IEP Case Study 1

IEP Case Study

Kristine Kuehn

Towson University

EDUC

April 5, 2017
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PART 1: Background Information

I. A. Student Background

Diamond is a six year old girl attending Winfield Elementary School in Baltimore

County. She is diagnosed with speech and language impairment and is currently enrolled in a

general education kindergarten classroom. Diamond was in a Baltimore City Public School last

year for pre kindergarten. Diamond has a twin sister in another kindergarten classroom at

Winfield who is also diagnosed with speech and language. Even though they both have IEPs,

they have completely different goals and needs. Diamond lives with her twin sister, her mother,

and her older brother.

Diamond is diagnosed with speech and language services but also has academic goals

for both reading and math. She is just now receiving services from the speech and language

pathologist and the special educator because the IEP was lost or misplaced when they moved

from the city to the county. Diamond is pulled for speech services for 30 minutes once a week

and then the special educator will pull her for 30 minutes for both reading and math every day.

The general educator is the main provider on Diamonds IEP. The speech language pathologist

works on Diamonds speech and how she speaks, focusing on the hard g and k sounds. The

special educator and myself will work on counting to 100 and blending sounds to make new

words. We will review the alphabet and the sounds for each letter.

Diamond is an extremely sweet and happy little girl. She enjoys playing with all the

students in the classroom and gets along with everyone. Diamond can verbalize her wants and

needs very effectively. Diamond is always well behaved and a great listener.
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The IEP meeting discussed in this case study was Diamonds assessments and review

team meeting held on April 5, 2017. The reason for the referral of this meeting was to review

her assessments and finalize her IEP. Pre referral strategies and a timeline for

identification are not noted because this was not an initial meeting. Diamond had an IEP all last

year but Winfield did not receive until late this year.

I. B. IEP Process

The IEP chair at Winfield Elementary School is the assistant principal and also the head

of special education at my school, Kelly Napier. She helps out and leads the team meetings

when the assistant principal cannot make the meetings. Both the assistant principal and Mrs.

Napier are in charge of scheduling the meetings for each student.

We all first had an initial IEP meeting to review Diamonds IEP from the city and to also

ask for permission to test Diamond. The meeting we had on April 5, 2017 was the annual review

of her IEP and to discuss the assessment and test results. Two weeks prior to the IEP meeting,

an invitation was sent home to Diamonds mom. She communicated back saying she would

attend the meeting. Five days prior to the IEP meeting, copies of the IEP draft, the special

educator and general educator teacher reports, and the speech and language teachers reports

were sent home.

The team members that participated in the annual meeting were the IEP chair (the

assistant principal), the special educator, speech and language pathologist, my mentor (head of

special education), and myself. This meeting was the IEP meeting that I led and was observed

by my mentor. Diamonds mother could not attend and was unavailable by phone at the time of

the meeting. Since the team and I all knew each other, we did not find it necessary to introduce
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ourselves but we all signed the IEP participant signature form. If Diamonds mom was

there, then I would have told her about the copy of the Procedural Safeguards Parental Rights

document, as it is required by IDEA 2004. After the IEP chair stated the purpose of the team

meeting, I began discussing the report on Diamonds progress towards her academic and

functional learning goals and objectives. First I addressed her current goals for reading and

math and discussed her goals for the next school year. Next the speech pathologist discussed

her report. After the reports were finished, I reviewed the draft IEP section by section. Since

Diamonds mom was not present in person or by telephone, the team and I finalized the IEP. We

agreed the final copy would be sent home in Diamonds backpack that day along with the

Procedural Safeguards document and the IEP chair team notes.

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PART II:
Content of the IEP
II. A. Present Levels of Academic Achievement and Performance (PLAFFP)
*Diamonds mother was not at the meeting. She was invited and said she would come but did
not attend. The team and I also called her and she did not answer her phone.
Academic: Speech and Language Articulation
Sources: informal assessments, parent and teacher reports, the multiple measures used to
develop the students present levels statements
Instructional Grade Level Performance: Diamonds performance with respect to
chronological age is moderately below age level expectations and the information provided in
relation to the grade level standards.
Summary of Assessment Findings
Assessment: BCPS Articulation Inventory Date: 3/27/17
Results: Diamond produced m/w/n/h/d/k/g and /f/ in initial positions of words in sentences with
100% accuracy, /t/ initial words with 0% accuracy, /p/b/m/w/h/d/f/ with 100% accuracy in medial
positions of words in sentences, produced /g/ medial words with 40%, /t/ medial words with
33%, /k/ medial words with 60%, /n/ medial words with 66%, /p/b/m/n/w/h/f/ with 100%
accuracy in the final positions of words, /t/ final words with 0% accuracy, /d/ final words with
33% accuracy, /k/ final words with 75% accuracy, /g/ final words with 0% accuracy. She
demonstrated difficulty with clusters in her conversational speech.
Strengths: stimulate for sounds said in error
Needs:
/k/ and /g/ in medial and final positions of words (baseline 0 75% accuracy)
/t/ in all positions of words (baseline 0% accuracy)
Clusters (baseline 0% accuracy)
Academic: Language
Sources: informal assessments and parent and teacher report, the multiple measures used to
develop the students present levels statements
Instructional Grade Level Performance: Diamonds performance with respect to
chronological age is moderately below age level expectations. The information is provided in
relation to the grade level standards.
Summary of Assessment Findings
Assessment: BCPS Language Inventory Date: 3/27/17
Results: Diamond answered who questions with 80% accuracy, what questions with 100%
accuracy, where questions with 100% accuracy, when questions with 40% accuracy, and why
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questions with 100% accuracy. She demonstrated difficulty with subject pronouns in her
conversational speech.
Strengths:
Answers basic wh questions
Enjoys conversing
Puts forth good effort
Needs:
Answer when questions (baseline 40% accuracy)
Use subject pronouns in sentences (baseline 0% accuracy)
Academic: Reading
Sources: informal, multiple measures used to develop the students present levels standards
Instructional Grade Level Performance: Diamonds performance with respect to
chronological age is slightly below kindergarten level. The information is provided in relation to
the grade level standards.
Summary of Assessment Findings
Assessment: Readster Pre Reading Probe Date: 3/23/17
Results: Diamond was able to recite the alphabet in order through t. After the letter t she said,
y, z, w, x. Diamond was able to identify the beginning sounds of words but struggled with
producing ending sounds. She blended compound words and 2 syllable words.
(Brigance) Diamond was able to listen to a text read to her and correctly answer comprehension
questions based on the story (4/5).
Strengths:
Tracking print
Able to recite the alphabet through t
Identify beginning sounds (2/3)
Blend compound words (2/3)
Blend 2 syllable words (3/3)
Needs: identify upper (15/26) and lower case letters (11/26)
Academic: Mathematics
Sources: informal, multiple measures used to develop the students present levels statements
Instructional Grade Level Performance: Diamonds performance with respect to
chronological age is slightly below kindergarten level. The information is provided in relation to
grade level standards.
Summary of Assessment Findings
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Assessment Date: 3/23/17

Results: Diamond was able to rote count, use one to one correspondence when counting.
She did need to use the 100 chart when counting and writing digits.
Strengths:
Rote counting to 12
One to one correspondence
Making sets of objects
Needs: counting to 100 by 1s
II. B. Instructional and Testing Accommodations
Timing and Scheduling Accommodations: Diamond did not qualify for timing and scheduling
accommodations because in kindergarten she only takes Math test. Diamond takes her math
assessments in small groups or one on one to ensure she understands the test being given to
her. However, she is given manipulatives when taking the math tests and other resources such as
a 100s chart and a number line.
Setting Accommodations: Diamond has no setting accommodation in the classroom. She does
sit at a table close to the front of the classroom.
On Diamonds IEP, she does not have timing, scheduling, or setting accommodations. The only
accommodations are the use of manipulatives, repeating and paraphrasing information, and
modified assignments. Diamond would benefit from using manipulatives daily within the
general education setting in order to help her understanding of the general education curriculum.
This can include but is not limited to counters, connecting cubes, 100 chart, and number lines for
both math and Language Arts. Diamond should repeat / paraphrase information daily for all
academic areas of Language Arts and Mathematics in order to check for her understanding.
Diamond would benefit from altered or modified assignments to access her grade level
instruction. This can be but is not limited to smaller numbers in mathematics, shorter / smaller
assignments, and different numbers in mathematics. They will be implemented during all math
workshop time and center time. During those times, Diamond is in a small group of 3 or 4
students.
II. C. IEP Goals and Objectives
Below is a list of goals and objectives that are Universally Designed for Learning to meet
Diamonds specific learning and instructional needs. To meet the needs of diverse learners such
as Diamond, UDL emphasizes three main principles of which to incorporate when planning
instruction. The three principles of UDL include using multiple means of representation,
multiple means of action and expression, and multiple means of engagement to universally
design the material for all learners. Diamonds goals and objectives meet UDLs multiple means
of representation principle by requiring that information be presented through multiple avenues
including visual supports like word banks, 100 charts, and number lines and manipulatives. His
goals and objectives meet multiple means of action and expression by providing extra time when
answering questions verbally and manipulatives. Finally her goals and objectives meet multiple
IEP Case Study 8

means of engagement by providing her with breaks and desired items for which she can use to
practice her communication skills.
READING GOAL
Goal: By, April 2018, Diamond will identify the upper and lower case letters of the alphabet
within 4 out of 5 targeted trials. (Baseline upper case: 15/26, lower case 12/26)
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
ESY Goal? No
MCCRS: RF. 1. D
Objective 1: By January 2018, Diamond will identify upper and lower case letters A P
within 4 out of 5 random targeted trials.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 2: By April 2018, Diamond will identify the upper and lower case letters A Z
with 4 out of 5 random targeted trials.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
MATH GOAL
Goal: By April 2018, when given a verbal counting starter (e.g. 1, 2, 3, or 10, 20,.), and
a hundreds chart that shows all numbers 1 to 100. Diamond will count aloud by 1s to 100,
correctly naming each number in the sequence for (4 out of 5) counting activities. (Baseline 1
12)
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
ESY Goal? No
MCCRS: K. CC. A. 1
Objective 1: By January 2018, when given a verbal counting starter (e.g. 1, 2, 3, or
10, 20,.), and a hundreds chart that shows all number 1 to 100, Diamond will count
aloud by 1s to 50, correctly naming each number in the sequence for (4 out of 5)
counting activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 2: By April 2018, when given a verbal counting starter (e.g. 1, 2, 3, or
10, 20,.), and a hundreds chart that shows all numbers 1 to 100, Diamond will count
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aloud by 1s to 100, correctly naming each number in the sequence for (4 out of 5)
counting activities,
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
ARTICULATION GOAL
Goal: By April 2018, during a small group activity, Diamond will orally label familiar objects,
people, and places by clearly producing age appropriate sounds (e.g. /k/ /g/ /t/) in all positions
of words and sentences and by eliminating use of phonological processes (e.g.: cluster
reduction).
Evaluation Method: informal procedures
With: 60% accuracy
ESY Goal? No
Objective 1: Given verbal models, Diamond will produce /k/ and /g/ in the medial and
final positions of words and sentences.
Evaluation Method: informal procedures
With: 80% accuracy
Objective 2: Given verbal models, Diamond will produce /t/ in all positions of words and
sentences.
Evaluation Method: informal procedures
With: 80% accuracy
Objective 3: Given verbal models, Diamond will produce all elements of clusters in
words and sentences.
Evaluation Method: informal procedures
With: 80% accuracy
LANGUAGE GOAL
Goal: By April 2018, after a teacher read aloud of a short story, Diamond will orally share at
least (3) ideas / thoughts using a complete sentence (e.g. S V O structure) and at least (3 5)
words.
Evaluation Method: informal procedures
With: 60% accuracy
ESY Goal? No
Objective 1: Given verbal models and prompts, Diamond will answer when questions.
Evaluation Method: informal procedures
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With: 80% accuracy

Objective 2: Given verbal models and prompts, Diamond will use subject pronouns in
sentences
Evaluation Method: informal procedures
With: 80% accuracy
Description of how childs progress will be measured:
As indicated in the goals and objectives, Diamonds performance will be evaluated by using
informal procedures. The criterion for measuring Diamonds performance accuracy is 60% or
80% accuracy.
When Periodic reports will be provided to parents:
Quarterly progress reports will be written and provided to Diamond mother. The progress
reports will share information regarding Diamonds progress toward her IEP goals and
objectives.
Projected date of services:
See next section
II. D. Supplementary Aids and Services, Program Modifications, and Supports
Instructional Supports
Service Service Begin Date End Date Duration Provider
Nature Description
Have student daily 4/5/17 4/5/18 36 weeks General
repeat and / educator
or paraphrase
information
Allow use of daily 4/5/17 4/5/18 36 weeks General
manipulative educator
s
Diamond should repeat / paraphrase information daily for all academic areas of Language Arts,
Mathematics in order to check for her understanding. Diamond would benefit from using
manipulatives daily within the general education setting in order to help her understanding of the
general education curriculum. This can include but is not limited to counters, connecting cubes,
100 chart, and number lines for both math (or any subjects requiring her to count) and Language
Arts because it will further help with Diamonds academics.
Program Modification
Service Service Begin Date End Date Duration Provider
Nature Description
Altered / Daily 4/5/17 4/5/18 36 weeks General
 IEP Case Study 11

modified educator
assignments
Diamond would benefit from altered / modified assignments to access her grade level instruction.
This can be but is not limited to smaller number in mathematics, shorter / smaller assignments,
and different numbers in mathematics because it will help with Diamonds academics.
Special Education Services
Service Location Numbe Lengt Frequency Start End Duratio Service Summary
Nature r of h of Date Date n Provider of Service
Sessions Time

Classroom General 5 1 hour Weekly 4/5/1 4/5/1 36 weeks Primary: 5 hours

Instructio educatio 7 8 General weekly
n n Educator
Other:
Special
Educator
Diamond should receive specialized instruction within the general education setting for 30
minute of Reading Instruction and 30 minutes of Mathematics instruction because it is what the
team decided.
Related Services
Service Location Numbe Length Frequenc Start End Duratio Service Summar
Nature r of of y Date Date n Provider y of
Session Time Service
s
Speech / Outside 1 30 Weekly 4/5/1 4/5/1 36 weeks Speech / 30
Language General minute 7 8 Language minutes
Patholog educatio s Pathologis weekly
y n t
Services
Diamond will receive one, thirty minute, speech and language session weekly targeting her
articulation and language goals because it is what the team decided.
IEP Case Study 12

Part III: Reflection

From my experience observing and participating in the IEP process at Winfield

Elementary, I gained knowledge that I will be able to use in the future as a special educator. The

annual team meeting that I attended for Diamond, and the procedures leading up to this meeting,

were organized and professional. This process maintained all of the required components

stated in IDEA 2004. A notice and invitation for the annual IEP meeting was sent to Diamonds

mother ten days prior to the meeting, and his mother replied and said she would be there for the

meeting. Diamonds mother did not attend and we called her on her phone and there was no

answer. Similarly, Diamonds mother received the draft IEP, all professional reports, and other

pertinent documents five days prior to the meeting. Being able to look over these notes

beforehand would ensure that her mother were able to address any questions or concerns at the

meeting. All team members were present at the meeting, except Diamonds mother. We do not

know the reason why she did not attend the IEP meeting. Everyone there signed the participant

signature form at the beginning of the meeting. This meeting took place in a conference room

towards the front of the building, with a long table of all of the IEP team members that could

attend. The meeting started on time, and Diamonds mother was called and we left a message.

We decided as a team that the Procedural Safeguards Parental Rights document would be sent
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home with Diamond for her mother to review if she had any questions. The meeting did not

have a written agenda that was shared with me, rather an unspoken order or events, which the

members of the team followed instinctively. At the culmination of the meeting, all team

members signed the finalized IEP, and Diamonds mother was mailed the IEP document. A copy

of the IEP as well as the notes from the meeting was also sent home to Diamonds mother.

Throughout this process, all appropriate timelines were followed with the notification,

appropriate documents, and development of the IEP.

From the development of the IEP to the team meeting, I observed excellent

collaboration between the team members. Each team member introduced themselves to each

other even though we all knew each other. Each member was given time to review their reports.

If Diamonds mother was there, we would have asked her if she had any questions. In the

presentation of reports and suggestions for new goals, the team members were in agreement and

could relate the proposals to experiences they had with the student. This meeting went very

smoothly and all parties seemed to agree on all matters.

My role in this process allowed me to gain necessary insight for my future as an IEP

case manager and special educator. I maintained a professional approach throughout the entire

meeting. I did not need to ask permission to be at the meeting for Diamond because Diamond is

my student. I enjoyed being able to see the entire process through from beginning to end, and

gained knowledge regarding the development of a new IEP and collaborating with professionals

and parents.
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