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IEP Case Study 1

IEP Case Study

Brianna Linehan

Towson University

PART 1: Background Information


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1.A. Student Background

Quintin is a 10 year old boy in the 4th grade at Dogwood Elementary School in Baltimore

County. This is his first year at Dogwood. He is a student with an IEP and who is in an inclusion

classroom in which he receives services from the special educator. Quintin is currently living

with his aunt and two cousins. His mom lives in New York and Quintin lived with and attended

school in New York until 2nd grade. He spent 3rd grade in Honduras with his grandmother. He

then moved to Baltimore and is living with his aunt. His mom does come down to visit

occasionally since his move to Baltimore. Quintin was born in the United States and English is

the primary language spoken at home, however, he also knows Spanish from his family and

his time in Honduras. Quintin has no history of medical complications at this time.

Quintin is diagnosed with a Specific Learning Disability. In school, math and reading

comprehension are impacted by his disability. When Quintin first began at Dogwood this year,

we scheduled a SST to meet due to his struggle with academics. At the first meeting, we learned

from his mother that he had had an IEP in New York when he was in first and second grade

(2013-2014) but it did not carry over with him to his transition to Honduras and then Baltimore.

His mother was able to send us a copy of his previous IEP which stated he had a specific learning

disability. Due to the amount of time which had passed, the team at Dogwood did several

assessments to determine his disability and his goals. Quintin is now receiving special

education services in an inclusion classroom. Quintin now gets pull out time once a week to

work with the special educator on his math skills. He also gets small group instruction in class

with the special educator to work on his math skills and his reading comprehension. He also
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receives modified assessments and use of manipulatives to assist him with his work in the

classroom.

Quintin is a friendly student in class. He does well working with his classmates and teachers

and usually has a positive attitude. When he is positive and engaged, he is eager to participate

and works well with his group. Quintin can get upset and quiet and keep to himself. We are

working on using different coping strategies to help him communicate his frustration. Quintin

enjoys playing on the computer and playing football.

The reason for referral was initially an SST on October 20th, 2016. The teachers and aunt

were concerned with Quintins failing grades so the aunt requested a meeting. At the SST

meeting, mom told the team that Quintin had already had an IEP in New York when he was in

first grade. Due to him having an IEP, the team did not go through pre referral process and went

right to assessments for Quintin. The team then met on December 15th, 2016 to review over the

assessments. At the meeting, the team came up with the diagnosis of specific learning disability.

We then met on January 12th, 2017 to review over the draft IEP which was put together based

on the assessment. We then finalized the IEP.

1.B. IEP Process

At Dogwood, the IEP chair is our assistant principal. Being the IEP chair, she is in charge of

setting up the IEP team meetings and communicating with the parents and the teachers in regard

to meeting dates and forms that are required. Also, for the meetings which I attended, the special

educator and the school psychologists both attended as well as the classroom teacher and

parent.
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I attended three different meetings for Quintin. In the first meeting, his aunt had requested a team

meeting due to her concern with his academics. At this meeting, we found out that Quintin had

an IEP in New York so the team decided to do assessments. In the second meeting, we reviewed

over the assessments and came up with the diagnosis of specific learning disability. In the final

meeting, on January 12th we reviewed over the draft IEP with the parents and team and then

finalized the IEP.

In preparation for the meeting on January 12th, the IEP chair sent a written notice to the parent

and his aunt 10 business days prior to the meeting and the parents are expected to respond. If

our IEP chair does not hear back from the parents, then we make several phone calls home to see

if they will attend. The IEP chair is also responsible for communicating with the teacher and

other staff members who will be part of the team. The other members in the team have to write

up reports, draft IEPs, assessment results, and observations and get them to the IEP chair 10

business days before the meeting. She then sends home all the reports to the parents so they

have those 5 business days before the meeting and have time to review them over.

At this particular meeting, the focus was to review over the draft IEP, make any needed

changes, and then finalize the IEP. The team came together and the IEP chair began the

meeting by asking everyone around the room to introduce themselves. At this meeting, the

IEP chair, school psychologist, special educator, general educator, parent, and aunt were all in

attendance. Each of the members of the team signed in. Then, the IEP chair asked Quintins mom

if she needed a copy of the Procedural Safeguards Parental Rights document as required by

the IDEA 2004, but mom declined because she had one already. We then went around the room

and read our reports.


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In our meetings, we usually begin with the teacher report. At this time, I read my report which

is about Quintins progress in class and how he is specifically doing in reading and math. I also

discussed his interventions and progress with each. In my report, I discussed how he was doing

with the new modifications put in place and what concern I might have moving forward. After

my report, the special educator began to go over the draft IEP. As a team, we went through

each page of the IEP with Quintins mom and aunt to make sure they understood and also to ask

any questions. The special educator reviewed over his assessments and his goals on his IEP. She

also reviewed over his accommodations and the amount of time he would receive special

education services. After the special educator had finished reviewing over the IEP, his mom said

she agreed with the document and then IEP chair finalized the IEP. She then printed a copy

for his mom along with the other team notes for her to take home.

Part 2: Content of the IEP

II.A. Present Levels of Academic Achievement and Performance

Academic: Mathematics

Sources: Classroom based assessments, state assessment, classroom based observation, student

input, teacher input, and parent information

Instructional Grade Level Performance: Quintins math skills are at the late 1st grade level

when compared to his age level peers.

Summary of Assessment Findings:

Assessment: Woodcock Johnson-IV Form A Date: January 12th, 2017


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Results: The math tests are primarily a measure of quantitative knowledge along with other

aspects of processing and speed. The test of math calculations measure the ability to perform

mathematical calculations. Quintins performance shows his difficulty with basic math concepts.

He stated during the test that he preferred to add numbers. He scored at the beginning level of the

low range when compared to others his age level. The Math Facts Fluency is a measure of math

achievement and number facility requiring the student to solve all operations. His performance

on the test demonstrated his inconsistent recognition of computation signs and use of strategies.

He had a standard score in the low range. On the test of applied problems Quintin is expected to

solve math word problems. He scored in the very low range when compared to his age level

peers. His performance may be a function of limited math skills and poor mathematical

reasoning.

Strengths:

Use of manipulatives
Basic addition skills
Use of visuals

Needs:

Math problem solving

Academic: Reading Comprehension

Sources: Classroom based assessments, state assessment, classroom based observation, student

input, teacher input, and parent information

Instructional Grade Level Performance: When compared to others at his age level, Quintins

cluster scores shows his academic skills are in the low average range. Quintin shows average

achievement with his basic reading skills. His reading fluency is in the low average range. On
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other assessments, he scored average scores for fluency and pacing but showed lower scores for

comprehension.

Summary of Assessment Findings:

Assessment: Woodcock Johnson-IV Form A Date: January 12th, 2017

Results: There were several sections of the reading tests to see his abilities with reading. On the

letter word identification, Quintin scored in the average range. He was able to recognize and read

basic sight words and multi-syllabic words. On the sentence reading fluency test, he was

measured on his reading rate and speed. Quintin scored in the low average range when compared

to his age level peers. On the passage comprehension test, he is measure on his comprehension.

Quintin scored in average range. Quintin also scored in the low average range on the word attack

test.

Strengths:

Basic Reading Skills


Literal Comprehension

Needs:

Reading Comprehension Skills

What is the parental input regarding Quintins educational program?

Quintins mom stated that Quintin has said that school is becoming more difficult and how he is

getting more frustrated with different math strategies.

What are Quintins strengths, interest areas, significant personal attributes, and personal

accomplishments?
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Quintin stated that he enjoys his gaming activities. Also he enjoys sleeping and playing football.

Quintin is a respectful young man. He has taken to helping a younger student who struggles with

social groupings and social routines.

How does Quintins disability affect his involvement in the general education curriculum?

Quintins specific learning disability in the area of reading impacts his ability to generate

meaning of complex grade level texts. It also impacts in the area of math with computation and

problem solving. His performance in reading and to a lesser degree impacts his performance in

social studies and health.

II.B. Instructional and Testing Accommodations

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

2-J Mathematics Tools and Calculation Devices (I, A)


2-M Graphic Organizers (I, A)

Document basis for decision: Based on classroom observation and formal assessments, Quintin

requires access to graphic organizers to support his organization of his thoughts and ideas in

reading. He then can use his graphic organizer to assist him with completing written responses.

Also, based on observation and assessments, Quintin requires access to calculation tools and

devices to support his solving of word problems on practice work and assessments.

How accommodations will be implemented: Quintin requires the use of graphic organizers

during his reading block. He appears to struggle with organizing his thoughts into written form.

With the use of an organizer, he can use it to organize his thoughts and transfer it into his written

responses. Quintin will be given graphic organizers to use during small group when working

with the teacher. He can record his notes into the organizer as the teacher and students review

over the text. In math, Quintin requires the use of calculation devices because of his struggle
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with the 4th grade curriculum and his knowledge of his basic facts. With the use of a calculation

device, he can work through problems more accurately by checking his facts using the calculator.

He will have the use of the calculator during practice work and assessments in class.

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

Bridge Plan)

3-A Extended Time (Time and half)


3-B Multiple or Frequent Breaks

Document basis for decision: Based on classroom observations and assessments, Quintin

requires extended time on classwork and assessments to give him more time to process

information and also recall strategies he learned in class. Also, he requires frequent breaks to

help him maintain his focus on different tasks and assessments.

How accommodations will be implemented: In class, Quintin requires extra time on

assessments and frequent breaks when needed. In class, Quintin will receive extra time on any

type of assessment or unit test. When other students have to hand in the assessment, Quintin will

be given extra time, if needed, to complete his work. During unit test and state testing, he will be

pulled with a small group with the special educator to receive extra time (50%) and breaks. In

class, Quintin has a break card at his desk. He knows he can use this card to signal to the teacher

that he needs a break. He puts it on his desk when he feels he needs a break and goes to the back

table. During unit tests and state assessments, he is pulled out with a small group. He then gets

frequent breaks throughout the test.

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

Reduce distractions to the student (I, A)


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Document basis for decision: Based on classroom observations and classroom performance,

Quintin requires access to small group setting during assessments and tests to support his

attention and the monitoring of tasks. He needs to have a smaller setting with less distractions

and noise.

How accommodations will be implemented: In class, Quintin will be able to take his

assessments and tests in a smaller group setting. He can either work at the back table with a few

students and teacher or be pulled to the resource room to work with the special educator and a

small group of students. This will reduce distractions for him and help him focus more on his

work.

II.C. IEP Goals and Objectives

Below is a list of goals and objectives that were created to fit Quintins educational needs based

on classroom observations and formal assessments. The goals created for Quintin are

implemented through Universal Design for Learning (UDL). To help meet the needs of each

of the students in the classroom, UDL focuses on three principles when planning lessons for the

class. These three principles are using multiple means of representation, multiple means of action

and expression, and multiple means of engagement. Quintins goals and objectives meet UDL for

multiple means of representation by presenting the information to Quintin in different forms. In

math, he will have the use of manipulatives and numbers to work through problems. Also, with

reading, he will have different types of form of text to use to help him understand what he is

reading. His goals and objectives meet multiple means of action and expression because Quintin

will be given different options as to how to demonstrate his understanding of the skill. In

reading, he can use graphic organizer and sentence starters and in math, he can use manipulatives
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and visuals on assessments. Lastly, his goals and objectives meet multiple means of engagement

by including subjects which Quintin is interested in. He really enjoys football and computer

games so I try to incorporate word problems with his name and favorite subjects and find texts

that he would like to read. Below are Quintins math and reading goals.

Mathematics Goal

Goal: By January 2018, when given addition with numbers within 1000 that involve regrouping

and manipulatives, Quintin will use the manipulatives to solve the problem and write the correct

final sum for the addition problems.

Evaluation Method: Classroom-Based Assessment

With: 75% Accuracy

ESY Goal: No

Objective 1: Given 4 addition word problems with numbers within 100 that involve one

regrouping, Quintin will solve 3 out of 4.


o Evaluation Method: Classroom-Based Assessment
o With: 75% Accuracy
Objective 2: Given 4 addition word problems with numbers within 1000 that involve one

regrouping, Quintin will solve 3 out of 4.


o Evaluation Method: Classroom-Based Assessment
o With: 75% Accuracy

Mathematics Goal

Goal: By January 2018, when given 5 one step word problems involving whole numbers and

whole number answers that require the use of two operations read aloud and an outline of the

necessary operations in the correct order for 2 of the problems given, Quintin will perform the
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necessary operation in the correct order showing written work and the correct final answers

scoring 3 out of 5 in word problems.

Evaluation Method: Informal Procedures

With: 60% Accuracy

ESY Goal: No

Objective 1: Using equation frames and identifying the steps in solving the 1 step word

problems, and 1-2 teacher guided questions, Quintin will perform the necessary

operations showing written work and the correct final answer 3 out of 5 times.
o Evaluation Method: Informal Procedures
o With: 60% accuracy
Objective 2: Using equation frames and identifying the steps in solving the 2 step word

problems and 1-2 teacher guided questions, Quintin will perform the necessary operations

showing written work and the correct final answer 3 out of 5 times.
o Evaluation Method: Informal Procedures
o With: 60% Accuracy

Mathematics Goal

Goal: By January 2018, when given 4 subtraction problems with numbers within 1000 that

involve regrouping and manipulatives in the form of base ten blocks to represent each number,

Quintin will use the manipulatives to solve the problem and write the correct final different for

the subtraction problems.

Evaluation Method: Classroom-Based Assessment

With: 60% Accuracy

ESY Goal: No
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Objective 1: Given 4 subtraction word problems with numbers within 100 that involve

one regrouping, Quintin will solve 3 out of 4.


o Evaluation Method: Classroom-Based Assessment
o With: 60% Accuracy
Objective 2: Given 4 subtraction word problems with numbers within 1000 that involve

one regrouping, Quintin will solve 2 out of 4.


o Evaluation Method: Classroom-Based Assessment
o With: 50% Accuracy

Reading Goal

Goal: By January 2018, Quintin will read and comprehend informational texts, including history,

science, and technical texts, in grades mid to late 3rd text complexity band proficiently, with

scaffolding as needed at the high end of the range to support comprehension.

Evaluation Method: Informal Procedures

With: 70% Accuracy

ESY Goal: No

Objective 1: Given 1-2 teacher guided questions and an organizer, Quintin will read and

demonstrate understanding of assigned informational texts of steadily increasing

complexity.
o Evaluation Method: Informal Procedures
o With: 70% Accuracy
Objective 2: Given 1-2 teacher guided questions and an organizer, Quintin will read and

set personal goals and conference regularly with adults to improve reading.
o Evaluation Method: Informal Procedures
o With: 70% Accuracy
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Objective 3: After reading instructional text and taking notes with a graphic organizer,

Quintin will verbally identify the main idea, 2 key details, in 3 out of 5 trials as measured

by informal procedures.
o Evaluation Method: Informal Procedures
o With: 60% Accuracy

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

1. Instructional Supports

Service Nature: Allow use of organizational aids

Anticipated Frequency: Weekly

Begin Date: January 12th, 2017

End Date: January 12th, 2018

Duration: 36 weeks

Provider: General educator, special educator, instructional assistant

Clarify the location and manner in which supplementary aids, services, and program
modifications will be provided:

Quintin will receive these supports in the general education classroom and during small group

instruction in reading. The general educator, special educator and/or instructional assistant will

provide the service in both structured and unstructured settings as needed to access the general

education curriculum. Based on Quintins goal, the use of the organizational aids will help assist

him with his thoughts and ideas and help him apply his ideas into written responses.

2. Program Modification

Service Nature: Break Down Assignments into Smaller Units

Anticipated Frequency: Weekly

Begin Date: January 12th, 2017


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End Date: January 12th, 2018

Duration: 36 weeks

Provider: General educator, special educator, instructional assistant

2. Program Modification

Service Nature: Altered/Modified Assignments

Anticipated Frequency: Weekly

Begin Date: January 12th, 2017

End Date: January 12th, 2018

Duration: 36 weeks

Provider: General educator, special educator, instructional assistant

Clarify the location and manner in which supplementary aids, services, and program
modifications will be provided:
Quintin will receive these supports in the general education classroom and during small group

instruction in both reading and math. The general educator, special educator and/or instructional

assistant will provide both break down of assignments and modified assignments in both

structured and unstructured settings as needed to access the general education curriculum. Based

on Quintins needs, he struggles with longer assignments and more complex assignments. In

order to help him have more success, his work will be chunked into smaller sections and his

assessments will be modified to be close to his instructional level.

Special Education Services

Service Nature: Classroom Instruction

Location: In General Education

Number of Sessions: 4

Length of Time: 45 minutes


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Frequency: Weekly

Start Date: January 12th, 2017

End Date: January 12th, 2018

Duration: 36 weeks

Provider: General education teacher, special education classroom teacher, instructional assistant

Summary of Services: 3 hours weekly

3. Special Education Services

Service Nature: Classroom Instruction

Location: In General Education

Number of Sessions: 4

Length of Time: 30 minutes

Frequency: Weekly

Start Date: January 12th, 2017

End Date: January 12th, 2018

Duration: 36 weeks

Provider: General education teacher, special education classroom teacher, instructional assistant

Summary of Services: 2 hours weekly

4. Special Education Services

Service Nature: Classroom Instruction

Location: Outside General Education

Number of Sessions: 3
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Length of Time: 20 minutes

Frequency: Weekly

Start Date: January 12th, 2017

End Date: January 12th, 2018

Duration: 36 weeks

Provider: Special education classroom teacher and instructional assistant

Summary of Services: Weekly

Discussion of Service Delivery: Quintin will be provided with 6 hours of special education

services within the general education setting from the general education teacher, special

education teacher, and instructional assistant for the duration of his IEP. Quintin will receive 4

sessions of 45 minutes for math each week, with the general education teacher or special

educator. Quintin will receive 4 sessions of one hour for ELA each week with the general

educator, special educator, or instructional assistant. Quintin will receive 3 sessions of 20

minutes for math calculation skills out of general education each week, with the special

education teacher and/or the instructional assistant.

Reflection:

At Dogwood Elementary, I have sat in multiple IEP meetings for students in my class and have

learned more about the IEP process and special education through each of the team meetings.

The three meetings which I attended for Quintin all followed the required components stated

in IDEA 2004. For each of the meetings, a written notice was sent home to Quintins parents ten

days prior to the meeting so parents had enough time ahead to plan to make the meeting.

Thankfully Quintins mom and aunt were able to attend the meeting. Also, the IEP chair sent
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home all the assessment results, reports, and observations home five days prior so his mom had

time to review them over before the meeting.

On the day of the meeting, all of the members of the team were able to participate. We began

the meeting by going around and introducing ourselves and then the IEP chair offered Quintins

mom the procedural safeguards parental rights documentation. After that, the IEP chair

reviewed over the timeline for the meeting and what documents would be shared and reviewed

over. The members of the team then went through and read our assessments and reports on

Quintin and discussed his progress. The final person to speak was the special educator. Mrs.

Yurek read through the draft IEP and went over the aids and services which would be put in

place for Quintin as well as reviewed over his goals and objectives. The team reviewed over the

goals and objectives and agreed upon the IEP and the supports put in place. Quintins mom was

asked if she agreed with the goals and if she felt anything else should be added to the IEP.

Quintins mom was pleased with the goals and felt it would help Quintin have more success. The

team finalized the IEP for Quintin and agreed upon all services for the next year. The IEP

chair then printed the IEP for the parents as well as the teacher to have. The meeting went

smoothly and everyone in the meeting was able to share their opinion on Quintin and how he

was progressing in school.

Throughout the timeline of the 3 meetings for Quintin, I was able to observe and learn more

about the IEP process and how to work through the steps effectively to meet the needs of the

student. For Quintin, the team recognized right from the first meeting that he had had a prior IEP

and that we had to move forward and do assessments to see what level Quintin was performing

and what supports would have to be put in place. In the meeting for Quintin I had the role of the

general educator but I was also able to work with the special educator, case manager, on
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reviewing over assessments and deciding on goals and objectives based on his needs. Also, with

this experience, I got to learn more about my student and work with him one on one with some

of the specific goals and observations that had to be done. As a classroom teacher, I have sat in

multiple teams being the general educator but through this experience, I learned more about the

other participants and what they had to do ahead of time to prepare for the meeting, especially

the case manager, Vicki Yurek. Through working with Vicki, I was able to learn more about the

assessments and creating goals and objectives based off the assessment.