Even with the increase in postsecondary education options, employment opportunities, and heightened awareness of possibilities for students with disabilities; post-school outcomes for students with intellectual disabilities continue to fall behind other students with disabilities. One way to improve outcomes for these students is to include them in decisions about their future by teaching students how to participate in their IEP meetings. Self-monitoring provides immediate feedback, motivation, and teaches students to self-regulate what they are learning. In this study, two middle school and two high school students learned the steps of their IEP meeting. This study uses a multiple baseline across participants design to examine the effects of a self-monitoring checklist with visual supports as an essential component of the Self-Directed IEP for students with intellectual disabilities. Visual inspection of the results reveal an immediate change in level suggesting a functional relation of the modified Self-Directed IEP on the number correct steps of the IEP. Three students were able to generalize to post-intervention mock IEPs using the self-monitoring checklist.