IEP Case Study

Katelyn Mitchell
IEP Case Study
Towson University
SPED 741 M. Ed. Internship
April 6, 2016

IEP Case Study

IEP Case Study

Part I: Background Information

I. A. Student Background:
Katie is a six year old kindergarten student at Prospect Mill Elementary School in
Harford County. Katies primary disability coding is Specific Learning Disability. Katie is
placed in a general education classroom where her teacher co-teaches with a special educator.
Katie lives at home with her mother, father and two siblings. Katie is the youngest of three
children. Her oldest brother is currently in 5th grade at Prospect Mill Elementary, and has been
diagnosed with Autism Spectrum Disorder. Katie also has a brother in 2nd grade at Prospect Mill
Elementary whom is performing below grade level but does not have an IEP. All members of
Katies family speak English. Katie and her family moved to Maryland from California in early
2015. Before attending Prospect Mill, Katie and her brothers attended a private school in
California.
Katies disability impacts her academically in early literacy, early math, and pre-writing.
Katie has been receiving special education services since pre-school 4s in California, where her
IEP was first written. As Katies IEP from California was appropriate for our school system, the
special educator and team members have been following the goals that were developed for Katie.
As Katies annual review approached, assessments were given to Katie in order to develop new
goals and objectives based on her present level of performance.
Currently Katie is in a general education classroom setting for all academic areas. Her
classes are re-grouped based on performance levels so she is in room with students of similar
academic abilities. Her reading class receives Fundations as a pre-intervention and Katie is
pulled for a double-dose as an intervention. For math, Katies math is co-taught between the
general educator and special educator. Small group instruction is provided for students after a

IEP Case Study

mini-whole group lesson has been taught. In all of Katies classrooms a general educator,
instructional assistant and para-educator are present. The special educator also provides
instruction on a regular basis, however changes due to scheduling. Overall, Katie appears to
enjoy school. She enjoys learning new things, being with her friends and interacting with adults.
Pre-referral strategies and a timeline of the process are not noted, as this was not an initial IEP
meeting.
I. B. IEP Process:
At Prospect Mill Elementary, the IEP chair is the vice principal. As the IEP chair it is her job to
lead the IEP meetings and keep an organized schedule of when the meeting schedules are. At
Prospect Mill Elementary, there is one binder for all grade levels that contains the schedules.
This IEP meeting was Katies annual IEP meeting in which new goals and objectives
were shared with the team members. Ten days before the IEP meeting, an invite to attend the
meeting was sent home to the parent of the student. The parents of the student signed and
returned the invitation, letting the IEP chair know that the parents have received the invitation,
and that they would be in attendance. Five days before the IEP meetings, all reports, draft IEP
and all necessary documents were sent home to the parents of the students. The meeting started
on time and all IEP team members were present at the meeting. All members introduced
themselves and signed the participant signature form. The team members that participated in this
team meeting were the IEP chair, the special education classroom teacher, the speech and
language pathologist, and the school psychologist. The parents were provided with a copy of the
Procedural Safeguards Parental Rights document, a verbal and written explanation of their rights
and responsibilities in the IEP team process, and were provided a verbal and written explanation
about access to habilitative services, including a copy of the Maryland Insurance

IEP Case Study

Administrations Parents Guide to Habilitative Services. All procedures were followed closely as
required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). A
copy of the IEP and team notes were sent home with Katies parents.
Part II: Content of the IEP
II. A. Present Levels of Academic Achievement and Performance (PLAAFP)
Academic-Mathematics
Sources: Classroom Based Assessments
Instructional Grade Level Performance: Considering private, state, local systems, and
classroom based assessments, Katie is performing below grade level.
Summary of Assessment Findings
Assessment: Informal Assessment

Date: 2/12/2016

Results: Katie often presents as a happy child. She enjoys her friends and one on one time with
adults. Katie does not require a great deal of additional adult support throughout the day when
carrying out her basic routines. After whole group instruction, Katie does need reminders when
she returns to her seat to complete her independent work. Once given the directions a second
time, Katie is able to complete her work. Katie tends to shy away from participation in a whole
group setting. In a small group setting of 3 to 4 students, Katie is more comfortable with taking
risks and participating. Katie is motivated by praise from her teachers, and stickers (preferably
pony.)
Strengths:

Identify a square and a circle

Identify numbers 1, 5, 7
Identify the colors pink, purple, blue and red
Create an AB pattern
Forward count to five
Show finger patterns 1, 10 and 5

IEP Case Study

Needs:

Identifying numbers 0-10 consistency

One to one correspondence when counting objects to 10
Building a set to 10
Backwards count 10-0
Show finger patterns to 10 consistently

Academic-Early Literacy
Sources: Classroom Based Assessments
Instructional Grade Level Performance: Considering private, state, local systems, and
classroom based assessments, Katie is performing below grade level.
Summary of Assessment Findings
Assessment: Informal Assessment

Date: 2/12/2016

Results: Katie works in whole and small groups during reading instruction. The class is
participating in Fundations as a prevention program. After whole group instruction, the class
breaks into small groups for instruction with 3-5 students. Instruction is given by the teacher,
para educator and special educator. After the regular reading instruction, Katie and another
student receive a double dose of Fundations as an intervention. In all group settings, Katie is
confident and participates on a regular basis.
Strengths:

Can recognize lowercase letters g, h, i, t, m, l, k, a inconsistently

Can recognize uppercase letters H, K, P, D, F inconsistently
Can recognize when two words rhyme
Can produce a rhyming word for a word that rhymes

Needs:

Identifying letters consistently

Identifying letter sounds consistently

IEP Case Study

Blending sounds together to tell the word orally

Academic-Pre-Writing
Sources: Classroom Based Assessments
Instructional Grade Level Performance: Considering private, state, local systems, and
classroom based assessments, Katie is performing below grade level.
Summary of Assessment Findings
Assessment: Informal Assessment

Date: 2/12/2016

Results: Katie presents herself as a happy student during writing instruction. She enjoys drawing
and coloring. Katie sometimes needs help with her pencil grip from an adult in the classroom.
Strengths:

Can trace lines

Can trace single letters and short words

Needs:

Write her name

Write letters
Write sight words
Write numbers

What is the parental input regarding the students educational program? Katies mother and
father are happy with her education program so far at Prospect Mill Elementary School. They
would like continued communication with how to help her at home. Katies parents are
concerned with her word retrieval.
What are her strengths, interest areas, significant personal attributes, and personal
accomplishments? Katie is a kind hearted, sweet natured, loving girl who is very interested in

IEP Case Study

her surroundings. She has friends and peers in which she plays and interacts with appropriately.
Katie is able to recognize some letters and numbers. She can follow multi-step directions,
understands linguistic concepts and has an advanced level vocabulary. Katie uses grammatically
correct sentences when speaking. Katie enjoys talking about and playing with My Little Pony.
Katie is potty trained, feeds and dresses herself. Katie is an overall healthy child. She has passed
her vison and hearing screening as of December 2015.
How does the students disability affect her involvement in the general education
curriculum? Katies specific learning disability affects her ability in the areas of early math,
early literacy, and pre-writing. She displays a significant discrepancy between her cognitive and
pre-academics with deficits identified in auditory processing.
II. B. Instructional and Testing Accommodations:
Presentation Accommodations: (I covers all instruction/intervention including Bridge Plan)

Multi-Sensory Presentation Accommodations: Visual Cues (I,A)

Katie requires visual cues to help her be successful throughout her school day. Gestures and
pointing will help Katie stay on task when tasks become difficult.
II. C. IEP Goals and Objectives:
The following are a list of goals and objectives that are Universally Designed Learning
(UDL) to meet Katies specific learning and instructional needs. UDL incorporates three main
principals. They are multiple means of representation, multiple means of action and expression,
and multiple means of engagement. Katies goals and objectives meet multiple means of
representation by providing the same information through different modalities, providing
manipulatives, and visuals. Her goals and objectives meet multiple means of action and
expression by showing her knowledge and comprehension in a variety of ways such as matching,

IEP Case Study

pointing, writing, using manipulatives. Lastly, Katies goals and objectives meet multiple means
of engagement by providing her with different manipulatives, using different counting tools,
providing rewards and breaks, and providing hands on activities.
Mathematic GOALS:
Goal: Given manipulatives and direct instruction, Katie will count to tell the number of objects
with 80% accuracy as measured by classroom base assessments.
By: 3/4/2017
Evaluation Method: Classroom based assessment
With: 80%
ESY Goal: No
Objective 1: Given manipulatives and direct instruction, Katie will use verbal counting to
determine how many are in a set from one to ten and match the appropriate number with 80%
accuracy.
Objective 2: Given manipulatives and direct instruction, Katie will build sets from one to ten
with 80% accuracy.
Goal: Given manipulatives and direct instruction, Katie will know number names and count in
sequence on 3 out of 4 trials as measured by classroom based assessment.
By: 3/4/2017
Evaluation Method: Classroom based assessment
With: 3 out of 4 trials
ESY Goal: No
Objective 1: Given manipulatives and direct instruction, Katie will count to 15 by ones on 3 out
of 4 trials.

IEP Case Study

Objective 2: Given manipulatives and direct instruction, Katie will write numbers from 0-10 on
3 out of 4 trials.
Early Literacy GOALS:
Goal: Given direct instruction, Katie will demonstrate an understanding of the organization and
basic features of print on 3 out of 4 occasions as measured by classroom based assessment.
By: 3/4/2017
Evaluation Method: Classroom based assessment
With: 3 out of 4 trials
ESY Goal: No
Objective 1: Given direct instruction, Katie will independently follow print from left to right,
top to bottom, and page by page on 3 out of 4 occasions.
Objective 2: Given direct instruction, Katie will recognize and name all uppercase and
lowercase letters on 3 out of 4 occasions.
Objective 3: Given direct instruction, Katie will differentiate between numerals, letters and
words on 3 out of 4 occasions.
Pre-Writing GOALS:
Goal: Given direct instruction and appropriate writing materials, Katie will demonstrate a
command of the conventions of Standard English grammar on 4 out of 5 occasions.
By: 3/4/2017
Evaluation Method: Classroom based assessment
With: 4 out of 5 trials
ESY Goal: No

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Objective 1: Given direct instruction and appropriate writing materials, Katie will write her first
and last name with appropriate formation and capitalization on 4 out of 5 trials.
Objective 2: Given direct instruction and appropriate writing materials, Katie will copy from the
word wall or write learned sight words on 4 out of 5 occasions.
Description of how childs progress will be measured:
As indicated in the goals and objectives, Katies performance will be evaluated by using informal
procedures in the classroom. The criterion for measuring Katies performance accuracy is either
80%, or on some occasions 75% (3 out of 4 trials.)
When periodic reports will be provided to parents:
Quarterly progress reports will be written and provided to Katies parents. The progress reports
will share information regarding Katies progress towards her IEP goals and objectives.
Projected date of services:
See charts in next section (including frequency, location and duration.)
II. D. Supplementary Aids and Services, Program Modifications and Supports
Service Description:
Special Education
Service
Nature

Location

Number of
sessions

Length of
Time

Frequency

Begin Date

End Date

Provider(s):
(P)= Primary,
(O)= Other

Summary
of Service

Classroom
Instruction

Outside
General
Education

12

0 Hrs. 30
Min.

Monthly

03/04/2016

03/03/2017

Total
service
time:
Monthly
6 Hrs.
0 Min.

In General
Education

(P) Special
Education
Classroom
Teacher
(O) General
Education
Teacher
(O)
Instructiona
l Assistant
(O) Other
Agencies
(P) Special
Education
Classroom

Classroom
Instruction

Duration:
36 Weeks

0 Hrs. 10
Min.

Monthly

03/04/2016

03/03/2017
Duration:

Total
service
time:

IEP Case Study

Classroom
Instruction

In General
Education

11

12

0 Hrs. 20
Min.

Monthly

03/04/2016

36 Weeks

Teacher
(O) General
Education
Teacher
(O)
Instructiona
l Assistant

Monthly
1 Hrs.
20 Min.

03/03/2017

(P) Special
Education
Classroom
Teacher
(O) General
Education
Teacher
(O)
Instructiona
l Assistant

Total
service
time:
Monthly
4 Hrs.
0 Min.

Duration:
36 Weeks

Discussion of service(s) delivery including description of transportation services if

provided:
Special Education- Classroom Instruction:
Katie requires 12 sessions per month for 30 minutes each session to address her early literacy
goals. These services will be provided outside the general education classroom. Sessions will be
provided at appropriate intervals and in a sequence that is educationally beneficial. The
frequency and duration meet Katies individual needs.
Special Education Classroom Instruction:
Katie requires 8 sessions per month for 10 minutes per session to address her pre-writing goals.
These services will be provided inside the general education classroom. Sessions will be
provided at appropriate intervals and in a sequence that is educationally beneficial. The
frequency and duration will meet Katies individual needs.
Special Education- Classroom Instruction:
Katie requires 12 sessions per month for 20 minutes per session to address her mathematics
goals. These services will be provided inside the general education classroom. Sessions will be

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provided at appropriate intervals and in a sequence that is educationally beneficial. The

frequency and duration meet Katies individual needs.
Related Services
Katie does not require any related services.
Supplementary Aids, Services, Program Modification and Supports:
Nature of
Service

Frequency

Begin Date

End Date

Instructional
Support (s):
Repetition of
directions

Daily

03/04/2016

03/03/2017
Duration: 36
Weeks

Provider(s):
(P)=Primary
(O)=Other
(P) Special
Education
Classroom
Teacher
(O) General
Education
Teacher
(O)
Instructional
Assistant

Clarify Location and Manner:

Katie requires repetition of directions to be sure that she understands the task at hand.
Documentation to Support Decision:
Supplementary aids, services, program modifications and supports are necessary for Katie due to
her academic deficits. With these supports in place, Katie will be able to successfully access the
general education curriculum and she will be able to improve her school successes.
Part III: Reflection
In my opinion, the IEP meetings I observed at Prospect Mill Elementary were very
professional and followed the required procedures stated in the IDEA of 2004. Ten days before
the IEP meeting, an invite to attend the meeting was sent home to the parent of the student. The
parents of the student signed and returned the invitation, letting the IEP chair know that the

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parents have received the invitation, and that they would be in attendance. Five days before the
IEP meetings, all reports, draft IEP and all necessary documents were sent home to the parents of
the students. The meeting started on time and all IEP team members were present at the meeting.
All members introduced themselves and signed the participant signature form. The parents were
provided with a copy of the Procedural Safeguards Parental Rights document, a verbal and
written explanation of their rights and responsibilities in the IEP team process, and were
provided a verbal and written explanation about access to habilitative services, including a copy
of the Maryland Insurance Administrations Parents Guide to Habilitative Services. A copy of the
IEP and team notes were sent home with Katies parents.
During the IEP process, I observed collaboration between the special educator, classroom
teacher, and other members of the team. The team worked well together to determine Katies
present level of performance, and then make decisions based on her needs. They worked together
to create appropriate goals and objectives for Katies needs. As Katies general educator I was
able to give input on Katies classroom performance on a daily basis and share observations I
have made throughout my time spent with her. I observed and participated in some of her
assessments as well as provided data from my informal assessments. I worked with the special
educator to create objectives that focus on our curriculum. At the IEP meeting, I introduced
myself and to other members of the team as it is standard procedures. As Katies classroom
teacher, Katies mom and I have been in contact on numerous occasions so have a great working
relationship. Before beginning the IEP meeting I shared how much I enjoy having Katie as a
member of my class and shared positive information with her. This learning experience has
provided me with a great deal of knowledge and experience. I will use this knowledge gained
from this experience in the future when I assist with the development of IEPs.

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