rights are when I become an adult at age 18. My school has to tell me about my rights either in a letter or verbally - in a way I understand. If they don't tell me, I need to remind them. When they do tell me about my rights they need to write it in my plan.

• Signing my own plan if I agree with what is in it
• Receiving notices of my meetings in writing
• Deciding with the team what will go into my plan
• The right to know what my disability is and how it affects my learning and future plans
• The right to be given information (and a copy) about my IEP and any evaluations in a way that I understand
• The right to participate in my IEP meetings
• The right to invite people to my IEP meetings
• The right to accept or refuse services
• The right to disagree with my IEP and to receive help to do this