Ryan Ruble

IEP Signature Assessment

Spring 2017

Background Information

1
 Seans IEP meeting, which took place on Thursday, March 9 th, 2017,

included both of his parents, the IEP chair, a general educator, a special

educator, Sean, myself, and a representative from Owings Mills High School.

The reason for this meeting was due to Seans annual IEP meeting, and this

meeting took place exactly one year after his last meeting. The pre-referral

strategies that myself and Mr. Samay used were the Brigance test, as well as

teacher observations/input.

Seans three-year reevaluation was on March 9, 2016. The

determination of eligibility was completed for the areas of reading, math,

written language, and intellectual/cognitive functioning. Sean is categorized

with Autism, and his next re-evaluation is due in March, 2019. For this school

year, his new IEP was implemented on March 9th, and snapshots were

distributed to all his teachers by his case manager. Sean receives strictly

educational services, and is in self-contained classes for all his cores where

he receives multiple accommodations.

After reviewing Sean files, I was able to learn about his relevant family

and medical history. Sean was first seen and evaluated at the age of three

through the Child Find Program of Baltimore County Public Schools due to

delayed speech and echolalia. Language delays were identified and speech

and language services were instituted. When Sean was four years old, he

entered a pre-kindergarten program at Chatsworth School. At Chatsworth,

Sean had peer difficulties resulting in him transferring to Atholton Adventist

Academy, which is a private school for first grade. Sean then enrolled in

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White March Christian School for second and third grade, where he continued

to receive speech and language services.

Sean was evaluated at Kennedy Krieger center for autism and related

disorders in October, 2010, when he was around six or seven years old. He

was administered the Autism Diagnostic Observation Scale and was noted to

have difficulties with reciprocal conversation, maintaining eye contact,

intonation, functional play, and creative and imaginative play. After reviewing

the results of these tests, an Expressive/Receptive language disorder was

identified; his total core language score was 54.

In February, 2013, Sean was reassessed when he was in fourth grade

at Woodholme. His WISC-IV responses resulted in a verbal comprehensive

score of 83, perceptual reasoning score of 92, working memory index of 80,

and processing speed index of 85, which all resulted in a full-scale score of

81. The Childrens Autism Rating Scale 2 was then completed and Sean was

identified as having mild to moderate impairment in social-emotional

understanding. Sean had difficulties with emotional expression, regulations

of emotions, and relating to people. Sean also had gross and fine motor

difficulties, as well as sensory sensitivity and communication difficulties. The

examiner concluded that Sean had exhibited mild to moderate autism.

In April, 2015, when Sean was in sixth grade, he was dismissed from

receiving speech and language services.

Seans files also revealed that he lives with his mother and two

brothers (one older and one younger). The files, as well as conversation with

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Sean revealed that he gets along very well with his family members.

However, he only sees his father occasionally and has a so-so relationship

with him. Sean enjoys playing video games, watching TV, listening to music,

playing the drums, piano, guitar, swimming, and hanging out with his friends.

Pre-meeting

After collaborating with Mr. Samay as well as the IEP chair, I was

informed that everything that is covered during the IEP team meeting must

be received by the parents at least ten days prior to the meeting. The

information is typically delivered via email. The information which is sent

home includes a copy of the IEP, the students grades/teacher reports, and

any other information relevant to the meeting, which in Seans case included

documents about Owings Mills High School. In order to remain in contact with

the students parents and ensure their attendance at the scheduled meeting,

the IEP secretary called the parents twice within the ten days leading up to

the IEP meeting. Overall, Franklin Middle School follows all the regulations

relating to the laws regarding timelines, and having the appropriate people in

attendance at IEP meeting.

Each team member has a specified role. Currently, Sean does not

receive any types of services, therefore there will be no service providers in

attendance at his meeting. The meeting will be made up of eight members,

which include a special educator, general educator, IEP chair, representative

from Owings Mills High School, Sean, both of his parents, and myself. After

meeting with the IEP chair, she informed me that she will be running the

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meeting, and will provide all the documents for Seans parents to sign, as

well as copies of each document for his parents to take home with them. The

general and special educator indicated that they would be talking about his

progress in their respective classes. They said that for the most, they only

had positive remarks about Sean. The only concern dealt with Seans

tendencies to draw and work on his artwork when he should be taking notes

or engaging in an activity. I was unable to meet with the representative from

Owings Mills, however, I assume that her preparation included researching

appropriate programs for Sean, and discussing the special education

program that Sean will be entering.

Sean is a very intelligent and kind student. He tends to learn best when

he is engaged in activities, and provided with constant feedback. He gets

along well with his fellow students, and sits with the rest of the students in

his math class during lunch. He speaks fluent English, and has never had

difficulties communicating with myself, Mr. Samay, or his classmates.

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 IEP Content
- Present Levels of Academic Achievement and Functional Performance

(PLAAFP)

Reading
Sources: - District and/or state
assessments
- Current classroom based
assessments
- General education teacher
input
Instructional Grade Level - Sean is presently performing
Performance: below age/grade level
expectations

Assessment: Brigance Date: 02/15/2017 Standard Score:

Grade Equivalent: 3.0

Other Results:
WJ IV (4/19/16): Broad Reading 2.3 grade equivalent. Letter Work
Identification standard score of 72 (3.2 grade equivalent). Passage
Comprehension standard score of 3 (1.4 grade equivalent). Reading vocab

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grade-placement (3.0)
Strengths:
Basic sight words
Common multisyllabic words
Needs:
Comprehension (addressed in goals and objectives)
Decoding (addressed in goals and objectives)

Does this area impact the students academic achievement and / or

functional performance? Yes

Writing
Sources: - Current classroom based
assessments
- District and/or state
assessments
- General education teacher
input
Instructional Grade Level - Sean is presently performing
Performance: below age/grade level
expectations

Assessment: Brigance Date: 02/15/2017 Standard Score:

Grade Equivalent: 3.0

Other Results:
WJ IV (4/19/16): Broad Written Language score of 59 (2.3 grade

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equivalent). Writing Samples standard score of 65 (grade equivalent 1.9).
Sentence Writing Fluency standard score of 63 (2.2 grade equivalent).
Sentence writing grade-placement-3.0
Written language informal 63%
Strengths:
Basic sentences
Legible handwriting
Needs:
Paragraph Writing (addressed in goals and objectives)

Does this area impact the students academic achievement and / or

functional performance? Yes

Mathematics
Sources: - Current classroom based
assessments
- District and/or state
assessments
- General education teacher
input
Instructional Grade Level - Sean is presently performing
Performance: below age/grade level
expectations

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Assessment: Brigance Date: 02/15/2017 Standard Score:

Grade Equivalent: 4.0

Other Results:
WJ IV (4/19/16): Broad Math standard score of 57 (2.5 grade equivalent).
Math Calculations standard score of 78 (4.0 grade equivalent). Applied
Problems score of 63 (2.3 grade equivalent). Computational skills grade
placement negative numbers (add/sub, with calc)- 93%
Strengths:
Addition with carrying
Subtraction without borrowing
Single digit multiplication facts
Needs:
Problem Solving (addressed in goals and objectives)

Does this area impact the students academic achievement and / or

functional performance? Yes

What is the parental input regarding Seans educational program?

Seans parents believe the accommodations and supports are required for
him to continue making progress towards his goals.
Ms. Wisdon indicates that Sean is interested in computer graphics and that
he is talented musically.

What are Seans strengths, interest areas, significant personal

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attributes, and personal accomplishments? (Include preferences
and interests for post-school outcomes, if appropriate)
Sean is a personable, friendly young man; he is cooperative and
consistently works diligently on all tasks presented. Seans favorite subject
is Art and he is a very good drawer.

How does Seans disability affect his involvement in the general

education curriculum?
Seans disability affects his involvement in the general education
classroom in the following ways: Sean can become easily distracted and
focused on things that are not relevant to the immediate task. He may
become overwhelmed or distracted by extraneous information presented
on worksheets and in various assignments. Sean has difficulty with letter
size and alignment when writing on lined paper without a midline. He has
difficulty copying from far point. Sean often loses place and needs frequent
verbal reminders and gestural cues to help him find what word or sentence
that he needs to write.

- Special Considerations and Accommodations

o Instructional and Testing Accommodations

1.PRESENTATION ACCOMMODATIONS

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Auditory Presentation Accommodations
1-F: Human Reader or Audio Recording I,A
for Verbatim Reading of Entire Test
Multi-Sensory Presentation Accommodations
1-M; Text to Speech Software for I, N/A
Selected Sections of Test
1. For State assessments, tactile graphics are provided with
braille tests
2. 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 the 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 sub score 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 Kurzwell 3000
4. Please note that the human reader and text-to-speech
accommodations are not allowable accommodations for
Selected Sections of the PARCC assessments.
Document basis for decision:
Due to significant weaknesses with decoding, verbatim reading is
needed
2.RESPONSIVE ACCOMMODATIONS
Materials or Devices Used to Solve or Organize Responses
2-J: Mathematics Tools and I,A
Calculation Devices*
5. Spelling and grammar devices are not permitted to be used on
the English High School Assessment.
6. Photocopying of secure test materials requires approval by the
MSDE and must be done under the supervision of the Local
Accountability Coordinator (LAC). Photocopies 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.
Document basis for decision:
Seans calculation standard score was 78.
Due to weaknesses with math calculation skills, a calculator is
needed.

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 3.TIMING AND SCHEDULING
ACCOMMODATIONS
Timing and Scheduling Accommodations
3-A: Extended Time 50% I,A
Document basis for decision:
Due to Seans impairment, which affect working memory, he needs
extended time in order to complete tasks. Extended times gives Sean
time to refocus his attention.
Due to processing needs, extended time is needed.
4.SETTING ACCOMMODATIONS
Setting Accommodations
4-A: Reduce Distractions to the I,A
Student
4-B: Reduce Distractions to Other I,A
Students
Document basis for decision: Due to concerns with working memory,
especially in larger settings, Sean needs reduced distractions.

o Supplementary Aids, Services, Program Modifications And

Supports

Services Nature (Indirect) Frequency Begin Date End Date

Duration Providers

Instructional Supports
Limit amount to be Weekl 03/09/20 03/09/20 36 P 14
copies from board y 17 18 weeks GenEd
O 01
SpEd

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Clarify the location and manner in which Supplementary Aids, Services,
Program Modifications and Supports to or, on behalf of, the student will be
provided:
Limit Amount to be copied from the boardIn the classroom, Sean will be
availed to careful discretion by service provider regarding far point copying
during class. He should not be required to copy copious amounts of
information from the chalkboard or projector screen.
Program Modification
Break down Weekl 03/09/20 03/09/20 36 P 14
assignments into y 17 18 weeks GenEd
smaller units O 01
SpEd
Altered/modified Weekl 03/09/20 03/09/20 36 P 14
assignments y 17 18 weeks GenEd
O 01
SpEd
Chunking of texts Weekl 03/09/20 03/09/20 36 P 14
y 17 18 weeks GenEd
O 01
SpEd
O 21
InstrAssi
st
Clarify the location and manner which Supplementary Aids, Services,
Program Modifications and Supports to or, on behalf of the student will be
provided:
Break Down Assignments in Smaller UnitsService provider will ensure that
Sean is availed to support with assignments having many parts so that there
are opportunities for check-ins (verbal, grading of sections of the
assignments, etc.) periodically; manipulatives, organizational aids, repetition
and/or paraphrasing information, modified teacher made tests and
assignments, chunking assignments, word banks and pictures to support his
tasks. He needs a multi-model presentation of material and help in
organizing tasks including time management

Altered or shortened assignments may include reading material at his

instructional level, shortened reading material, test items that are less
complex, shorter or less difficult questions, shortened or modified vocabulary
list, and test items with fewer answer choices.

Chunking of TextsIn the classroom, services providers will ensure that

required reading is of appropriate portion for the students readiness and
ability.
Social/Behavior Supports
Frequent eye Weekl 03/09/20 03/09/20 36 P 14

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contact/proximity y 17 18 weeks GenEd
control O 01
SpEd
O 21
InstrAssi
st
Clarify the location and manner in which Supplementary Aids, Services,
Program Modifications and Supports to or, on behalf of, the student will be
provided:
Social/Behavior Supports will be provided in reading, mathematics, language
arts, content area classes and specials. Supports should be provided during
direct instruction, guided practice, and independent work. Sean can become
easily distracted and lose focus in the classroom. Sean needs strategies to
initiate and maintain attention during daily classroom instruction, group
work, independent work, and assessments. In class, questions directed at
Sean should begin with his name, followed by a pause, to signal him to pay
close attention; guide him to put away unnecessary items and make sure
that his work area is free from distractions; establish and provide him with
private, discreet cues to stay on task; provide follow-up directions, repetition
and rephrasing of directions and information, and visual aids as reminders.

Support with organization will be provided during homeroom and before,

during, and after class. Sean needs a consistent system to guide him to place
all required learning materials, homework, and long-term project
specifications in the designated section or folder in his binder. Before class,
check to make sure that Sean has placed his homework in the designated
place. Make sure that he starts and completes his warm-up drills and places
the completed work in the designated place. During class, make sure that
Sean places required learning materials in the appropriate place, either in his
binder or another designated place. At the end of class, make sure that Sean
has packed up all required materials, including classwork, homework, and
books. Additionally, make sure that all required home assignments are
written down in his daily planner or homework section.

Frequent eye contact and proximity controlIn the classroom, service

providers will use eye contact, proximity, and non-verbal cues for Sean to
support Seans focus on the task, work completion, and work submission.
Documentation to support decision(s): Decisions were made based upon
formal and informal data, teacher observation, and student input.

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 o Extended School Year

When considering ESY, answer YES or NO and document the

decision

1. Does the students IEP include annual goals related to critical life
skills? Yes
Discussion to support decision: The team members agree that Seans
IEP does include annual goals related to critical life skills.

1a. Is there a likely chance of substantial regression of critical life

skill caused by the normal school break and failure to recover those
lost skills in a reasonable time? No
Discussion to support decision: There is no evidence to support the
chance of substantial regression of critical life skills and failure to
recover them in a reasonable time during the summer break.

1b. Is the student demonstrating a degree of progress toward

mastery of IEP goals related to critical life skills? No
Discussion to support decision: Sean is making progress on his IEP
goals.

2. Is there a presence of emerging skills or breakthrough opportunities?

No
Discussion to support decision: There is no evidence to support the
presence of emerging skills or breakthrough opportunities.

3. Are there significant interfering behaviors? No

Discussion to support decision: There are no significant interfering
behaviors.

4. Does the nature and severity of the disability warrant ESY? No

Discussion to support decision: The nature and severity of Seans
disability does not warrant ESY services.

5. Are there other special circumstances that require ESY? No

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 Discussion to support decision: There is no evidence of special
circumstances that requires ESY.

After considering all of the above questions, will the benefits that the
student receives from his educational program during the regular school
year be significantly jeopardized if the student is not provided ESY? No,
student is not eligible for ESY service.
Document basis for decision(s): After considering all of the above factors, it
is the consensus of the IEP team members that Sean does not meet the
criteria to receive Extended School Year services; additionally, his regular
school year will not be significantly jeopardized is he does not attend ESY.

o Transition

Student preferences and interests:

The post-secondary goal(s) are to be based on the students interests,
preferences and age appropriate transition assessments.
Date of Annual Student Interview: 09/06/2016
Discussion of students interests, preferences and appropriate
transition assessments: In an interview with the case manager and
supported by review of records, Sean stated an interest in information
technology. This is supported by the results found in the Student Interest
Sheet. Sean enjoys video games, board games, drawing, and movies. Math
is his favorite subject.
Post-Secondary Goals (Outcomes):
Postsecondary goal(s) are to be recorded here. At least one goal must be

16
indicated for training and/or education.
Employment (Required): Sean will be employed in the field of
information technology.
Training:
Education: Upon graduation from career tech school, Sean will complete
the course of study to be employed in the field of information technology.
Independent Living (If appropriate):
Course of Study:
The course of study is to support the stated post-secondary goal(s)
-Information Technology
Discussion to support decision: The student is taking recommended
academic courses that will prepare him for post-secondary education that
will lead to employment in the chosen career cluster.
Projected Category of Exit:
The student will exit with the: Maryland High School Diploma
Projected Date of Exit:
The student is participating in a four-year program and is projected to
exit/graduate school: June 15, 2021.
Have the student and parents been informed that rights under the IDEA do
not/
transfer to students with disabilities on reaching age of majority, except
under limited circumstances, as described in Education Article S8-412.1,
Annotated Code of Maryland? N/A

o Transition Activities

Transition Services/Activities:
Transition services are coordinated set of activities for a student
with a disability that is designed within a results oriented process
that will facilitate the students movement from school to
postsecondary activities.
Academic: Register for high school classes during eighth grade
Complete 8th grade requirements
Complete state assessment requirements for middle school

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Attend freshman orientation at the high school
Explore high school completer options that facilitate career interests
Complete assignments in allotted time
Develop and demonstrate self-determination skills
Practice study skills
Improve academic success by attending coach classes
Attend and participate in transition IEP meetings
Apply IEP goal strategies to improve skills in reading, writing, and math
Complete and document service learning hours
Develop and demonstrate self-advocacy skills
Increase on-task behavior
Practice organizational skills
Work collaboratively with peers in a group setting
Take classes in information technology
Responsible Party: Student, Parent, Teachers, Counselor

Employment Training: Participate in school/community clubs or sports

team (allied sports)
Identify and research careers related to identified interests
Identify responsibilities at home by completing assigned chores/tasks
Identify and research careers related to information technology
Complete and file DDA application
Identify attitudes and behaviors necessary for job success
Complete and document service learning hours
Define interests and abilities related to information technology
Responsible Party: Student, Parent, Teachers, Counselor

Activities of Daily Living:

Employ appropriate work habits by completing in a timely manner
Practice interpersonal skills
Seek appropriate adult assistance when necessary
Follow routines and schedules by meeting deadlines for activities
Comply with schools rules and regulations
Responsible Party: Student, Parent, Teachers, Counselor

Independent Living: Practice self-advocacy skills by asking for and using

accommodations
Follow routines and schedules
Develop personal safety/awareness skills
Develop skills to be an informed consumer
Demonstrate and understanding of proper etiquette in a variety of
school/social/community settings
Practice consumer math skills
Develop and demonstrate self-advocacy skills
Practice social skills
Practice problem solving strategies.

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Responsible Party: Student, Parent, Teachers

Transportation: Develop personal safety/awareness when traveling

Define different modes of transportation (bus, mobility, trains, etc.)
Responsible Party: Student, Parent

Annual date student and parent were provided a copy of the Transition
Planning Guide: 03/09/2017

AGENCY LINKAGE:

Division of Rehabilitative Services (DORS)

-The student has been referred to? NO
- Agency Representatives were invited to the IEP Team meeting? NO
- Anticipated Services for Transition? Yes

Developmental Disabilities Administration(DDA)

-The student has been referred to? NO
- Agency Representatives were invited to the IEP Team meeting? NO
- Anticipated Services for Transition? Yes

Behavioral Health Administration (BHA)

-The student has been referred to? NO

- Agency Representatives were invited to the IEP Team meeting? N/A
- Anticipated Services for Transition? NO

*If no or N/A, document basis for decision:

The student is not eligible age for referral. DORS
The IEP team has determined that the student is not eligible for services to
BHA based on the referral protocol for that agency
A DDA application will be made when a Consent for Release of Records has
been signed and received.

Discussion to support Decision:

Agency information will be provided to the parent/student in 11 th and 12th
grades at the annual review. (DORS)
A DDA application will be completed upon receipt of the Consent to
Release Records.
Parent/student received the Transition Planning Guide at the IEP meeting.
Please review available agency services and eligibility criteria. Contact
transition facilitator with questions or concerns.

o Goals

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Reading GOAL
Goal: After reading a short story written at grade level, Sean will describe
(2) or more story elements (e.g. plot, characters, settings) using (4) pieces
of textual evidence to support analysis for (4 out of 5) stories.

(Baseline 50%)
Evaluation Method: Informal Procedures
With: 70% Accuracy
ESY Goal? No

Objective 1: As Sean reads a short story, he will highlight or underline

textual evidence to be used in the analysis
Evaluation Method: Informal Procedures
With: 70% accuracy

Objective 2: After reading a short story, Sean will identify 2 or more story
elements and use textual evidence as support.
Evaluation Method: Informal Procedures
With: 70% Accuracy

Decoding GOAL
Goal: By March, 2018, when given a chart that provides visual cues for
correctly decoding multisyllabic words, affixes, and root words and a text
that includes syllabication patterns and morphology (e.g., roots and
affixes), Sean will decode the text.

(Baseline 60%)
Evaluation Method: Informal Procedures Classroom-Based Assessment
With: 80% Accuracy
ESY Goal? No

Objective 1: Given a chart that provides visual cues for correctly decoding
multi-syllabic words Sean will decode 10 words that begin with a prefix.
Evaluation Method: Informal Procedures classroom-based assessment
With: 80% accuracy

Objective 2: Given a chart that provides visual cues for correctly decoding
multi-syllabic words Sean will decode 10 words that begin with a prefix and
end with a suffix
Evaluation Method: Informal Procedures classroom-based assessments
With: 80% accuracy

Objective 3: Given a list of unfamiliar words, Sean will recognize and use

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familiar words patterns to identify new words.
Evaluation Method: Informal Procedures classroom-based assessments
With: 80% accuracy

Written Language GOAL

Goal: By March 2018, after reading a grade-level, informational texts on a
specific topic, Sean will write an essay that includes an introductory
paragraph that contains a main idea, and contains at least 3 supporting
details for (2 out of 3) writing topics as measured by a teacher-created
rubric.

(Baseline 50%)
Evaluation Method: Informational Procedures
With: 70% Accuracy
ESY Goal? No

Objective 1: Given grade-level informational texts on a specific topic,

Sean will outline his essay to better organize his thoughts
Evaluation Method: Informal Procedures
With: 70% Accuracy

Objective 2: Given grade-level informational texts on a specific topic,

Sean will write a rough draft of his essay.
Evaluation Method: Informal Procedures
With: 70% Accuracy

Mathematics GOAL

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Goal: By March 2018, given (5) problems involving one-variable, linear
equations (e.g. 2x +3x = 10), including equations with coefficients
represented by letters (e.g. ax + 2 = 3), and one-variable inequalities (e.g.
-2x+ 6 > 10), Sean will use inverse operations to isolate the variable
correctly (7 out of 10) problems in (2 consecutive) problem sets.
(Baseline 30%)
Evaluation Method: Informal Procedures
With: 70% Accuracy
ESY Goal? No

Objective 1: Given a one-step linear equation with an unknown variable,

Sean will use inverse operations to solve the problem for the unknown
variable.
Evaluation Method: Informal Procedures
With: 70% Accuracy

Objective 2: Given a two-step equation with an unknown variable, Sean

will use inverse operations to solve the problem for the unknown variable.
Evaluation Method: Informal Procedures
With: 70% Accuracy

Objective 3: Given a multi-step equation with unknown variable, Sean will

use inverse operations to solve the problem for the unknown variable
Evaluation Method: Informal Procedures
With: 70% Accuracy

Objective 4: Given a two-step linear inequality with an unknown variable,

Sean will use inverse operations to solve the problem for the unknown
variable
Evaluation Method: Informal Procedures
With: 70% Accuracy

Reflection:

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 Procedural safeguards were provided to both parents during the meeting.

This packet, which is distributed to the parents once annually, was given to

each parent at the beginning of the meeting.

The IEP notice included all the relevant information as required by IDEA.

The IEP and teacher reports were sent home to the parents ten days prior to

Seans annual review meeting. Timelines for evaluation, eligibility, and IEP

development were all followed in accordance with IDEA, and Seans meeting

was held within one year of his previous meeting.

As I prepared for the Seans annual review, Mr. Samay provided me

with a copy of his current grades in our math class. Although these grades

are accessible through BCPS, I felt that I could go into greater detail about

the grades, and provide feedback on how Sean had been completing his

assignments, and if necessary, there were areas in which Sean could

improve on. I brought three copies to the meeting so that both of his parents

could have one, and I still had one to review as well.

The meeting was scheduled to start at 11:50, which is also the end of

fourth and the beginning of fifth period. However, we ran slightly behind

time, and started just after 11:50 because the teachers involved were

finishing up and coming straight from class. Therefore, the meeting started

around 11:55, with all participants present except Seans father, who walked

in a few minutes later around 12:00. The meeting then ran until around

12:40.

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 This meeting took place in the conference room, which is located near

the administrative and guidance offices. The layout of this room is inviting

and friendly, with students art-work and posters located all around the room.

In the middle of the room is a long table, large enough to comfortably fit

around ten to twelve people. Towards the front of the room was a projector,

which participants took turns using when projecting different materials. The

Business (general educator) and English (special educator) teacher took

turns projecting information from Seans classes, indicating that he remains a

successful and higher achieving when he is engaged. The IEP chair also used

the projector to display, walk through, and explain each component of Seans

IEP to his parents. The parents were also issued a copy of Seans IEP.

Within the meeting, all the appropriate persons were in attendance.

The meeting consisted of eight individuals. These eight individuals included

the IEP chair, a representative from Owings Mills High School (which is where

Sean will be attending next year), Seans mother and father, Sean, myself, a

Special Educator (Seans English teacher), and a general educator (Seans

Business/Computer teacher). Sean sat between his mother and father at the

head of the table, which was located on the opposite side of the table as the

projector. The IEP chair and Owings Mills Representative sat next to each

other on the left side of the table, while myself, the special educator, and

general educator sat next to each other on the right side of the table. This

seating arrangement was not specially designed. The only planned seating

arrangement was for Sean to sit between his parents, and the IEP chair felt

24
that it was most appropriate for them to sit at the head of the table so that

they could view the information displayed through the projector easily.

Each participant had a structured and equally important role for

participating during the meeting. The IEP chairs role was to direct and

oversee the entire meeting. She initially went over Seans current progress in

all of his classs, which each educator eventually expanded on. She then

walked the parents through Seans IEP, explaining each section such as his

goals, accommodations, and scores. After going through his IEP, the IEP chair

asked Sean about his plans and aspirations for the future. Sean indicated

that he was interested in information technology. Since I have daily

conversations with Sean, I was aware that he was interested in this field. His

father then asked the Owings Mills representative if there was a program

that fit Seans interest and that would help develop and groom his skills

toward his desired career, to which she ensured that there were classes that

Sean could take that would assist him.

Both the special and general educators roles were to update the

parents on how Sean had been acting/performing in their class. Both

indicated, to which I agreed with, that Sean performs very well when he is on

task. There are times however, where Sean tries to work on drawings rather

than working on materials in his respective classes. He must be prompted

multiple times throughout class to put away his drawings. His business

teacher (the general educator), indicated that sometimes Sean does not turn

in work, and on certain days, refuses to do work altogether. The parents

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responded to this statement by informing the teacher that Sean had a few

concerns with his class, and urged Sean to talk to him about them. However,

Sean appeared to be nervous, and stated that he would talk to the teacher

individually at a different time. His English teacher (the special educator),

had all positive remarks about Sean, but questioned why he didnt try to

enroll at George Washington Carver Center for Arts and Technology, which is

a magnet school that would be more tailored and prepare him better for his

desired career. Sean seemed to be flustered about this question, and was

unsure how to answer it. His English teacher then stated that Sean is an

extremely bright and friendly kid, and an absolute pleasure to be around.

However, she told him that he needed to begin to advocate for himself. She

told him that he will succeed further in life if he began to advocate and speak

up for himself. I agreed with this statement, because Sean is a very talented

boy, but remains shy and soft-spoken for the most part.

Although the Owings Mills representative was present to answer

questions about Sean entering high school, she was unable to answer most

of the questions posed by the parents. I felt that the parents may have

reframed from asking additional questions after the representative was

unable to answer the question about the classes that Sean had enrolled in

for his freshman year. She stated multiple times that it was her first year at

Owings Mills High School. I felt that it would have been much more beneficial

if Owings Mills would have sent a representative who was more familiar with

the school and had access to all of Seans information such as the classes

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that he had signed up for. Although Mr. Samay was unable to attend the

meeting due to previous obligations, he indicated after the meeting that he

may have been able to answer some of the parents questions, since he had

taught and been the IEP chair at Owings Mills High School for several years

before coming to Franklin Middle School.

There was a high degree of collaboration that took place both during

and before the meeting. I made it a point to discuss with the IEP chair before

the meeting about my role, and she indicated that an appropriate topic for

me to discuss had to do with Seans progress in my class. I also met with

Seans English Teacher in order to find out what she would be talking about,

which was similar to what I was going to talk about. For example, when I was

praising Sean, the general educator, special educator, and IEP chair also

contributed to praising Sean. Hearing this type of appraisal from three of his

teachers, as well as the IEP chair, caused his mother to begin laughing and

smiling. She was excited to hear how all of Seans teachers were passionate

and devoted to her son, and enjoyed having him in class.

There was no written or printed agenda given to the parents. However,

the IEP chair did state the agenda verbally, which began with teacher

reports, explanation of the IEP, questions/concerns, and ending with the

representative from Owings Mills answering any possible questions that Sean

or his parents had about Sean entering high school next year. Seans parents

did have a few questions about the types of classes that Sean had signed up

for, but unfortunately, it was the representatives first year at the high school,

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and she was unaware of the types of classes that Sean had enrolled in.

However, she did give Seans parents her contact information, and ensured

that she would reach out to another individual at the school and find out

which classes Sean was scheduled to take during his freshman year.

My role during Seans annual review was similar to that of the general

and special educators. Since I have Sean in math class and see him every

day, I have developed a strong rapport, and was able to comfortably discuss

how Sean has been performing in class. As I stated earlier, I walked Seans

parents through his current grades in our class, which are excellent. He

currently has an A (95%), to which I commented that he is a very bright and

delightful individual to be around. He does stray off-task occasionally when it

comes to his passion for drawing, however, he resumes his math work

without hesitation when asked. I also discussed his strengths. Over the past

few weeks, we have been using individual whiteboards, to which Sean has

noticeably grown a liking for. Typically a shy student, Sean has become one

of the most involved and engaged students in the class, volunteering to

answer questions and even coming up to the side board to demonstrate how

to answer certain questions. Although he is permitted to have a calculator

with him when solving problems, I have noticed that his mental math skills

have developed nicely, and he always attempts to either solve an operation

in his head or on a piece of paper before he uses a calculator.

The only concern I had with Sean in my math class had to do with his

staying on task ability. Although he will listen immediately when asked to put

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his drawings away, he reverts right back to the drawings several times

during class. If we are solving problems on the side board and he finishes

early, he will resort back to the drawings. This is not necessarily a negative

behavior, but he will continue working on his drawings into the next

problem/activity until he is told to put the drawings away. Sean understands

this concern, and has been working on staying on task recently. Throughout

my conversation with Seans parents, I made sure to continuously praise

Sean, even as I spoke about his off-task behavior. Sean is truly a pleasure to

have in class, and an extremely friendly boy. Therefore, speaking highly of

him to his parents was very easy for me to do.

I felt that my preparation heading into this team allowed me to be a

productive and useful team member. The previous day, I reviewed Seans

grades multiple time so that I would be comfortable in the meeting both

talking about his grades, and being able to answer any possible questions

that Sean or his parents may have had. Although I am with Sean every day, I

was adamant about observing him especially close during the days leading

up the meeting, that way if I noticed anything of concern I could bring it up

to both him and his parents. Fortunately, during the days leading up, Sean

had been acting completely in character, raising no red flags. Although I did

not present any part of the IEP during the meeting, I decided it would be

beneficial for me to review it again and ensure that all the information was

correct, and allow me to build off any of the sections which I had created.

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