Running head: IEP CASE STUDY

IEP Case Study

Nathan Milak
Towson University

IEP CASE STUDY

Part 1: Background Information

Reason for Referral:
Student X was referred for special education services due to his diagnosed disabilities of
Autism (ASD) and Obsessive Compulsive Disorder (OCD). Student X is a student whose
reading and math levels are at the kindergarten level and whose writing level is at the prekindergarten level. He is also a student who is nonverbal and who struggles to convey verbal
messages besides basic needs and wants. Student X also struggles with controlling impulses and
often demonstrates aggressive and ritualistic behaviors in class. Based on Student Xs diagnosed
disabilities, needs, and challenges, he was referred for special education services. At this time,
Student X receives speech and language services, music therapy, behavior intervention, and other
special education services provided through the CALS program.
Pre-referral Strategies:
Before referral for special education services, Student Xs parents and important school
staff held a meeting in November of 2012 to request permission to assess. Student X was
assessed in the areas of reading, writing, and math. These assessments gave the following results:
Reading: Kindergarten level
Writing: Pre-kindergarten level
Math: Kindergarten level
Based on these assessment results and prior diagnoses of Autism (ASD) and Obsessive
Compulsive Disorder (OCD), Student X was referred for special education services at his new
school. Ever since this initial meeting, important school staff, including special educators, the

IEP CASE STUDY

behavior interventionist, transition facilitator, and IEP chair, have kept in frequent contact with
Student Xs parents to keep them informed about his progress, continued challenges, and
strategies the staff are implementing with him.
Timeline of the Process:
From the initial meeting date in November of 2012, school staff had ninety days to
complete assessments, complete the write-ups for these assessments, and to send these write-ups
and assessment results home to Student Xs parents. Student X had already been previously
diagnosed with Autism (ASD) and Obsessive Compulsive Disorder (OCD), so the staff at his
current school did not have to assist in the disability determination process. Special education
and related services were implemented on Student Xs first day within the CALS program, which
was in the fall of 2012. Lastly, in terms of the types of services Student X receives, he receives
speech and language services, music therapy, behavior intervention, and other special education
services provided through the CALS program.
Summary of Relevant Family and Medical History:
Student X lives with his two brothers and has recently witnessed his parents becoming
separated. He lives with his mother most of the time, but he still gets the opportunity to stay with
his father. In terms of medical history, Student X does not take any medication, even though he
has multiple diagnoses that would warrant taking medication. I have learned through talking to
Student Xs special educators that Student Xs parents do not want him taking medication
because they believe it would do more harm than good. Student X also has severe scoliosis,
which has caused him physical pain and soreness in class.

IEP CASE STUDY

Brief Summary of Students Learning and Behavioral Characteristics:

Student X has severe Autism (ASD) and Obsessive Compulsive Disorder (OCD). He is
performing at the kindergarten level in reading and math and at the pre-kindergarten level in
writing. He is nonverbal, but he is able to communicate basic needs and wants through using
single phrases and echolalia. In class, Student X has demonstrated aggressive and ritualistic
behaviors, but these behaviors are never targeted towards other students. In class, Student X
rarely ever seeks interaction with his peers, but he frequently seeks interaction and attention from
staff members and other adults. Student X also demonstrates sensory needs where he will need a
staff member to squeeze his hands and/or pinch his shoulders or chin. It is apparent to the staff
members who interact with Student X that this squeezing and/or pinching relieves anxiety for
him. Based on Student Xs diagnosed disabilities, he is eligible for special education services.
Based on his aggressive behaviors, he is eligible for behavior intervention services. Based on
Student X being nonverbal, he is eligible for speech and language services. Lastly, Student X is
eligible for music therapy as this has shown prior success with improving Student Xs
communication skills.
Coordination with Parents and Team Members:
Case managers and other team members keep in contact with parents through quarterly
progress reports, where information regarding student progress and challenges is shared. In
addition, within the CALS program, staff members have open communication with parents daily,
and important information about students is shared with other team members through email and
face-to-face meetings. Lastly, team members work together to update the IEP and other

IEP CASE STUDY

necessary documents, and parents are always kept informed through phone calls, meetings,
and/or emails about any changes or updates made to these documents.
Providing Prior Written Notice:
The IEP chair sends out a notice that the team will meet to all participants. Then, the case
manager sends home the required documents, including the draft of the IEP, the case manager
report, and the assessment review, ten school days before the scheduled IEP meeting. Lastly, the
case manager contacts the parents to see if they have any questions prior to meeting with the
team.
The Roles of Each Service Provider:
The staff members who attended the IEP meeting consisted of the speech language
pathologist, music therapist, adapted physical education teacher, music teacher (general
educator), special educator, IEP chair, behavior interventionist, psychologist, and transition
facilitator. In terms of preparing for the meeting, the IEP chair must send out a notice to all
participants that the team will be meeting. The case manager must send home the required
documents, including the draft of the IEP, the case manager report, and the assessment review,
ten school days before the scheduled meeting. Lastly, all service providers, which include
everyone who attended the meeting, must prepare and provide their own reports at the meeting.
The IEP Process at My School:
Based on my participation in the IEP process for Student X and through conducting my
own research on the necessary components in the IEP process, I can conclude that the staff at my
school incorporated the necessary components based on IDEA 2004. Before the meeting, both

IEP CASE STUDY

the purpose of the meeting document and notice for the team meeting were sent to all
participants, including Student Xs parents. The IEP draft, case manager report, and assessment
review were sent home at least ten days before the scheduled meeting. The student was also
invited to the meeting, but he chose not to come.
During the meeting, the parents were given the procedural safeguards and transition
planning guide and the parents were also asked to sign for these documents. Then, everyone in
the meeting introduced themselves and the IEP chair explained the purpose of the meeting to the
parent and everyone else in the room. Everyone who was required to come to the meeting was
able to come, so the IEP chair did not have to explain why certain people were not there. All the
service providers then gave their reports to the IEP chair and to the parent and took turns
discussing their experiences with Student X. In this discussion, the service providers talked about
the progress Student X had made as well as the challenges he was still experiencing. The parent
was constantly encouraged to respond and share ideas during this discussion. Then, the case
manager reviewed the changes to the IEP and discussed eligibility for extended school year
(ESY). Next, the behavior interventionist reviewed the behavior intervention plan and discussed
changes and updates he had made to it. Then, the parent was encouraged to provide any
additional input and to ask any questions she still had. Lastly, because all the team members were
in agreement with the IEP and other documents, these documents were signed by all necessary
participants and the parent was thanked for coming to the meeting.
Defining the purpose of the meeting, giving notice that the meeting will take place,
sending the documents ten school days prior to the scheduled meeting, inviting the student
because he is over the age of 14, giving the procedural safeguards and transition planning guide
to the parent, service providers providing reports and discussing them, reviewing changes to the

IEP CASE STUDY

IEP and other documents, and getting the documents signed by the necessary participants were
all mandatory components in this meeting based on IDEA 2004, and they were all implemented
effectively.

Part 2: IEP Content

Present Levels of Academic Achievement and Performance (PLAAFP) Part 1:
Academic: Communication
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Informal/Formal assessments
Teacher/Parent report
Classroom observation
Instructional Grade Level Performance Expressive, receptive and pragmatic language skills are significantly below average
when compared to typically developing peers his own age.
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: AAPEP/Functional
Communication Profile

Date: Censored

Standard Score:

Other Results:
Music Therapy: Student X has increased his willingness to express his wants/needs this quarter. He often requests
bathroom and hand squeezes. Additionally he is more willing to read his sentence strip to make an instrument request. He
often wants to stand up during sessions rather than sitting, which has worked out fine. While standing, he still completes
requested tasks. This quarter there have been a few times, after transitioning to the therapy session but still early in the
session, when Student X has stopped what he is doing, given eye contact, shook my hand and said "Hi". Overall, he
appears to have more energy and is smiling more than the previous quarter. He appears more willing to work and
communicate. Music Therapist
In the classroom, Student X will repeat words when prompted. He will request things he wants including bathroom, lunch,
computer, book, and handshakes. Given the supports listed in his objectives and when on task, Student X repeats
functional words. During academics, He will point to key words when prompted and is able to identify single word
vocabulary in field of 3 choices with one-on-one assistance.
SLP note: Current assessment of Student Xs communication skills reveal a profile similar to prior testing with noted
increases in verbal communication with select adults and during group instruction as well as more appropriate attention
seeking behaviors. He demonstrates communicative intent for motivating items and activities as well as expressing needs
and wants. Overall, Student X continues to exhibit significant delays in speech, receptive/expressive language and
pragmatic/social language skills when compared to typically developing, same-aged peers which significantly impact his
educational and social performances.
Strengths
Increased verbal communication with select adults and during group instruction
Increase in appropriate attention-seeking behaviors and interaction from familiar adults
Follows one-step directions
Points to familiar persons, animals, objects upon request
More awareness of others and activities around him
Needs
Attention to task
Limited understanding and usage of basic language concepts

IEP CASE STUDY

Functional and academic communication skills

Needs will be met through Supplementary Aids and Services (SLP consult) as well as monitoring by classroom teacher
within functional contexts.
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Reading
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Brigance Inventory of Early Development Inventory
Life skills checklist
Instructional Grade Level Performance Grade Equivalent- K
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance
Inventory of Early
Development Inventory

Date: Censored

Standard Score:

Grade Equivalent: K

Other Results:
Strengths
Attends to reading activities
Identifies all 26 letters
Identifies picture vocabulary
Matches Pictures to definitions
Holds book and turns page
Discriminates between letters and numbers
Needs
Functional sight word vocabulary
Beginning Sounds
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Mathematics
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Brigance Inventory of Early Development Inventory
Life skills checklist
Instructional Grade Level Performance Grade Equivalent-K
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance
Inventory of Early
Development Inventory

Date: Censored

Standard Score:

Grade Equivalent: K

Other Results:
Strengths
Identifies numbers up to 20
Matches like numbers
Sorts items with like shapes
Counts by rote(1-30)
Reads numerals(1-20)
Needs
Recognizing Money
Patterns
Does this area impact the student's academic achievement and / or functional performance?

Behavioral: Behavior
Source(s):
Brigance Inventory of Early Development Inventory

Yes

No

IEP CASE STUDY

Informal Assessments
Level of Performance Grade Equivalent(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance
Inventory of Early
Development Inventory

Date: Censored

Standard Score:

Grade Equivalent:

Other Results:
Strengths
Follows school/classroom schedule
Follows classroom routines
Complies with adult directions
Eager to communicate with adults
Needs
Personal Boundaries
Following directions for an activity
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Career/Vocational
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Life Skills Checklist
Instructional Grade Level Performance Grade Equivalent-1
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Life Skills
Checklist

Date: Censored

Standard Score:

Grade Equivalent: 1

Other Results:
Strengths
Works left to right
Follows routines
Completes classroom jobs
Responds appropriately to familiar tasks
Follows stated classroom rules/cues
Works while sitting and standing
Puts personal belongings in proper place
Needs
Ask for help
Visual schedule with up to 5 items
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Physical: Physical Education

Source(s):
Classroom-Based Observations
Level of Performance Significantly below grade-level when compared to same-aged peers.
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: informal

Date: Censored

Other Results:
Phillip participates in routine daily physical education activities.
Strengths
Enthusiasm
Physical fitness
Needs

Standard Score:

Grade Equivalent: Below

grade lev

IEP CASE STUDY

10

Staying on task
Following directions
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Community
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Life Skills Checklist
Instructional Grade Level Performance Grade Equivalent-K
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Life Skills
Checklist

Date: Censored

Standard Score:

Grade Equivalent: K

Other Results:
Strengths
Recognizes familiar people
Responds to own name
States his name
Spells first name
Remains seated during transport
Locates areas around the school
Needs
Safety Signs
Functional Vocab
Staying with the group
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Present Levels of Academic Achievement and Performance (PLAAFP) Part 2:

What is the parental input regarding Student Xs educational program?
Student Xs parents state that they are in agreement with the IEP. They would like to see Student X work on identifying
counting money, managing behaviors, reading sight words, and comprehension. His parents continue to see an increase in
verbal communication at home. Parents agree that accommodations and supports are necessary for Student X to continue
to make progress towards his goals, and to continue to make academic progress.
What are Student Xs strengths, interest areas, significant personal attributes, and personal
accomplishments? (Include preferences and interests for post-school outcomes, if appropriate.)
Student X is a friendly and smart young man. He enjoys looking at books, listening to music, and playing on the computer.
Student X continues to make progress with communication. He enjoys communicating with familiar adults and staff in the
classroom. He has begun to initiate more appropriate greetings and expressing his needs. He strives for attention from
adults and rarely interacts with students. Student X has had major success in his writing goal within the past year. He is
benefiting from his music therapy sessions and looks forward to going every week.
How does Student Xs disability affect his involvement in the general education curriculum?
Student X participates in Alt-MSA and receives alternative instructional objectives, which require intensive instruction,
extensive supports and physical prompts to learn, apply and generalize skills for multiple settings. Instructional and testing
modifications are embedded in his educational program. Student Xs autism impacts his functional communication, social
interaction skills, particularly with unfamiliar people and settings. He also displays some characteristics of stereotyped
patterns of behavior interests and activities. His disability has also impacted his adaptive behavioral skills especially as
compared to his chronological age peers. He requires a structured environment with a predictable routine which is another
characteristic consistent with those diagnosed with autism.

Instructional and Testing Accommodations:

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11

1. PRESENTATION ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Auditory Presentation Accommodations
1-F: Human Reader or Audio Recording for Verbatim
Reading of Entire Test

I, A*

Multi-Sensory Presentation Accommodations

1-O: Visual Cues

I, A

For State assessments, tactile graphics are provided with the braille tests.
Use of the verbatim reading accommodation is permitted on all assessments as a standard accommodation, with the exception of
the Maryland School Assessment (MSA) in reading, grade 3 ONLY, which assesses a students ability to decode printed language.
Students in grade 3 receiving this accommodation on the assessment will receive a score based on standards 2 and 3
(comprehension of informational and literary reading material) but will not receive a subscore for standard 1, general reading
processes.
3
Any text-to-speech software may be used for instruction, but the only text-to-speech software currently allowed and supported by
the State for assessment is the Kurzweil 3000.
4
Please note that the human reader and text-to-speech accommodations are not allowable accommodations for Selected Sections
of the PARCC assessments.
2

Document basis for decision: Student X requires reading of the entire test as well as visual cues during lessons/testing due
to his significant cognitive disability. Student X will receive the following accommodation(s) for PARCC:
-The student has met criteria under Appendix D for the text-to-speech, ASL video, or human reader/human signer
accommodation

2. RESPONSE ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Conditions for Use In Instruction and
Response Accommodations
Assessment
2-A: Scribe

I, A

Spelling and grammar devices are not permitted to be used on the English High School Assessment.
Photocopying of secure test materials requires approval by the MSDE and must be done under the supervision of the Local
Accountability Coordinator (LAC). Photocopied materials must be securely destroyed under the supervision of the LAC. Use of
highlighters may be limited on certain machine-scored test forms, as highlighting may obscure test responses. Check with the LAC
before allowing the use of highlighters on any State assessment.
6

Document basis for decision: Student X requires someone to write for him during testing/instruction due to his extensive
difficulty with fine motor skills.

3. TIMING AND SCHEDULING ACCOMMODATIONS (I covers all instruction/intervention including

Bridge Plan)

Timing and Scheduling

Accommodations

Conditions for Use In Instruction and Assessment

3-A: Extended Time 15 minutes

I, A

3-B: Multiple or Frequent Breaks

I, A

Document basis for decision: Student Xs significant cognitive disability requires extra processing time to answer questions
as well as frequent breaks as he will begin to become inattentive or frustrated with the task.

4. SETTING ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Setting Accommodations
Conditions for Use In Instruction and Assessment
4-A: Reduce Distractions to the Student

I, A

4-B: Reduce Distractions to Other Students

I, A

Document basis for decision: Student X participates in the CLS program and accommodations are embedded in the
program.
Instructional and testing accommodations were considered and no instructional and testing accommodations are
required at this time.

IEP CASE STUDY

12

IEP Goals and Objectives:

Communication GOAL
Goal: By Censored date, Student X will increase functional communication skills in the area of social language in 4 out of 5
opportunities.
Evaluation Method: Observation Record
With: 4/5 targeted trials
ESY Goal? No
Objective By Censored date, given gesture and verbal
Objective
1: prompts, Student X will respond to greetings
2: By Censored date, given visual supports and
from peers by orienting his body to his speaker
verbal/gesture prompts, Student X will request
and responding verbally and/or responding
attention appropriately by raising his hand in 3
using an appropriate gesture (wave, high 5,
out of 5 opportunities.
hand shake).
Evaluation Method: Observation Record
Evaluation Method: Observation Record
With: 3/5 targeted trials
With: 4/5 targeted trials
Objective By Censored date, given visual supports and
Objective
3: verbal/gesture prompts, Student X will
4:
participate in class lessons and in accordance
with the classroom rules by imitating verbal
Evaluation Method:
responses and/or using picture symbols in 4 out
With:
of 5 opportunities.
Evaluation Method: Observation Record
With: 4/5 targeted trials

Alt-MSA Reading GOAL

Goal: By Censored date, Student X will improve reading skills in the area of general reading comprehension with 80%
accuracy in 3 out of 5 trials.
Evaluation Method: Classroom-Based Assessment
With: 80 % Accuracy In 3 out of 5 trials
ESY Goal? Yes
Objective
Objective By Censored date, given a modified grade-level
By Censored date, given a modified grade-level
1:
2: text with pictures, and WH question(s) about
text with pictures, Student X will identify and/or
what is directly stated in the text, Student X will
explain the main idea in 3 out of 5 texts.
locate the answer in 3 out of 5 texts.
Evaluation Method: Classroom-Based
Evaluation Method: Classroom-Based
Assessment
Assessment
With: 80 % Accuracy In 3 out of 5 trials
With: 80 % Accuracy In 3 out of 5 trials
Objective Given vocabulary words from a grade-level
Objective
3: content text, Student X will identify the correct
4:
word to use in sentence/phrase.
Evaluation Method:
Evaluation Method: Classroom-Based
With:
Assessment
With: 80 % Accuracy In 3 out of 5 trials

Alt-MSA Math GOAL

Goal: By Censored date, Student X will improve math skills in the area of measurement with 90% accuracy.
Evaluation Method: Informal Procedures
With: 90 % Accuracy In 4 out of 5 trials
ESY Goal? Yes
Objective By Censored date, given coins, when asked to
Objective By Censored date, given coins, Student X will

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13

Alt-MSA Math GOAL

1: point to each when named, Student X will
correctly point to each.
Evaluation Method: Informal Procedures
With: 90 % Accuracy In 4 out of 5 trials
Objective By Censored date, given dollar bills, when asked
3: to point to each when named, Student X will
correctly point to each.
Evaluation Method: Informal Procedures
With: 90 % Accuracy In 3 out of 5 trials

2:

give the name of each.

Evaluation Method: Informal Procedures
With: 80 % Accuracy In 4 out of 5 trials

Objective
By Censored date, given dollar bills, Student X
4:
will give the name of each.
Evaluation Method: Informal Procedures
With: 80 % Accuracy In 3 out of 5 trials

Behavior GOAL
Goal: By Censored date, Student X will be able to use self-management strategies to have positive relations with both
peers and staff in 3 out of 5 opportunities.
Evaluation Method: Informal Procedures
With: 3/5 targeted trials
ESY Goal? Yes
Objective
Objective By Censored date, Student X will maintain an
By Censored date, Student X will use
1:
2: arm's length distance between self and
appropriate social means to gain the attention of
peers/adults in structured settings given no more
an adult or peer by raising his hand with
than 3 verbal or visual prompts from adults on
prompting as needed on 3/5 opportunities.
3/5 opportunities.
Evaluation Method: Informal Procedures
Evaluation Method: Informal Procedures
With: 3 out of 5 targeted trials
With: 3 out of 5 targeted trials
Objective
Objective
3: Evaluation Method:
4: Evaluation Method:
With:

With:

Community GOAL
Goal: By Censored date, Student X will improve community skills in the area of community safety in 2 out of 4 opportunities.
Evaluation Method: Informal Procedures
With: 2/4 targeted trials
ESY Goal? No
Objective By Censored date, given prompts, Student X will Objective
By Censored date, given prompts, Student X will
1: identify safety signs with 80% accuracy in 4 out
2:
identify functional sight words.
of 5 trials.
Evaluation Method: Informal Procedures
Evaluation Method: Informal Procedures
With: 80 % Accuracy In 4 out of 5 trials
With: 80 % Accuracy In 4 out of 5 trials
Objective By Censored date, given verbal and gestural
Objective By Censored date, given verbal and gestural
3: prompts, Student X will listen to adult directions
4: prompts, Student X will increase his ability to
and stay with the group in 2 out of 4
participate appropriately in community settings in
opportunities.
2 out of 4 opportunities.
Evaluation Method: Observation Record
Evaluation Method: Observation Record
With: 2/4 targeted trials
With: 2/4 targeted trials

Career/Vocational GOAL
Goal: By Censored date, when provided with appropriate supports, Student X will improve career/vocational skills in the
area of employment skills.
Evaluation Method: Informal Procedures
With: 75 % Accuracy
ESY Goal? No
Objective By Censored date, given guided practice and
Objective By Censored date, given direct instruction and

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14

Career/Vocational GOAL
1: proximity prompts, Student X will follow a visual
schedule of work tasks containing up to 5 items
related to a work-based job during a simulated
situation and during a real-life experience.
Evaluation Method: Informal Procedures
With: 80 % Accuracy In 3 out of 5 trials
Objective
3: Evaluation Method:
With:

2:

verbal prompts, Student X will request help from

appropriate people while completing
assignments.
Evaluation Method: Informal Procedures
With: 4/5 targeted trials

Objective
4: Evaluation Method:
With:

Adapted Physical Education GOAL

Goal: By Censored date, when given verbal cues in the APE setting, Student X will reach the HFZ for the Flexibility
Assessments of Fitness Gram 3 of 4 times.
Evaluation Method: Informal Procedures
With: 3 of 4 targeted trials
ESY Goal? No
Objective Given APE Class setting, Student X will reach
Objective Given APE Class setting, Student X will reach
1: the HFZ in the Shoulder Stretch for both arms 3
2: the HFZ in the Sit & Reach for both legs 3 of 4
of 4 times
times
Evaluation Method: Informal Procedures
Evaluation Method: Informal Procedures
With: 3 of 4 targeted trials
With: 3 of 4 targeted trials
Objective Given APE Class setting, Student X will reach
Objective
3: the HFZ in the Back Extension stretch 3 of 4
4: .
times
Evaluation Method:
Evaluation Method: Informal Procedures
With:
With: 3 of 4 targeted trials

Recreation and Leisure GOAL

Goal: By Censored date, Student X will increase his engagement in recreational and leisure activities in 3 out of 5
opportunities.
Evaluation Method: Observation Record
With: 3/5 targeted trials
ESY Goal? No
Objective
Objective By Censored date, given verbal and gestural
1: By Censored date, given verbal and gestural
2: prompts and modeling, Student X will participate
prompts, Student X will choose an activity during
in turn-taking games/activities with at least 1-2
break times and focus his attention for at least 5
peers by maintaining personal space, following
minutes in 3 out of 5 opportunities.
game rules and roles, and focusing his attention
Evaluation Method: Observation Record
for 5 minutes with in 3/5 opportunities.
With: 3/5 targeted trials
Evaluation Method: Observation Record
With: 3/5 targeted trials
Objective
Objective
3: Evaluation Method:
4: Evaluation Method:
With:

With:

Supplementary Aids and Services, Program Modifications, and Supports:

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15

Service Nature (Indirect) Service Description Begin Date End Date Duration
Anticipated Frequency

Provider(s)

Program Modification
Altered/modified assignments

Daily

02/29/2016

02/28/2017

36 weeks

Use pictures to support reading Daily

passages whenever possible

02/29/2016

02/28/2017

36 weeks

P 01 SpEd
O 21 InstrAssist
Additional Adult
assistance
P 01 SpEd
O 21 InstrAssist

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or, on
behalf of, the student will be provided:
These program modifications are required throughout all settings in Student Xs academic programming to support
comprehension and learning throughout all subject matters. Social skills and visual supports should be provided for Student
X in all academic settings in order for him to access and comprehend curriculum materials. Additionally, to facilitate learning
and reinforce appropriate behavior, Student X requires additional adult support daily in all settings.

School Personnel/Parental Supports

Adult Support

Daily

02/29/2016

02/28/2017

36 weeks

Speech/language pathologist
consult

Weekly

02/29/2016

02/28/2017

36 weeks

P 01 SpEd
O 21 InstrAssist
P 04 Speech

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or, on
behalf of, the student will be provided:
Additional adult assistance in classroom and for transitions
Speech-Language services will be provided within the classroom setting in the form of consultation with teachers as well as
communication lessons in order to support the continued development of Student Xs functional communication skills.
Documentation to support decision(s): Accommodations are embedded in the program.

Part 3: Reflection
Did the IEP include all of the relevant information as required by IDEA?
The IEP was completed using the Tienet website template, which includes all the
mandatory and important components of an IEP. All of the necessary sections were completed by
the team members at Student Xs school, which means that all the relevant information required
by IDEA was included.

Were the appropriate persons in attendance at the meeting?

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16

The speech and language pathologist, the music therapist, the adapted physical education
teacher, the music teacher (general educator), a special educator, the IEP chair, the behavior
interventionist, the school psychologist, and the transition facilitator all attended Student Xs IEP
meeting. This list of participants exceeds expectations in terms of the mandatory participants
according to IDEA.

Were the timelines for evaluation, eligibility, and IEP development followed in accordance
with IDEA?
All timelines for evaluation, eligibility, and IEP development were followed in
accordance with IDEA. The assessments were completed within 90 days, eligibility timelines
were followed, and the draft of the IEP was sent home ten school days prior to the scheduled IEP
meeting date for parental review.

Was a copy of the procedural safeguards shared with the family, and when?
A copy of the procedural safeguards was shared with Student Xs mother at the very
beginning of the meeting.

Did the meeting start on time?

Student Xs meeting was scheduled to start at 8:15. All the participants who were staff
showed up approximately ten minutes before that scheduled start time and the parent showed up
approximately five minutes before the scheduled start time. There was casual conversation until
8:15.

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In what type of environment/setting was the meeting held in?

The meeting was held in a conference room within the main office. The room was
spacious and had a large conference table in the middle.

What was the seating arrangement of those in attendance?

The seating arrangement was circular. All participants were evenly spread out around the
table and because of this arrangement, I feel that the parent was much more comfortable.

Was there an agenda and was it followed?

Yes, there was an agenda, but it was not written down. The two main parts of the agenda
were to review the IEP and to go over the assessment results. During this meeting, all
participants, including the parent, shared their input and observations, and everything seemed to
go according to plan. Therefore, this agenda was followed.
What were the roles of the team members, and what interactions of the team were
significant?
The roles of the team members were speech language pathologist, music therapist,
adapted physical education teacher, music teacher (general educator), special educator, IEP chair,
behavior interventionist, psychologist, and transition facilitator. There were two interactions
during the meeting that I found significant. One of them was the interaction between the music
therapist and the music teacher. During the meeting, they were discussing what strategies had
worked for them to teach Student X specific skills relating to music and also what challenges

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they were facing. As a result of the meeting, both the music teacher and music therapist obtained
new strategies for teaching Student X, and this was something that was great to observe.
The other significant interaction was between the special educator and the behavior
interventionist. During the meeting, these two individuals discussed what they had been
observing in terms of Student Xs aggressive behaviors and what strategies had worked for them.
They determined that giving Student X a sensory break after lunch was needed, and by knowing
that this change in schedule would benefit Student X, I was pleased to observe this interaction.

What was the degree of collaboration at the IEP meeting?

The collaboration at the IEP meeting was evident. The team members worked together to
present the necessary information in a way the parent could understand. Throughout the meeting,
the team members listened to what each other said and elaborated on the information presented.
This collaboration led to a beneficial and cohesive discussion rather than a bunch of isolated
ideas put together. The music teacher and music therapist even asked for each others advice and
input during the meeting, and as a result, they both came to a better understanding of how to
teach Student X about the different kinds of notes and rests. This was one of the multiple
examples of effective collaboration shown during the meeting.

Specifically discuss your role during the IEP meeting and provide details about how you
prepared and delivered these actions.
My primary role during the IEP meeting was to observe and to provide my own input in
terms of what I had seen while teaching Student X. To prepare for my role, I assisted my mentor
teacher, who was the special educator in the meeting, with updating Student Xs IEP. I also took

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my own notes of the observations I had relating to Student X and during the meeting, I shared
these observations with the team. I also shared my recent experience with Student X on a field
trip to Target, and I explained how I had seen tremendous progress with Student X in terms of
him being able to follow directions in public settings. The parent seemed very grateful for my
input and pleased to hear about her sons progress.

Critique your role in the IEP process, including how your preparation helped to ensure
your capability as a team member.
I think that I was successful in my roles in terms of observing and providing my own
input to the team. I think my preparation, especially taking notes based on my prior observations
of Student X, is what led to this success. During the meeting, because of these written notes, I
was able to clearly explain to the parent what I had seen in the classroom with Student X. I was
also able to talk about my experience with Student X at Target and how he was able to follow
directions and participate in picking out the items on his shopping list. These written notes, my
participation in updating the IEP, and observing Student X throughout my internship are all
things that contributed to my success during the meeting.

Documentation of Attendance:

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