Running head: IEP CASE STUDY 1

IEP Case Study

Hunter M. Haines

Towson University

11 April 2017
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Part I: Background Information

Profile:

Dakota is currently a seventh-grade student at Sykesville Middle School. Dakota is being

referred for special education services because of the three-year evaluation on his IEP. Dakota is

diagnosed with a specific learning disability. He continues to require specialized instruction,

accommodations, and modifications in the areas of reading phonics, reading fluency, reading

comprehension, written language content, written language mechanics, and math problem

solving. Dakota receives 1.5 hours of pull out instruction per week for phonics as this goal area

cannot be serviced inside the general education classroom. Dakota receives 2 additional hours of

specialized instruction inside the classroom a week.

Dakota was administered the GORT-5, Key Math 3, and TOWL-4 in order to determine

the continued need of special education services. Dakota also was formally observed in the

classroom, and a psychological evaluation was completed to support the decisions of his

services. Dakotas psychology report shows he has a full-scale IQ of 90, however has a 14-point

discrepancy between verbal IQ (97) and non-verbal IQ (83).

Teacher reports, student files, and progress notes were also gathered to use in support of

Dakotas referral. A review of his family and relevant medical history shows there are no

educationally relevant family medical findings. Dakota speaks fluent English, and has no

impacting cultural or linguistic differences. However, Dakota has a need for additional support in

the English language in the area of phonics.

Dakotas annual continuation of IEP services meeting was held on March 21st, 2017.

Dakota has had special education services since 2011. It was determined at the meeting that
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Dakota should continue to receive special education services at his currently provided rate.

IEP Process:

The IEP process at Sykesville Middle School follows all regulations of IDEA (2004) to

the strictest guidance, if not stricter. During Dakotas last IEP meeting in March 2016, a timeline

was set out for his three-year annual review in 2017. Dakotas parents were called to a meeting

90 days before Dakotas IEP meeting for a permission to test meeting on 1/20/17. Dakota was

then allowed to be administered the GORT-5, Key Math 3, and TOWL-4. After Dakota was

administered all the appropriate testing an educational achievement report (EAR) was created to

be sent home with the prior written notice. Along with the EAR and prior written notice

document, a draft copy of Dakotas IEP, eligibility tool, psychological report, and PARRC

accommodation form were sent home with the prior written notice.

The prior written notice documents for Dakota were scheduled to be sent home at least 5

days before the IEP meeting on March 21st, 2017. At Sykesville Middle School, the case manager

oversees preparing all documents for the IEP meeting, besides any speech, psychological, or

additional medical reports. The speech language pathologist and psychologist do not hold

essential roles in Dakotas IEP as he does not receive any services in these categories.

On the day of the meeting the case manager holds the meeting in the following order after

writing the agenda for the meeting on the board; Introductions, review of eligibility tool(s),

review of EAR, review of Psychology Report, review of draft IEP, review of PARRC

accommodations, signature pages.

After the meeting is over a final IEP is created with the additional parent comments,
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accommodations, necessary information pertaining to ESY, or any additional section of the IEP.

This is then sent home with the 5 day post written notice also containing updated copies of the

PARRC accommodation form, Medical Assistance Form, Eligibility Tool. When the papers are

signed and returned the file then goes into Dakotas master file held under lock in key in the

special education department.

Part II: IEP Content

A. Present Levels of Academic Achievement and Performance (PLAAFP)

Reading Phonics: On the GORT-5, Dakota scored in the poor range in rate, accuracy,

and fluency. His comprehension score fell in the below average range. Dakotas overall

reading index was in the poor range. Throughout testing Dakotas rate was slow in order

for him to decode words and self-correct. He was not always accurate in his decoding

process, and his self- corrections were inaccurate at times.

Reading Fluency: On the GORT-5, Dakota scored in the poor range in rate, accuracy,

and fluency. His comprehension score fell in the below average range. Dakotas overall

reading index was in the poor range. Throughout testing Dakotas rate was slow in order

for him to decode words and self-correct. He was not always accurate in his decoding

process, and his self-corrections were inaccurate at times. In class when Dakota reads, his

rate is slow and often stumbles over words.

Reading Comprehension: On the GORT-5, Dakota scored in the poor range in rate,

accuracy, and fluency. His comprehension score fell in the below average range. Dakotas
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overall reading index was in the poor range. He could answer questions found directly in

the test, but had difficulty answering implicit questions. He had difficulty with questions

that required him to make inferences. In class, Dakota benefits from having class

discussion regarding the text he is reading. He needs to have scaffolding or guiding

questions to answer questions that require him to make inferences, find cause and effect,

and identify the main idea of a text. Dakota does not raise his hand to participate in

classroom discussions, but will attempt to answer questions when directed at him.

Math Problem Solving: On the Key Math-3, Dakota scored in the below average in the

subtests numeration, algebra, geometry, measurement, data analysis and probability,

multiplication and division, foundations of problem solving, and applied problem

solving. He scored in the average range in mental computation and estimation, and,

addition and subtraction. Basic Concepts, Applications, Operations, and Total Test scores

were below average. In class, Dakota needs extra time to work through problems step by

step, and repeated teaching to understand concepts. He understands concepts when

repeated practiced is used, however often gives up easily and does not ask for help when

needed.

Written Language Content: On the TOWL-4, Dakota scored in the average range for

vocabulary, logical sentences, and story composition. He scored in the below average

range in spelling, punctuation, and contextual conventions. Dakota scored in the poor

range in sentence combining. In spontaneous writing composite index, Dakota scored in

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the average range. He scored in the below average range in contrived writing and his

overall composite index was also in the below average range. In writing, Dakota has

difficulties in following the process in which he has been taught to write. With multiple

prompts from the teacher, Dakota will organize his thoughts before writing; However,

does not use this plan to assist him in his actual writing. Dakota only provides basic

response to writing prompts and essays. He does not include details or text evidence to

support his responses. Dakota needs frequent reminders to include these details and

evidence in his writing.

Written Language Mechanics: On the TOWL-4, Dakota scored in the average range for

vocabulary, logical sentences, and story composition. He scored in the below average

range in spelling, punctuation, and contextual conventions. Dakota scored in the poor

range in sentence combining. In spontaneous writing composite index Dakota scored in

the average range. He scored in the below average range in contrived writing and his

overall composite index was also in the below average range. In writing Dakota has

difficulties in following the process in which he has been taught to write. With multiple

prompts from the teacher, Dakota will organize his thoughts before writing; However,

does not use this plan to assist him in his actual writing. Without teacher prompting and

assistance Dakota does not edit his work for spelling, capitalization, or punctuation.

School Aged PLAAFP:

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Dakotas parents were unable to attend the IEP meeting. However, they gave

permission to hold the meeting without them being present. Dakota is continuing to make

improvements in his academic work. Dakota likes to play Basketball and video games. In

the spring, he will play baseball for the Freedom Recreation league. Dakotas classroom

difficulties can be summarized in the following manner.

In the area of Academic-Reading Phonics and Reading Fluency, Dakota has

difficulty decoding multi-syllabic words that contain a variety of syllable types which

affect his fluency. He needs assistance to read grade level texts. His rate of independent

reading is slow and he makes several mistakes. He does not self-correct consistently. His

mistakes alter the meaning of the text and he is unable to comprehend what he is reading

accurately. In the area of Academic-Reading Comprehension, Dakota is unable to make

inferences and find the main idea or central theme of what he is reading independently

when reading grade level text. He has a great deal of difficulty understanding and

following through on multi-step directions. In the area of Academic-Math Problem

Solving, Dakota has difficulty understanding and applying taught math formulas,

strategies, and skills accurately. He needs teacher intervention in order to consistently and

accurately determine what operation or formula to use when solving word problems. In

the area of Academic-Written Language Content and Mechanics, Dakota demonstrates

difficulties in following correct punctuation and capitalization rules which affect his

overall written content. He needs reminders and prompting to review work and correct

those errors. Frequent misspelled words interfere with the readers ability to understand

what Dakota is writing. Dakota is unable to identify and correct his errors without teacher
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guidance. He does not include important details or facts in his writing that support his

point of view, thesis, or main idea. His writing is choppy and often out of order which

causes the reader to have difficulties in understanding Dakota's writing.

B. Instructional and Testing Accommodations

3-A: Extended Time: Dakota reads at a slow rate due to his difficulty with decoding. He

does not always comprehend what he reads the first time through because he is working

to decode the text. He needs extra time to allow for his slower fluency and so he can go

back and re-read text for understanding.

C. IEP Goals and Objectives

Goal: Academic - Reading Fluency: Given sections of grade level text and taught

decoding strategies, Dakota will read words in context with 80% accuracy in two out of

three targeted trials.

By: 03/20/2018

Evaluation Method: Informal Procedures

With: 80 % Accuracy

Objective 1: Given taught phonetic rules, Dakota will read multi-syllable words

in a given passage with 80% accuracy in two out of three targeted trials.

Objective 2: Given a passage, Dakota will self-correct one out of every two

errors in both single and multi-syllabic words.

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Goal: Academic - Reading Comprehension: Given multiple exposures to grade level

text, Dakota will demonstrate increased comprehension of a variety of printed materials

by answering questions with 75% accuracy in 3 out of 4 trials.

By: 01/16/2018

Evaluation Method: Informal Procedures

With: 75 % Accuracy

ESY goal? No

Objective 1: Given a passage along with classroom discussion or guided

questioning, Dakota will make realistic inferences regarding the text in 3 out of 4

trials.

Objective 2: Given a passage along with classroom discussion or guided

questioning, Dakota will be able to state the theme or main idea of a story in 4 out

of 5 trials.

Objective 3: Given independent reading assignment and after attempting to use

classroom resources and taught strategies independently, Dakota will ask for

assistance when needed in reading text.

Goal: Academic - Math Problem Solving: Given taught math strategies and operations

bank, Dakota will select and apply the correct mathematical operations in a variety of

contexts to 75% accuracy in 3 out of 4 trials.

By: 03/20/2018
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Evaluation Method: Informal Procedures

With: 75 % Accuracy

ESY goal? No

Objective 1: Given a math and operations word bank, Dakota will select and use

appropriate operations such as multiplication, division, addition, and subtraction

to solve problems of rational numbers with 75% accuracy in 3 out of 4 trials.

Objective 2: Given a formula list and taught computation skills, Dakota will

accurately compute and apply models to solve problems with 75% accuracy in 3

out of 4 trials.

Objective 3: Given a reminder and calculator, Dakota will verify and/or check his

results for accuracy 75% of time in 3 out of 4 trials.

Goal: Academic - Written Language Content: Given a grade level writing prompt,

scoring rubric, and editing checklist, Dakota will write at least 1 paragraph that scores at

least a 75% to the scoring criteria in 2 out of 3 written assignments, responses, or essay.

By: 01/16/2018

Evaluation Method: Informal Procedures

With: 75 % Accuracy

Objective 1: Dakota will write a clear, focused main idea that is supported by

relevant details, facts, and/or examples with 75% accuracy in 2 out of 3 written

assignments, responses, or essay.

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Objective 2: Given a word bank, Dakota will revise writing to include

transitional words and phrases that connect ideas in sentences and/or paragraphs

to 75% standard in 2 out of 3 written assignments, responses, or essay.

Objective 3: Given a proofreading checklist and guided assistance, Dakota will

independently edit his writing to meet the expectations of the checklist with 75%

accuracy in two out of three targeted trials.

Objective 4: Given reminders, Dakota will use resources such as peers, adults,

and classroom references (dictionary, spellchecker, etc.) to improve sentence

structure, word choice, and to correct errors with 75% accuracy in 3 out of 4

trials.

D. Supplementary Aids and Services, Program Modifications, and Supports

Read Selected Sections, phrases, or words of text: Provide assistance in reading grade

level text when Dakota is given independent reading assignments. Encourage Dakota to

seek out help when necessary, but check in with him and read sections that are difficult

without him asking.

Use of word bank to reinforce vocabulary and/or when extended writing is required:

Allow use of word bank to encourage correct use and spelling of content and specific use

(i.e. Transition words, time/order words, etc.) vocabulary and spelling.

Provide proofreading checklist: Provide Dakota with proofreading and spelling

checklists such as word banks, grammar rules and/or examples, etc. to aide in writing

process.
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Check for understanding: Break down multiple step instructions into one or two steps

at a time, and ensure that Dakota understands, follows, and completes directions

accurately. Chunk reading and writing assignments into smaller manageable pieces, and

have Dakota check in for understanding and accuracy.

Physical/Environmental Support(s) - Preferential seating: Seat Dakota in front the

front of the class so that distractions are behind him: Dakota requires classroom

accommodations for successful completion of curriculum standards. These

accommodations provide adult support for reading grade and content level texts, writing

to grade level expectations, and learning grade level math skills. In addition, these

accommodations also provide for increasing Dakota's independence in all academic area

Part III: Reflection

Dakotas IEP development and meeting were completed without any glitches due to the

collaboration between all parties involved in the creation of the IEP. Dakotas parents were not at

the meeting, but gave permission to hold the meeting in their absence. Before the meeting even

started, we drafted and sent home a copy of the prior written notice with all pertinent documents

seven days ahead of time. However, because of the mid-March unordinary weather, we had to fill

out an additional portion as the letter was sent four days before and not five as required by law.

All parties agreed to the prior written notice, and the meeting could be held as originally

scheduled.

We started the meeting with discussing the agenda posted on the board. Following this we

went through the Specific Learning Disability Eligibility Tool. Here we established that Dakota

was still eligible for special education services because of his disability. After this discussion, a
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copy of the procedural safeguards was emailed to the parent, even though the parent had already

signed off on receiving these documents. After this segment, we discussed all parts of the IEP

and reviewed testing data/teacher observations. The meeting closed with all present parties

signing the signature sheets in accordance to IDEA.

After the meeting was completed we now had five days to finalize the IEP, and send it

home to the parents with the post written notice for final signatures before being filed away.

During these five days Elizabeth and I communicated on how to best write the goals,

objectives, supports, and services for Dakota. The collaborative effort between the general

educator, special educator, speech pathologist, psychologist and vice principal made for a smooth

development of all necessary documents. One of the major changes to Dakotas IEP was

changing his math area from Math Calculation to Math Problem-Solving. Elizabeth and I

had seen this as a good fit based off recent classroom data and observations. This has since

proved to be an effective change to Dakotas learning.

After the completion of the entire IEP process, I felt I had played a critical role in

developing and implementing Dakotas IEP. This assignment has given me the correct

knowledge on how to draft an IEP, hold a meeting, and complete all the procedures in

accordance to IDEA. This activity will help prepare me for a successful career in the future.