Part I: IEP Process

The IEP process at Pine Grove Middle School is very organized and efficient. The special
education department secretary plans and schedules all meetings during the summer. She
contacts the parents/guardians to plan meetings months in advance. This is very efficient and
works well because guardians and other members involved can plan their schedule around the
meeting, rather than planning meetings around the schedule of others. If an unexpected meeting
needs to be scheduled, it is scheduled immediately with coordination from the parents and other
members involved. The secretary is responsible for sending out the required documents to
guardians and other team members within the required time frame. At the meetings, progress and
concerns are discussed and any changes that are requested or need to be made are agreed upon
between team members, including parents, at the meeting. Changes are then made either at the
meeting, or directly after the parents leave. There is no wait time for changes to be made on the
childs IEP.
The two meetings I observed demonstrated the efficiency and organization of the IEP
process. There was only one meeting for my focus child during my time at Pine Grove Middle
School, but I observed many other IEP meetings during this time. I coordinated with my mentor
teacher and the IEP chair about what I needed to have prepared for the meeting date. The
meeting for the annual review had already been scheduled because the secretary schedules all the
meetings during the summer. My mentor and I began by reviewing the childs IEP and making
note of the progress reports for each goal. We then sent out emails to each of the students
teachers asking for a narrative explanation of the students current progress and grades in their
classes. Based on this information, my mentor and I discussed some possible changes to the IEP,
such as consolidating similar goals and removing certain goals and objectives that arent needed

anymore. We made a list of the suggested changes to bring to the meeting, but the final changes
were not made until after the meeting occurred.
The first meeting I observed was to review an outside occupational therapy assessment
for a student. The students grandmother, his legal guardian, was present at the meeting. There
were seven people in attendance, including the grandmother, the occupational therapist, the IEP
chair, the special educator, the school psychologist, and me. The meeting started about five
minutes late. The meeting began by the IEP chair discussing the purpose for the meeting and
having the team members introduce themselves and sign the attendance sheet, which will go in
the students file as a requirement of IDEA 2004. The IEP chair then offered the grandmother a
copy of the procedural safeguards, as required by IDEA, which she accepted and signed the
document stating she received it. During the meeting, it was decided between team members that
immediate changes needed to be made to the IEP. Rather than schedule another meeting, the
grandmother signed a document stating that she agreed to make those changes at the current
meeting, and waived her right to hold a separate IEP meeting to make the changes.
The results of the assessment showed that the students fine motor skills are poor and
typing is not a sufficient replacement. It was agreed upon by the team that the school OT will
observe and evaluate the students fine motor skills and find assistive technology to help the
student succeed. During the meeting, the students grades were discussed. The student, a sixth
grader, was in self-contained classes in elementary school for math, language arts and reading.
He was making sufficient progress toward his goals, so when he entered middle school, it was
decided that he would be put in full inclusion classes. His current grades show that he is failing
all of these classes. Even though his annual review is in May, the team decided to make
immediate changes to the students IEP to place him back in self-contained classes, since he is

not currently making progress in inclusion classes. The students grandmother agreed with these
decisions and changes to the IEP were made immediately. The students instructional and testing
accommodations were changed to add 50% extended time, and his supplementary aids were
changed to add altered or modified assignments in general and special education. His special
education services were changed to state that the student will receive four 45-minute sessions in
general education daily, and three 45 minute sessions in special education daily. The selfcontained special education sessions will be in math, language arts and reading. At the end of the
meeting, the date for the annual review was changed from April to May to give time for the
results of more outside testing that the student will be receiving.
The annual review meeting for my focus child occurred on March 31, 2015. There were
six people in attendance, including the IEP chair, the school psychologist, a general education
teacher, the special education teacher, a school social worker, and me. The parent/guardian was
not in attendance. The meeting started about ten minutes late because the IEP chair was trying to
contact the childs mother via phone. The mother did not answer, so the meeting proceeded
without her. The students parents and guardians do not show up to his IEP meetings. According
to the special educator, it has been years since a parent or guardian has attended one of the IEP
meetings. Because the parent was not there, it was coordinated with the special education
department secretary to mail a copy of the procedural safeguards and the minutes of the meeting
to the parents home.
The students current grades and progress were discussed. He is failing most of his
classes, due to frequent absences and failure to turn in homework. He is, however, making
sufficient progress on many of his IEP goals and objectives. The changes to his annual goals
were discussed. It was also discussed that the student should join the mens mentoring program

at the school in order to establish male role models in his life because his home life is so
unstable. The specific changes to this IEP will be outlined in Part II.

Part II: IEP Content

Background Information:
The student is a a white male in sixth grade. He repeated third grade and will be turning
thirteen in April. He is identified as having an emotional disability. He was first referred for
special education services in the third grade. His assessments from that time show that he was
reading at a second grade level and his math ability was below grade level as well. Additionally,
he was highly confrontational in school and also showed signs of depression and anxiety. He was
referred for a behavioral assessment due to frequent confrontations at school and for bullying.
His eligibility determination states that the following areas are impacted by his disability:
reading, math, written language, and emotional/social/behavioral development.
Based on his educational file, the students home life has been unstable for most of his
life. He is currently under the custody of his mother, but custody has gone back and forth
between his mother, father, grandmother, and temporary foster care. He has had serious issues
with attendance since elementary school. His mother has had at least two court hearings since
2009 for the students attendance. The mother is currently on probation due to a court case in
2015 regarding the students attendance. The students records show that the student visited the
health center seven times between August 2014 and November 2014 complaining of stomach
aches. In December 2014, the student was placed under temporary protective custody against his
mother for physical abuse.

Based on observations from his homeroom teacher and his math teacher, the student does
not participate in classwork. He is very confrontational and argumentative when the teacher tries
to help him, pair him up with other students, or otherwise encourage him to get his work done
and get him the help that he needs. When the teacher hands out papers, he immediately stands up
and throws them in the recycling. During homeroom, the student should be working on
homework and make-up work. He is often absent or late. When he is in homeroom, he refuses to
do any work. He chooses to sit and not talk, but will not do any work.
The student's math teacher gave out progress reports last quarter and he had a 68%. The
teacher talked to him and encouragingly told him that he almost has a C and that she will work
with him to turn in missing assignments to bring up his grade. He said, it doesnt matter because
Im failing everything anyway. He then became worse in her class, throwing away assignments
and now has a 48% in the class.
Other interviews with teachers showed a concern for the student because of his unstable
home life. His father lives out of state. Custody has gone back and forth between in mother and
grandmother for years. The student has been absent so many times that his mother was arrested
for her failure to make sure he gets to school. Neither his mother nor grandmother have been to
an IEP meeting in years. His mother also does not communicate with the school, frequently not
answering the phone or returning phone calls, letters or emails.
Many of the student's teachers feel that he needs to have a school mentor. To help
with this, the student will be enrolled in the school's men's mentoring program, which meets
during activity day schedules once a month. It was also suggested that he should have meetings
with the school counselor.

Present Levels of Academic Achievement and Functional Performance:

The data from the student's teachers regarding his social-emotional functioning in school
clearly indicate that for an extended period of time he has been exhibiting behaviors and
emotions inappropriate for the situation (anxiety, depression, poor motivation, and avoidance
tendencies). Although his educational testing shows average to low average cognitive ability,
these behaviors have negatively impacted his school attendance, participation in classes,
interactions with teachers and peers, and academic performance. Based on that, the student meets
the criteria for the emotional disability coding under IDEA. Based on the WISC-IV
administered on February 6, 2014, the student shows average verbal comprehension, average
perceptual reasoning, low average working memory, and average processing speed. His
composite Full Scale IQ was average. His Perceptual Reasoning Index score was higher than his
Working Memory Index, indicating that he is more of a visual learner than an auditory one.
Classroom observations from March 19, 2014, noted significant problems with listening
comprehension, oral expression, basic reading skills, written expression, visual and auditory
discrimination, attention, organization, activity level, social interactions, work habits, task
completion and motivation/participation. His strengths include: average cognitive functioning,
visual learner, responds to routines, and personable. His needs include: poor attendance/high
tardiness, work habits (completing assignments), compliance, social interactions, and managing
emotions/coping skills.
The student's Brigance mathematics assessment from March 2015 shows the student
performs at a fourth grade level. The WJ-III administered on January 3, 2014, shows a 3.9 grade

equivalency in Broad Math, 2.6 grade equivalency in Calculations, 4.3 grade equivalency in
Math Fluency, and 5.3 grade equivalency in Applied Problems. His strengths include: addition
with carrying, subtraction without borrowing, single digit multiplication facts, adding and
subtracting decimals, counting money, and using a calculator to add, subtract, and multiply
numbers. His needs include: basic math facts and fractions.
The student's WJ-III Written Language scores show an overall 3.8 grade equivalency,
with a 3.7 grade equivalency in spelling, 4.9 grade equivalency in writing fluency, and 2.8 grade
equivalency in writing samples. His strengths include: basic sentences and creative ideas. His
needs include: capitalization of sentences, punctuation, spelling, and writing in complete
sentences.
The results of the student's Brigance reading assessment show an overall grade
equivalency of 3, with reading comprehension at grade 3 and reading vocabulary comprehension
at grade 5. His WJ-III scores indicate a grade equivalency of 3.0 for Broad Reading, 3.8 for
Letter-Word Identification, 5.3 for Reading Fluency, 2.9 for Passage Comprehension, 3.7 for
Word Attack, and 8.0 for Picture Vocabulary. His strengths include: basic sight words, common
multi-syllabic words, and concrete/visual interpretations. His needs include: poly-syllabic words
(decoding) and inferential comprehension.
These areas impact the student's academic achievement and functional performance.
Additional PLAAFP Information:
What is the parental involvement regarding the student's educational program?

His mother has been invited to several team meetings to discuss the student's
behaviors and performance in school. She does not attend these meetings or
communicate via telephone regarding the meetings.

What are the student's strengths, interest areas, significant personal attributes, and
personal accomplishments?

He is a curious and bright young man. He wants to do well, but is overwhelmed

and is unsure of where to begin.

How does the student's disability affect his involvement in the general education
curriculum?

Prior to testing, his teachers stated that he is very emotional. He demonstrates

anger, sadness, frustration, lack of motivation, and fatigue. While all of these
emotions can be targeted at school and academics, frequently the student arrives
to school displaying any or all of these emotions. Since testing, the student has
shut down and does not complete classwork or homework.

Statement of Measurable Annual Goals:

Behavior Work Habits/Organization Goal

Goal: The student will improve his organizational skills.

Objective 1: Given direct instruction in the use of organizational strategies, the
student will maintain organizational supplies, materials, desk, and/or
notebooks as directed.

 Objective 2: Given direct instruction and adult support, the student will use a
planner/homework assignment book to record short and long term
assignments as directed.
The evaluation method for both of these objectives is through observational
records. The student must show success in three out of five trials in order to
make progress toward the goal.
Mathematics Processes of Mathematics Goal

Goal: The student will be able to apply concepts, processes and skills at grade
level.
Objective 1: Given a math problem, the student will be able to select a
strategy, for example, draw a picture, guess and check, find a pattern, or write
an equation.
Objective 2: Given a math problem, the student will be able to use multiple
representations to express concepts or solutions.
Both of these objectives will be measured through classroom-based
assessment. The student must perform with 70% accuracy in order to make
progress toward the goal.

Written Language Goal

Goal: The student will be able to locate, retrieve and use information from various
sources to accomplish a purpose at grade level.

 Objective 1: Given a specific writing assignment, the student will be able to

generate ideas and topics and make a plan for writing.
Objective 2: Given a specific writing assignment, the student will be able to
examine and use basic transitions such as and, but, first, second, and
last.
Both of these objectives will be measured through classroom-based
assessment. The student must perform with 70% accuracy in order to make
progress toward the goal.
Reading Comprehension Goal

Goal: The student will be able to develop and apply comprehension skills through
exposure to a variety of print and non-print texts, including traditional and
electronic texts at grade level.
Objective 1: Given direct instruction and modeling, the student will be able to
confirm, refute or make predictions to form new ideas.
Objective 2: Given direct instruction and modeling, the student will be able to
review/restate and explain what the text is mainly about.
Both of these objectives will be measured through classroom-based
assessment. The student must perform with 70% accuracy in order to make
progress toward the goal.

For all of the above goals, progress will be monitored daily or weekly and will be
reported quarterly.
Statement of Special Education and Related Services, Supplementary Aids and Accommodations:
All of the above goals, as well as the following supplementary aids and accommodations
apply to the general education curriculum in an inclusion setting with a general educator,
instructional assistant and special educator present. The student will also receive counseling
services 30 minutes weekly with the school guidance counselor. The services are being continued
from the student's previous IEPs, but the goals and services of the revised IEP will begin
3/31/2015 and last through 3/31/2016.
There are several instructional supports, program modifications and social/behavioral
supports to be provided to the student beginning on 3/31/2015 and lasting through 3/31/2016.
The instructional supports and program modifications will be provided daily in the general
education setting by the general educator, special educator and instructional assistant, as
appropriate in all subject areas. The social/behavioral supports will be provided daily by the
general educator, guidance counselor and/or school nurse, in all subject areas within the general
education setting.
Instructional Supports:

Have student repeat and/or paraphrase information, daily.

Provide student with a copy of student/teacher notes, daily as needed.

Program Modifications:

Break down assignments into smaller chunks, daily.

Use pictures to support reading passages whenever possible, daily.

Social/Behavioral Supports:

Monitor attendance/tardiness, daily.

There are several instructional and testing accommodations that will be provided to the
student during instruction and classroom assessments.

Response Accommodations Materials or Devices Used to Solve or Organize

Responses
Monitor Test Response
Basis for decision: The student requires monitoring of test responses to
ensure he is expressing what he knows.

Timing and Scheduling Accommodations

Extended Time Time and a Half
Basis for decision: The student requires time and a half to allow him time
to process what he wants to put on paper before he writes.

Setting Accommodations
Reduce Distractions to the Student

 Basis for decision: The student requires a small group setting to reduce
distraction.
Part III: Reflection
Completing this IEP case study has given me great experience with the IEP process at
Pine Grove Middle School, as well as insight into the IEP process in general. The meetings I
have attended have given me a wide view of the different types of IEP meetings and the
interactions between the school team and the parents and guardians of the students. I have seen
attended meetings with grandparents and/or parents in attendance physically or via telephone
who collaborated well with the rest of the team, but also voiced their concerns for their child.
The team does a great job of addressing concerns and making necessary changes immediately in
order to provide the best possible services for the student and to ensure that the parents are
satisfied the the services provided to their child. These particular meetings were productive,
efficient and kept the focus on the needs of the child.
I have also attended meetings in which the grandparent brought an advocate. They were
both hostile, negative, and accusatory. The team did a fantastic job of maintaining order in the
meeting by responding to the advocate and grandparent's unreasonable demands and concerns in
a professional, kind, but firm way. This particular meeting was a great experience for me because
I will undoubtedly have to deal with parents, guardians, or advocates who are negative,
unprofessional, or angry. This meeting gave me insight into how to handle those types of
situations.
The meeting for this case study was also a great experience because I got to see and be a
part of the annual review process. This case was interesting because the parent has zero

involvement in the IEP meetings. This lack of parental involvement clearly extends further than
just the school meetings, which is in part what causes the emotional distress displayed by the
student. I did not have contact with the parent because she does not communicate with the
school.
About two weeks before the annual review meeting, I met with my mentor to review the
student's current IEP and discuss the changes that might be made. The student originally had
seven goals, with three to four objectives for each goal. My mentor expressed a desire to
consolidate the similar goals and objectives in order to place more focus on what the student
truly needs. Goals in which the student was making sufficient progress would be deleted. Before
the meeting began, we had a preliminary plan to revise the IEP to have four main goals and to
provide the student with counseling sessions with the guidance counselor. The accommodations
and modifications would not change.
At the meeting, we discussed the student's progress in all of his classes, as well as his
progress toward his social-emotional goals. The student was making sufficient progress toward
his managing emotions goal, so that would also be deleted as long as he was joined into the
men's mentoring program and sessions with the guidance counselor in order to maintain that
progress. After the meeting, my mentor and I submitted the revised goals the same day as the
meeting.
From what I have seen, this IEP team is very productive and efficient. They always keep
the student in mind when creating goals and providing necessary accommodations,
modifications, and other services. The team, in general, is highly collaborative. I did note,

however, that the Special Education Chair does not collaborate much with the team. She is there
as an overseer and a delegator, but she doesn't seem to be too involved with the whole process.
Overall, this has been a wonderful experience. I have learned a lot about the IEP process
and about writing an IEP. I understand that every school will have a slightly different process,
but it has been a great learning experience to see such an efficient team in action.