Grammer, Meghan

IEP Case Study

PART I:
Background Information

I. A. Student Background:
Alyssa (pseudonym) is a nine- year old, fourth grade girl at Jarrettsville Elementary
School in northern Harford County. She is diagnosed with Specific Learning Disability. She
began school in kindergarten at Jarrettsville Elementary at the age of 5. Alyssa is one of three
children in her family. She has an older brother in sixth grade and an older sister in college.
Alyssa lives with her mother, father and brother. Her old sister has an apartment in Towson,
which Alyssa often visits on the weekends. Alyssa was born in Baltimore, Maryland. Both of
Alyssas parents were born and raised in Pennsylvania. English is the primary language spoken
at home. There is no history of medical complications at this time.
Alyssa currently is diagnosed with Specific Learning Disability and ADHD which
impacts her in the areas of spoken and written language specifically in the areas of math
calculation and math problem solving. Alyssa has been receiving Special Education services at
Jarrettsville Elementary since October 2014 when she started third grade. In January of 2015,
the initial Individualized Education Plan was implemented. Alyssa receives services in the area
of math calculation and math problem solving. Her processing deficit in visual perceptual skills
affects her ability to perform on grade level. Alyssa receives accommodations in the general
education classroom with support from the special education and classroom teachers.

Grammer, Meghan

Alyssa is an enthusiastic child who loves playing sports and being outdoors. She enjoys
helping others and pretending to be the teacher at home. She works well with others in the
classroom and socializes on a daily basis. She can be described as a creative, outgoing fourth
grade girl. She is a well behaved child but needs support and reminders to stay focused
throughout the school day. A Para educator also supports Alyssa during the school day.
The initial IEP meeting discussed in this case study is Alyssas recent annual team
meeting, held on December 14, 2015. The reason for referral of this meeting was Maryland State
Department of Education timeline for annual review. At this meeting the IEP would discuss her
progress and educational program for the upcoming IEP year. Pre-referral strategies and a
timeline of the process are not included, as this was not an initial IEP meeting. The one year
timeline for the annual review was met because the team met within a year of the previous
annual review.
I. B. IEP Process:
At Jarrettsville Elementary School, the IEP chair is the vice principal. As the IEP chair, it
is her responsibility to lead the IEP meetings and keep an organized schedule of meeting dates
and times. At Jarrettsville, there is one binder in which the IEP schedule is organized in. The
binder is kept in the Special Education classroom for those who need to view/edit it.
The first IEP meeting I attended at Jarrettsville Elementary was an annual review. The
student that was of focus for the meeting was a nine-year-old girl who is diagnosed with Specific
Learning Disability. Currently she is being educated in the general education curriculum setting
where she receives special education services from the special education and classroom teacher.
At the beginning of the meeting all team members introduced themselves to the students mother

Grammer, Meghan

and then everyone was asked to print and sign their names on the IEP participation form. The
team members who were in attendance included the IEP chair (Vice Principal), the special
education classroom teacher and the fourth grade general education classroom teacher. The
mother was provided with verbal and written information of the Procedural Safeguards Parental
Rights handbook and a copy of the Maryland Insurance Administrations Parents Guide to
Habilitative services, as required by the Individuals with Disabilities Education Improvement Act
of 2004 (IDEA). The IEP chair stated the purpose of the meeting, which was to review the
students progress and goals/objectives. The mother was asked to verify that the information
about the student was correct on the first page of the plan. Each team member took time to
explain how the student is performing in the classroom and to share data in the area of math.
Throughout the meeting, the mother was asked if she had any questions as the special educator
went through each page of the students Individualized Education Plan. Her questions were
answered promptly. At the conclusion of the meeting, the mother expressed her gratitude for our
dedication and willingness to help Alyssa be successful. The team listened to her concerns about
the struggles of nightly homework and solutions were discussed. An incentive was decided upon
by all team members to put in place immediately. Alyssas mom agreed with all that was
discussed at the meeting and she and the team signed the IEP. Before Alyssas mom went home
she received a copy of the finalized IEP and a copy of the IEP chair team notes.
The second meeting I attended was to review the document basis for assessment
decisions related to upcoming testing. The IEP chair began the meeting by asking the team to
introduce themselves to the students mother and everyone printing and signing their name on the
IEP participant signature form. The team members that were present during the meeting included
the IEP chair. Special education teacher and fourth grade general education teacher. The parent

Grammer, Meghan

did not need another copy of the Procedural Safeguards Parental Rights document because this
was an assessment follow up IEP meeting and she had already received this information and
signed for it. The purpose of the meeting was shared and it was determined that Alyssa will
participate in PARCC assessment in the areas of reading and math with accommodations that she
receives on a daily basis in the classroom due to the effects of her disability of Specific Learning
Disability. Her weakness in mathematics allows her to continue to access accommodations in
order to participate successfully within the general education curriculum. Therefore, it was stated
that Alyssa will be able to access appropriate instructional accommodations during testing. Due
to Alyssa working on grade level academic achievement standards and being on track towards a
high school diploma, she will participate in the PARCC assessment for Reading and Math.
Before Alyssas mom went home she received a copy of the updated IEP and a copy of the IEP
chair team notes.
The roles and responsibilities of each team member is important in conducting successful
IEP meetings. It is the role of the IEP chair to keep accurate meeting notes during all IEP
meetings. The parents/guardians are provided with a copy of these notes immediately following
the meeting. Her responsibility is also to schedule future meetings needed in compliance with the
Maryland State Department of Education. Before attending any meetings, she must review the
childs file and gather information from the teachers to ensure preparation for each meeting. The
role of the special educator is to lead the meeting and explain the IEP page by page to the
parents. She must be prepared by looking over the plan before the meeting and gathering
classroom data to share. The special educator must provide the parents with the Procedural
Safeguards Parental Rights pamphlet as well as the Parents Guide to Habilitative Services. She
also is responsible for printing the IEP copy for the parents and having the parents sign the plan.

Grammer, Meghan

She can make direct changes to the Individual Plan using the Maryland online IEP software. The
role of the general educator during IEP meetings is to share classroom performance and what
is/is not working. She can then make suggestions for improvements to the parents and other team
members. All team members play a valuable role in each IEP meeting.

PART
Content of the IEP

II:

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

AcademicCalculation

Math

Sources: Brigance Comprehensive Inventory of Basic Skills, teacher created assessments,

classroom observation
Instructional

Grade

Level

Performance:

End

of

third

grade

level

Summary of Assessment Findings

Assessment: Brigance Comprehensive Inventory

Date: 11/11/2015

Results: Alyssa was given the Brigance multiplication factors through 12 assessments. Alyssa
was able to answer 9/10 questions correctly, for an accuracy rate of 90%. Alyssa was then given
the division factors subtest. She was able to correctly answer 10/10 questions, for an accuracy
rate of 100%. She was then administered a teacher created assessment for addition and
subtraction computation with borrowing and regrouping. For the addition part, Alyssa scored
100%. For the subtraction portion, she scored 90%.
Strengths:

Basic addition facts

Basic subtraction facts
Basic multiplication facts to
100
Basic division facts to 100

Needs:

Support with regrouping process

when adding
Support with the borrowing
process when subtracting

Grammer, Meghan

AcademicSolving

Math

Problem

Sources: Brigance Comprehensive Inventory of Basic Skills

Instructional

Grade

Level

Performance:

Middle

of

third

grade

Summary of Assessment Findings

Assessment: Brigance Comprehensive Inventory Date: 11/11/2015 Grade Equivalent: 3
Results: Alyssa was given the Brigance Comprehensive Inventory assessment for telling time.
The questions consisted of telling time to the nearest five-minute increment. Alyssa was able to
answer 6/10 questions correctly, for an accuracy rate of 60%. Alyssas mistakes were noted in
confusing the minute and the hour hand when reading the clock. Then she was given word
problems within the Brigance Inventory series and was asked to tell what mathematical steps
would be used in order to solve the problems presented. Alyssa correctly identified the math
steps with an accuracy rate of 90%.

Strengths:

Identifying mathematical steps to

take when solving word
problems
Knowledge of basic facts (add,
subtract, multiply, divide)
Knowledge and use of
mathematical practices

Needs:

Telling time to the nearest 5

minutes
Telling time to the nearest minute
Basic understanding of minute and
hour hand
Basic understanding of analog
clocks (ie. 60 minutes in 1 hour)

What is parental input regarding her educational program: Alyssas mother expects her to
advance and get down to the foundation that she needs to proceed in school. Mrs. Jones also
noted that Alyssa is much more confident in the area of math with her teachers strategies and
supports. She also has begun to love math and feels proud of what she knows and can do.

Grammer, Meghan

What are her strengths, interest areas, significant personal attributes, and personal
accomplishments: Alyssa participates in class and is a self-starter. She follows oral directions
well and wants to please her teachers by putting forth her best effort. She is very helpful and
always willing to support her classmates. She is strong with her basic facts for addition and
subtraction. Alyssa is a great athlete who enjoys swimming, spending time with friends and
family and playing video games with her brother. She is very verbal and communicates that she
enjoys school, as well as her teachers and classmates. Her favorite subject is music.
How does her disability affect her involvement in the general education curriculum: Alyssa
is identified as a student with a Specific Learning Disability with a processing deficit in visual
perceptual skills. Alyssa is presently receiving instruction in the general education curriculum;
however, she continues to demonstrate difficulties in the areas of math calculation and math
problem solving. She specifically struggles with the regrouping process and requires visual aides
such as highlighting tools, tracking devices, and assistance with organization. Alyssas teachers
have expressed concerns with her attention and retention skills. She often rushes through her
work, does not attend to accuracy, participates orally before thinking and does not retain all skills
learned from day to day.

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-L Visual Organizer

I, A6

2-M Graphic Organizer

I, A

Document basis for decision: Due to Alyssas difficulties with math calculation, she requires
mathematics tools and calculation devices to assist with computation. Due to her difficulty
organizing and processing verbal and visual information, she requires visual and graphic
organizers.
Alyssa requires access to a number line, hundreds grid, place value chart, standard geared clock,
coins, and math manipulatives such as counters, base ten blocks, and fraction tiles for math
calculation and problem solving. These multi-sensory manipulatives will assist her with concept
attainment and practice of skills required for classroom tasks and assessments. She also requires
access to various visual and graphic organizers to support with processing and organizing

Grammer, Meghan

information. Outlined accommodations will be available to Alyssa for daily classroom

assignments, classroom-based assessments, as well as county-wide and state-wide
assessments.

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

Bridge Plan)

3-a Extended Time

I, A

Document basis for decision: Due to Alyssas difficulties processing verbal and visual
information, she requires extended time to complete assignments, tests, and activities.
Specifically, extended time, up to time and a half, is required for Alyssa to process information
and to formulate responses.
Her teachers will provide her with extended time to complete classroom and home
assignments and complete classroom based assessments. She will also be provided
additional time on county-wide and state-wide assessments if needed.

Instructional and testing accommodations were considered and no instructional and testing
accommodations are required at this time.