IEP Case Study

Lauren Phillips

Towson University
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PART I:
Background Information

I. A. Student Background:

Josh is a sixteen-year-old boy attending Kenwood High School in

Baltimore County. He is diagnosed with Intellectual Disability and is

currently enrolled in the FALS (Functional Academic Learning Support)

class at Kenwood. Josh began school at Kenwood last year as a

freshman, after coming from Middle River Middle School. Josh is the

oldest of 5 children, he lives with his mother, step-father,

grandparents, and 4 younger siblings. At this time, Josh has no

history of medical complications. Joshs first language is English

and there are no other cultural or linguistic factors that would

have an impact on his development. Josh performs most strongly

when skills and activities are repeated and with a structured

routine.

Josh is diagnosed with an Intellectual Disability, he was referred

because he continues to demonstrate cognitive problem

solving, academic, adaptive, and communication deficits within

the school environment. Josh has received Special Education and

Social Work services at Kenwood High School since August 2015;

however he began receiving special education services during the

2006-2007 school year, in first grade, in Baltimore City.

The IEP meeting discussed in this case study was Joshs most

recent annual team meeting, held on March 20th, 2017. The reason
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for referral of this meeting was that it was time for his annual

meeting where the IEP team discusses his progress and educational

program for the upcoming school year. Pre-referral strategies are

not noted because this was not an initial IEP meeting. The timeline

includes having a draft IEP and any other documents that may be

discussed at the team prepared to send home at least 5 business days

before the team, so that the parent/guardian has time to review the

documents.

I. B. IEP Process:

At Kenwood High School there is a position solely designated to

IEP Chair, as Kenwood has a large special education population. The

IEP chair, leads IEP meetings and is also in charge of keeping a

calendar for scheduling meetings.

The annual IEP meeting I attended for Josh, and the focus for this

case study, was to go over current progress towards goals and to

present new goals for next school year. At least ten days prior to

the annual team meeting, a written invitation was mailed to

Joshs parents. Joshs mom indicated that she would not be able to

attend the meeting, but the team could go on as scheduled. Five days

prior to the IEP meeting, copies of the draft IEP, teacher reports,

and Social Work reports were also sent home for review.
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The team members that participated in the annual

meeting were the IEP chair, the special educator, social worker, and

general educator (physical education teacher). The IEP chair began

the meeting by having everyone attending the team introduce

themselves and sign the IEP participant signature form. The IEP

chair prepared an envelope to send home with a copy of the Procedural

Safeguards Parental Rights document and Transition forms, as is

required by IDEA 2004. After the IEP chair stated the purpose of the

team meeting, she gave a brief history of Joshs educational

background; and then asked the Special Educator to discuss her

report on Joshs progress towards his academic and functional

learning goals and objectives. Next, the social worker discussed

her report, followed by the general educator. After all of the

reports were finished, the IEP chair asked the special educator to

review the draft IEP section by section. The IEP Chair asked the other

members of the team if they had any questions, comments, or

concerns, finalized the IEP, and had all team members sign. The IEP

Chair then placed all documents, including the IEP team notes, in the

envelope with highlighted sections where Joshs mom needed to sign

the documents.
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PART II:
Content of the IEP

II. A. Present Levels of Academic Achievement and

Performance (PLAFFP):

Academic: Mathematics

Sources: Informal assessment

Instructional Grade Level Performance: Josh is currently

performing at a 2nd grade equivalency.

Summary of Assessment Findings

Assessment: Brigance Date: 3/14/2017

Results: With accommodations Josh can identify and count mixed

currency and calculate (using a calculator), without accommodations
Josh is unable to access grade level curriculum.

Applied Problems: Standard Score (SS) 47 (very low)

Calculation: SS 56 (very low)
Math Facts Fluency: SS 55 (very low)
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Strengths:
Addition with regrouping
Simple subtraction
Using a calculator

Needs:
Calculation
Problem Solving

Academic: Reading

Sources: Informal assessment

Instructional Grade Level Performance: Josh is currently

performing at a 3rd grade equivalency.

Summary of Assessment Findings

Assessment: Brigance Date: 3/14/17

Results: With accommodations Josh can identify the main idea,

highlight supporting details, and make predictions; however without
accommodations Josh is unable to access grade level curriculum.

Letter-Word Identification: SS 70 (low)

Passage Comprehension: SS 51 (very low)
Word Attack: SS 76 (low)
Sentence Writing Fluency: SS 61 (very low)

Strengths:
Basic Sight Words
Letter Word Identification

Needs: Comprehension

Academic: Writing

Sources: Informal assessment

Instructional Grade Level Performance: Josh is currently

performing at a 3rd grade equivalency.

Summary of Assessment Findings

Assessment: Brigance Date: 3/15/17

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Results: With accommodations and prompts, Josh can write a

complete sentence using correct, spelling, punctuation, and grammar;
however without accommodations, Josh is unable to access grade level
curriculum.

Strengths:
Handwriting
Simple sentences with minor detail
Needs:
Paragraph writing and detail elaboration

Functional: Community

Sources: Observation

Instructional Grade Level Performance: Joshs performance with

respect to chronological age is below age/grade expectancy.

Summary of Assessment Findings

Assessment: Job Site Evaluation Worksheet Date:

3/14/17

Results: Josh is able to work independently doing repetitive and

familiar jobs; however he does not communicate with job site
employees, rather he depends on the staff member to communicate.

Strengths:
Repetitive tasks

Needs:
social interaction skills
with peers and adults

II. B. Instructional and Testing Accommodations

Timing and Scheduling Accommodations (I covers all instruction/intervention including

Bridge Plan)

Multiple or Frequent Breaks (I, A)

Extended time: 50% (I, A)

Document basis for decision: Due to the nature of Joshua's disability, his present
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levels of performance, teacher observations, and student's ability to attend

to instruction these timing and scheduling accommodations will provide
Joshua with the support necessary for him to be academically successful.
Joshua will participate in Alternative PARCC test; these accommodations are
recommended on an as needed basis for instruction.

Setting Accommodations (I covers all instruction/intervention including Bridge Plan)

Reduce Distractions to Other Students (I, A)

Reducde Distractions to Student (I, A)

Document basis for decision: Due to the nature of Joshua's disability, his present
levels of performance, teacher observations, and student's ability to attend
to instruction this setting accommodation will provide Joshua with the
support necessary for him to be academically successful. Joshua will
participate in Alternative PARCC; these accommodations are recommended
on an as needed basis for instruction.

Presentation Accommodations (I covers all instruction/intervention including Bridge Plan)

Human Reader or Audio Recording for Verbatim Reading of Entire Test

Text to Speech Software for Verbatim Reading of Entire Test
Document basis for decision: Due to the nature of Joshua's disability, his present
levels of performance, teacher observations, and student's ability to attend
to instruction this setting accommodation will provide Joshua with the
support necessary for him to be academically successful. Joshua will
participate in Alternative PARCC; these accommodations are recommended
on an as needed basis for instruction.

Response Accommodations (I covers all instruction/intervention including Bridge Plan)

Monitor Test Response

Mathematics Tools and Calculation Devices
Visual Organizers

Document basis for decision: Due to the nature of Joshua's disability, his present
levels of performance, teacher observations, and student work samples,
these response accommodations will provide Joshua with the support
necessary for him to be academically successful. Joshua will participate in
Alternative PARCC; these accommodations are recommended on an as
needed basis for instruction.
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II. C. IEP Goals and Objectives

Below is a list of goals and objectives that are Universally Designed for Learning
to meet Joshs specific learning and instructional needs. To meet the needs of diverse
learners such as Josh, UDL emphasizes three main principles of which to incorporate
when planning instruction. The three principles of UDL include using multiple means of
representation, multiple means of action and expression, and multiple means of
engagement to universally design the material for all learners. Joshs goals and objectives
meet UDLs multiple means of representation principle by requiring that information be
presented through multiple avenues including visual supports such as pictures to support
written text and money manipulatives. His goals and objectives meet multiple means of
action and expression by providing a allowing him to identify a response out of a field of
choices, using manipulatives, and using modified materials.

Reading GOAL
Goal: By March 2018, after listening to an instructional-level informational text with
picture supports, Josh will verbally identify the main idea of the text from a field of 3
with picture supports and point to or verbally state one detail from the text that supports
his answer for (3 out 4) texts, as measured by teacher evaluation.
Evaluation Method: Classroom-Based Assessment
With: 3 out of 4 targeted trials.
ESY Goal? Yes
MCCRS: Presentation of Knowledge and Ideas: SL6

Objective 1: Given orally presented and/or printed modified grade level text with
visual clues at his instructional level and questions about what is directly stated in
the text, Josh will find answers to the questions in the text.
Evaluation Method: Classroom Based Assessment
With: 3 out of 4 targeted trials

Objective 2: Given orally presented and/or printed modified grade level text with
visual clues at his instructional level, Josh will identify the main idea of the text
given three choices.
Evaluation Method: Classroom Based Assessment
With: 3 out of 4 targeted trials.

Objective 3: Given a modified grade-level text, Josh will state a detail that support
the main idea.
Evaluation Method: Classroom Based Assessment
With: 3 out of 4 targeted trials.
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Writing GOAL
Goal: By March 2018, Josh will write two descriptions of a CBI trip-one to a friend and
one to a teacher-choosing from 4 sentence prompts, using an informal and formal tone to
describe 2 out of 3 trips.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials
ESY Goal? Yes
MCCRS:

Objective 1: Given 2 sentences (one formal and one informal) Josh will identify
sentences with a formal and informal tone.
Evaluation Method: Classroom-Based Assessment
With: 2 out of 3 targeted trials

Objective 2: Given an informal sentence starter Josh will be able to complete the
sentence with an informal tone.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials

Objective 3: Given a formal sentence starter Josh will be able to complete the
sentence with a formal tone.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials

Objective 4: Given 4 sentence starters Josh will be able to identify which are formal
and which informal.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials

Mathematics GOALS
Goal: By March 2018, when given a real-life problem involving constraints (e.g. amount
of money to spend on school supplies) and real world representations (pencils, pens,
notebooks, stickers, crayons, etc) with assigned prices, Josh will use the items to evaluate
the cost of buying a specific number (e.g. when given a pencil with a $0.25 label and a
picture of 1 quarter and a notebook with a $0.75 label and a picture of 3 quarters) Josh is
asked to find whether a given number of pencils and notebooks would be less than, equal
to, or more than and correctly identify the solution for 3 out of 5 problems.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials
ESY Goal? Yes
MCCRS: Processes of Mathematics: 7.A.1.
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Objective 1: Given an items with a price tag and manipulative money, Josh will
decide if he has enough money to purchase the item.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials

Objective 2: Given an item with a price tag and manipulative money, Josh will
determine how many he can purchase with a given amount of money.
Evaluation Method: Classroom Based Assessment
With: 2 out of 3 targeted trials

Functional/Community Learning GOAL

Goal: Josh will participate in job sites to improve his work skills within the community
Evaluation Method: Informal procedures
With: 90% Accuracy
ESY Goal? No
MCCRS: N/A

Objective 1: Given opportunities for practice with minimal prompting, Josh will
engage in age appropriate conversation with peers.
Evaluation Method: Informal procedures
With: 80% Accuracy

Objective 2: Given verbal prompts, Josh will complete assigned classroom or school
based jobs with increased independence.
Evaluation Method: Informal procedures
With: 90% Accuracy

Objective 3: Given the question what is your ________________?, Josh will

communicate personal information by verbally stating it
Evaluation Method: Informal procedures
With: 80% Accuracy

Description of how childs progress will be measured:

As indicated in the goals and objectives, Joshs performance will be evaluated by using
classroom based assessments and informal procedures. The criterion for measuring
Joshs performance 3 out of 4 or 2 out 3 targeted trials.

When Periodic reports will be provided to parents:

Quarterly progress reports will be written and provided to Joshs parents. The progress
reports will share specific data regarding Joshs progress towards his IEP goals and
objectives.
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Projected date of services:

March 2017-March 2018

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

Instructional Supports:
Allow use of highlighters during instruction and assignments
Have student repeat and/or paraphrase information
Due to Joshs disability that affects his reading comprehension highlighters should
be used to help him recall important details from a text. Josh should be asked to
restate or rephrase information from a text and directions given in order to ensure
that he has comprehended the appropriate information

Program Modification:
Altered/modified assignments
Break down assignments into smaller units
Chunking of texts
Simplified sentence structure, vocabulary, and graphics on assignments and
assessments
Use pictures to support reading passages whenever possible
Due to Josh's disability, he requires assignments to be highly modified in order to
truly assess what he has learned and to allow him display his knowledge on a
topic. Units and lessons taught in the classroom need to broken into smaller units
to allow for greater comprehension and retention. Longer texts and paragraphs
need to be chunked to allow Josh to comprehend the material. Josh requires
directions and overall written sentences to be simplified in order to allow him to
understand it on a higher level. Pictures should accompany reading materials to
aid in comprehension and overall understanding of the material.

Based on team discussion, Joshs present levels of performance, and his goals/objectives,
Josh will need the additional supports found in the educational environment outside of
the general education environment as well as supplementary aides to assist with his
success in school.

Reflection:

Before the annual IEP team meeting began, the IEP chair prepared an envelope to

send home to Joshs mom, since she was unable to attend the team. During the team

meeting, the IEP chair stated the purpose of the team, had all parties attending the

meeting introduce themselves and sign the IEP team participation form, the IEP chair
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then went over a brief educational background, and asked the case manager to review

teacher reports. After the teacher reports were reviewed, the IEP chair asked the social

worker and general educator to share their reports, then the case manager reviewed each

section of the IEP. The IEP chair finalized and printed the IEP for signatures and placed a

copy in the envelope to be sent home Joshs mom, along with all other documents that

required a parent signature. The IEP chair also gave the case manager a new snapshot

receipt and instructed the case manager to get all of Joshs teachers to sign, once they had

a new copy of the IEP.

Decisions that were made during the team included discontinuing social work

services because Josh had mastered all goals; however it was determined that he would

continue to participate in the group ran by the social worker; it was determined that Josh

continues to qualify for extended school year services, he qualifies for alternative state

assessments, and to best meet Joshs needs the least restrictive environment continues to

be a self-contained special education setting.

This process maintained all of the required components stated in IDEA 2004.

A notice and invitation for the annual IEP meeting was sent to Joshs mom at least ten

days prior to the meeting, and his mom responded and stated that the team could be held,

but she would not be able to attend. Joshs mom also received the draft IEP and any other

documents/reports that were to be discussed at the team five days prior to the meeting.

All team members were present at the meeting and all parties signed the participant

signature form at the beginning of the meeting. At the end of the meeting, all team

members signed the finalized IEP, and a copy of the IEP, all documents that needed

parent signatures and a copy of the team notes were placed in an envelope to be sent to
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Joshs mother. Throughout this process, all appropriate timelines were followed with

the notification, appropriate documents, and development of the IEP.

Collaboration between team members was evident even as the team worked

through the decision making process for Joshs services. As the general educator and

social worker reviewed their reports the case manager listened and asked questions to

clarify. When the social worker stated that she wanted to discontinue social work goals,

the team had concerns because members of the team recognized the progress Josh had

made in his social skills and did not want him to regress, so the social worker suggested

that Josh continue to participate in the group, and the team agreed. Collaboration is an

important aspect of special education because of how significantly special education

students benefit from consistency.