Post-school outcomes for students with intellectual disability continue to lag 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 leading their IEP meeting. This study used a multiple baseline across participants design to examine the effects of a self-monitoring checklist as an essential component of the "Self-Directed IEP" for students with intellectual and multiple disabilities. Results showed three of four students only met criteria once the self-monitoring checklist was introduced. In addition, three students were able to generalize to post-intervention mock IEPs using the self-monitoring checklist.