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Kelsey Gilgannon
eighth grade male student named Mike. This meeting was organized in order to get the student
ready for transition into high school for the upcoming 2018-2019 year. Mike is diagnosed with a
specific learning disability and his areas of need are in reading, mathematics, and writing. While
talking with Mr. Sunderland, I was told that the student is a very charming student and enjoys
helping out teachers when he is able to. All of Mike’s teachers stated that he is respectful in their
classes and is a pleasure to teach in class. The main area of growth needed for Mike is with
In mathematics, Mike’s teacher said that he needs to stay on task and be more proactive
about his work. Specifically, Mike has difficulty completing his daily work. Mike’s teacher
described him having trouble in solving problems in pre-algebra without assistance. This means
that Mike has difficulty solving basic facts and problems without the assistance of a calculator.
The mathematics professor said that he had made improvements in asking for help when needed,
but needed to show more of a will to want to improve his grades. Currently, Mike has shown a
decline from the first marking period to the second marking period. In the first marking period,
Mark was at a D but in the second marking period, Mark had moved down to an E.
In Language Arts, Mike’s teacher said that Mike was a very polite student to have in
class and did not have problems with other students. The main concern his teacher had with
Mike was his amount of missed assignments. Up to the IEP meeting, Mike had 13 missing
assignments in total. His teacher said that she has concerns about his work completion and
quality. The quality of his work lacks depth and is very short and simple. His teacher has also
offered for him to attend coach classes, which help him with completing assignments and extra
work, but he refuses to attend these classes. His language arts teacher also stated that Mike does
not take advantage of upgrade activities such as extra credit or completing extra tasks during the
In Mike’s reading class, he has an unsatisfactory grade in I-Ready. His teacher described
him as a well behaved student who works at his own pace while working independently. In
reading, the main concern that the teacher has is Mike not engaging in classroom lessons. He
would rather sit quietly and not raise his hand to answer or ask questions. Due to this lack of
participation, the teacher stated that it is difficult to have Mike participate in coach classes where
previous and present material is gone over and worked on. Because he has not shown up for
coach classes, Mike is also missing six assignments thus far. He was given multiple extensions
In Mike’s Social Studies and College and Career Ready classes, his teachers said that he
works well in groups and also one on one. Both teachers also said that he does class work at his
own pace, which usually ends up as incomplete. Mike’s Social Studies teacher stated that he
needs to attend coach class for extra help and extra time to complete work, but Mike does not
show up to these classes. Mike’s Social Studies teacher stated that when work is done within a
group, Mike is able to hand in his assignments on time, but independent work and homework
seem to be his main issue. The college and career ready teacher stated that Mike needs to try to
stay on task throughout the entire class and complete his work. His teacher said that Mike will
often zone out and have difficulty showing completed assignments. Throughout the class, Mike
will look as though he is completing the assignment, but then shows few answers.
Rhonda Footman-Jackson was the administrator and designee for the meeting. As the
meeting began, she introduced herself as well as everyone else in the room. This was a way to
help Mrs. Rita Hohman know who was going to be talking during the meeting. This was also a
sign of respect towards Mike and his family. Rhonda was also in charge of updating the IEP if
changes were needed. Throughout the meeting, Rhonda did not speak often unless it was to ask
for clarification on how Mike was doing in a certain class or if she had to ask Mike’s mother a
question. For example, when Mrs. Rita was talking about Mike and his behavior at home,
Rhonda asked for information on how Mike’s relationship is with his sister.
thus far with the team. Mr. Sunderland also updated his information on currently grades in each
of Mike’s classes. Mr. Sunderland went through all 26 pages and reviewed every page with Mrs.
Rita. Mr. Sunderland did this for clarification and it also fostered discussion with Mrs. Rita and
the team. If Mrs. Rita had a question about a section on the IEP or asked for a deeper explanation
on Mike’s goals, then Mr. Sunderland was able to point to the page and section of the IEP and
clarify the wording for her. He also was very sure to use basic language and did not say terms
that Mrs. Rita did not know. After reviewing the test results, Mr. Sunderland also went into more
discussion about each subtest. For example, Mike achieved a benchmark in Reading for MAP of
209.8 this winter and Mr. Sunderland gave an example of what would have been seen on that
specific test. This gave everyone on the team more clarification on how Mr. Sunderland came up
Because this was an IEP meeting for a transitional student, Mike’s future high school
IEP chair held most of the discussion in the beginning of the IEP meeting. After reviewing
Mike’s files, Jaclynee mentioned certain classes that may help Mike with completing his work.
At Parkville High School, there is a period called a resource period. This period is similar to a
study hall where students are able to work on class work and also receive extra help. She had
mentioned that there are groups that meet on certain days and will review certain concepts. She
thinks that Mike having a resource period will keep him on track with his school work. Because
Mike needs assistance with fluency, vocabulary development, and comprehension, the advisor
also mentioned adding a critical reading class to Mike’s schedule next year. This class will allow
Mike to work on developing a stronger vocabulary and go into depth on comprehension skills.
During this part of the meeting, Mike was in the room. Jaclynne reassured him that he will need
to put in a strong effort next year. She explained to him that if a class is failed, he will need to
take that course until he passes it. She stated that high school is not like middle or elementary
school where the class was just ‘forgotten.’ She told him that if he doesn’t pass freshman
English, then it will continue on each year until he passes plus that grade’s English class as well.
Mr. Scott, the science teacher, spoke briefly about how Mike was in class. He stated that
Mike was a great student to have in class and that he generally turns in work in on time, minus a
few large assignments. Mike’s mother stated that she was working with him on completing those
assignments as well. After speaking, Mr. Scott had to leave the meeting to go teach another class.
Profile______________________________________________
Michael’s reasons for referral were his classroom formal and informal assessments,
teacher reports, and his determination of his disability. Before the referral for the evaluation,
Michael’s class work was looked at. He was referred by his classroom teachers due to not
handing in assignments and having trouble staying on task throughout a class session. Michael
was referred for evaluation for his triennial review by members of Pine Grove Middle School
Team in order to determine his current levels of performance in reading, writing, and
mathematics. To support this decision of reevaluation, discussion was about the Woodcock-
Timeline
Michael has a specific learning disability. The areas affected by his disability are reading,
mathematics, and writing. Michael was given the Woodcock-Johnson IV Test of Achievement
two weeks prior, on February 6, 2018. This test was given over a two day period. The projected
annual review and IEP team meeting date was two weeks after the formal assessment on
February 20, 2018. The next projected annual review date is in one year, on February 20, 2019.
Family History
Michael lives in a house with his mother, named Rita, father named Michael, and older
sister, named Kelly. His mother is from Italy and is working on her English language. She
sometimes speaks Italian at home, but Michael is not an English Language Learner. His mother
has not taught him Italian. His father is an auto mechanic and this is what Michael wants to be
when he graduates. He wants to attend an automotive trade school in order to build and repair
cars. Michael is okay with being called Mike or Michael; there is no preference.
Michael works well in groups as well as one-on-one. He is a very at-ease gentleman who
is cooperative when given directions. Negative behaviors have not been seen or documented, but
a lack of motivation is seen in his classes. During testing, such as a formal assessment, Michael
understands why he is taking the test and the rules for the test. He is calm during testing, but will
occasionally rub his legs during a question when he is on it for a long period of time. In class,
Michael will occasionally utter phrases such as, “I don’t care,” or “Whatever,” when told that he
will lose points on an assignment. Michael has difficulty handing assignments in on time and
completed. He also does not attend coach class where he could work on late assignments and
The IEP process at Pine Grove Middle School is similar to the IEP process at other
middle schools. Due to the Individuals with Disabilities Education Act 2004 (IDEA), the school
needs to follow those regulations. Team members and parents have multiple ways of
communication, whether it is by phone, e-mail, or written documents. The process at Pine Grove
for providing prior written notice is to formally notify the parents ten or more days in advance.
The parent’s role before the team meeting is to look over the IEP and take notes on any questions
or concerns they may have. The student’s teachers are responsible to have all documents that are
to be discussed at teams. These documents include teacher reports on the student’s progress, any
formal or informal assessments, and draft IEP’s. The documents are to be in the hands of the
office secretary ten days in advance to the scheduled team meeting. This time frame offers time
for the IEP team chair to receive, review, and finalize anything in the documents. The IEP team
chair can then get the IEP to the parents of the student five days before the team so they can
If a student already has an IEP and requires a triennial assessment, the team will then
meet to discuss the prior assessments and the IEP. At Pine Grove Middle School, the team will
conduct both the assessment and the IEP at the same time rather than doing a team for
assessment, and then a team for the IEP thirty days later. An IEP can be scheduled for annual
reviews, concerns, triennial reviews, and student assessment. If the parent(s) are unable to attend
the meeting, then the case manager and/or IEP chair will make an effort to conduct the meeting
via telephone. The team is also willing to be flexible with scheduling to fit the needs of the
parents. The dates of the team meetings are chosen based on the dates that are on the IEP
already, time of assessments, and testing. Annual reviews for IEP meetings are typically a year
after the previous date. Triennial reviews are usually three years from the previous IEP meeting.
Based on the test results of the Woodcock-Johnson IV Test of Achievement, the following
subtest results were obtained:
Word Attack: GE 3.5
Letter-Word Identification: GE 4.8
Sentence Reading Fluency: GE 4.8
Oral Reading: GE 3.7
Passage Comprehension: GE 3.9
I- Ready diagnostic data indicated that Mike has shown a 21 point growth from Septemeber 2016
to January 2017. Additionally, the scaled score from September was 534, while his scaled score
from January of 2017 increased to 555.
Academics: Mathematics
Mike has shown a decline in Math from a D in the first marking period to an E in the second
marking period. However, Mike has demonstrated improvement in asking questions in class but
work submission has still been inconsistent.
Brigance Inventory results from 2/6/2018 indicate a grade equivalency of 5.0 with calculation
and a grade equivalency of 5.0 when solving word problems. Mike achieved a 68.5% overall
average for the second quarter. He tended to do better on smaller classroom assignments than
summative assessments.
Strengths:
Applied Problems
Needs:
Calculation/Numeration
Academic: Writing
Based on the test results of the Woodcock-Johnson IV Test of Achievement, the following
subtest results were obtained:
Instructional Grade Level Performance Spelling: GE 5.4
Sentence Writing Fluency: GE 4.6
Writing Samples: GE 8.1
Mike has shown improvement with his written work. He improved his overall grade in Language
Arts from an E in the first marking period to a D in the second marking period.
Brigance Inventory results from 2/6/2018 indicate that Mike is continuing to have difficulty with
sentence structure and expansion. He achieved a 56.5% average for the second quarter due to
largely missing assignments.
Strengths:
Basic Sentences
Needs:
Proper Syntax
Sentence extension/elaboration
- Michael’s mother, Rita, has stated that she wants to see Mike is possible smaller
classes. She also is challenged at home with him considering he does not always have
motivation for completing his work. He has had consequences at home for not
completing his work, but it does not seem to bother him.
What are Michael’s strengths, interest areas, significant personal attributes, and personal
accomplishments?
- Michael wants to become a mechanic when he gets older. He enjoys cars and video
games. He wants to be accepted into an automotive school and create automobiles.
How does Michael’s disability affect his involvement in the general education curriculum?
Communication
Does the student have special communication needs?
No
Assistive Technology (AT) Required
Yes No
Given the results of the WJR-IV Calculation subtest, Mike requires the use of a calculator to
solve problems.
Instructional and Assessment Accessibility Features
Alt-ACCESS for
Kindergarten
ACCESS for
ACCESS for
Government
HSA MISA
Alt- MISA
Instruction
ELLS 2.0
(available to All students, either
PARCC
MSAA
(DLM)
NAEP
MISA
ELLs
ELLs
through the online platform or
HSA
externally provided)
1b. Audio Amplification yes yes yes yes yes yes yes yes yes yes yes
1c. Bookmark (Flag items for review) yes yes yes yes yes
1e. Blank Scratch Paper yes yes yes yes yes yes yes yes yes yes yes
1f. Eliminator Answer Choice yes yes yes yes yes yes
1g. General Administration Direction yes yes yes yes yes yes yes yes
Clarified
1h. General Administration Direction read yes yes yes yes yes yes yes yes
Aloud and Repeated as Needed
1i. Highlight Tool yes yes yes yes yes yes yes yes yes yes
1j. Headphones or Noise Buffers yes yes yes yes yes yes yes yes yes yes yes
1k. Line Reader Mask Tool/ General yes yes yes yes yes yes yes yes yes yes
Masking
1l. Magnification/Enlargement device yes yes yes yes yes yes yes yes yes yes yes
1m. NotePad yes yes yes yes yes yes
1n. Pop-up Glossary yes yes yes yes yes
1o. Redirect student to the test yes yes yes yes yes yes yes yes yes yes yes
1p. Spell Check or External Spell Check yes yes yes yes yes
device
1t. Writing Tools yes yes yes yes yes yes yes yes
1u. Graphic Organizer yes
1v. Audio materials (instruction only yes yes
NAEP
MISA
HSA MISA
Instruction
(with rare exceptions) during
PARCC
instruction and locally administered
MSAA
NAEP
MISA
ELLs
assessments, both before and after the
test is administered.)
5a. Extended Time 50% yes yes yes yes yes yes yes yes yes yes yes
Document Basis to Support
Decision: Due to Michael’s fluency
and processing issues, he requires
extended time.
Reading GOAL
Goal: By February 2019, when given a grade level passage Michael will read aloud fluently
with appropriate intonation and expression with no more than five errors (excluding self-
Objective 1: By February 2019 Michael will use his knowledge of vowel patterns (e.g. CVC)
Objective 2: By February 2019 Michael will be reading within a range of 150-175 words per
How will the parent be notified of the student’s progress towards the IEP
Reading GOAL
Goal: By February 2019, after reading grade-level text, Michael will determine the meaning of
three teacher-selected words by identifying a replacement word that remains the meaning and
tone of the text from a list of four options, in four out of five trials.
Objective 1: By February 2019, when given a list of grade-level words, Michael will identify
Objective 2: By February 2019, when given a list of grade-level words with affixes, Michael
Objective 3: By February 2019, when given a grade-level cloze passage, Michael will use
How will the parent be notified of the student’s progress towards the IEP
Reading GOAL
Goal: By February 2019, after reading a short story at grade level, Michael will describe two or
more story elements (e.g. plot, characters, setting) using four pieces of textual evidence (at least
one explicit and one explicit) to support analysis for four out of five trials.
Objective 1: By February 2019, given a short grade level story, Michael will identify two
How will the parent be notified of the student’s progress towards the IEP
Writing GOAL
Goal: By February 2019, during a writing activity in the classroom, when writing a five
sentence paragraph, Michael will use a variety of sentence structures (i.e. simple, compound,
ESY Goal: No
Objective 1: By February 2019, when given a writing prompt at grade level, Michael will
Objective 2: By February 2019, when given a written prompt at grade level, Michael will use
proper syntax (e.g. subject, predicate, direct object, etc.) to allow for extension and elaboration.
How will the parent be notified of the student’s progress towards the IEP
Mathematics GOAL
Goal: By February 2019, when given grade level math problems to solve that require addition,
the correct algorithm needed to solve the problem in four out of five attempts.
ESY Goal? No
Objective 1: Given problems to solve in isolation, Mike will identify the operation and use
Objective 2: Given a word problem requiring calculations, Mike will identify the question to
How will the parent be notified of the student’s progress towards the IEP
Instructional Supports
(Indirect) Description
information
Michael will receive his instructional supports such as repeat and/or paraphrase information for
understanding, use of organizational aids such as graphic organizers for comprehension and
composing, and visual strategies such as pictures, color coding and highlighting for
understanding and comprehension in the general education setting in whole group, small group,
or one to one.
Program Modification
(Indirect) Description
Michael will receive his program modification supports such as breaking down information into
smaller units and chunking of texts for comprehension and understanding in the general
(Indirect) Description
when it is needed.
Documentation to support decision(s): The team feels that Michael is a capable student
who has a solid bank of academic skills and can apply them appropriately with supports. The
team also feels that Michael needs to be more participative in class and ask for clarification when
it is needed.
Part 3: Reflection___________________________________________________
My IEP experience was a little different than other students. The students in my
particular class did not have their annual reviews until the end of the year, so I had to talk to
another special educator to see if they had any students that had an annual review. I was able to
talk to Mr. Sunderland and he had a few students with upcoming annual and triennial reviews
that I was able to sit in on. In order to prepare for this IEP meeting, I had to meet with Mr.
Sunderland to coordinate dates and times to meet for specific students. I wanted to experience a
triennial review and annual review, which I did, but I also experienced a referral meeting. It
would have helped me more if I were able to create an IEP for my own students in my class
because I would have gained experience on how to write goals for life skills and such, but seeing
For this particular IEP meeting, I was given little time to prepare for it. Between the
time I had found out that my students did not have upcoming annual reviews and the time of the
triennial meeting, I did not have time to see Mr. Sunderland test Michael with the Brigance
Inventory or write his new goals. I mainly reviewed the objectives to make sure that everything
made sense with what Michael’s needs were based on the PLAFFP. Looking at the previous
assessments helped me correctly write the objectives. I was able to talk to Mr. Sunderland briefly
about Michael and his behavior. I was also briefly allowed to see Michael in his class and the
work he has done in a few of his classes. This gave me a brief look on Michael and how he is as
a student, but the IEP background and Mr. Sunderland gave me more information to fill in the
gaps.
Mr. Sunderland told me that, as a case manager, he tries to test students earlier than
necessary because of the case load. So, Michael was tested exactly two weeks before the meeting
in order for Mr. Sunderland to be able to analyze the data, work on the goals, and submit the
draft. The IEP development was followed in accordance to the IDEA because Michael was tested
fourteen days before the meeting and the paperwork was handed in prior to the ten days
submission time. This early submission allowed the IEP chair enough time to review the IEP,
The meeting was scheduled for 10 a.m. in a small room by the office upstairs. There
was enough room for a table that had eight chairs. Michael’s mother did not arrive until about
five minutes after 10 a.m. and the meeting went for about 40 minutes. Usually IEP meetings last
about 30 minutes, but due to lateness and side conversations, it went a little longer than a half
hour. The table was a round table and we all sat within close proximity to each other. I sat with
Mr. Sunderland to my right and the IEP chair to my left. Michael’s science teacher was across
from me at the other side of the table and Michael’s mother was to the right of Mr. Sunderland.
The Pikesville High School advisor was to the left of the IEP chair.
There was a sense of flow to this meeting. Everyone in the room seemed very calm
and relaxed. To begin the meeting, everyone introduced themselves by their name and their role
in this meeting. Then, the IEP chair asked the mother how everything was as she handed her a
paper to sign to show she was at the meeting. The IEP chair for Pine Grove also handed her a
copy of the procedural safeguards right after we introduced ourselves. Mrs. Rita was then asked
if they had a copy of the parental rights and responsibilities, which she did, so she did not receive
one at the meeting. Everyone then passed around the sign in sheet to sign. Then, the IEP chair
moved the attention to the high school IEP chair. She then discussed how high school was run,
what classes are allowed, and what can be switched in order to help Michael with completing his
work and meeting his needs. Jaclynne, Pikesville’s IEP chair, offered a critical reading class as
well as a study hall period to give Michael extra time in his day to complete his work. Mr.
Sunderland then chimed in with his agreement on the idea of having a critical reading class as
well as a study hall period because it would allow Mike to do his work independently without
distractions. At this time, Mike walked into the room and sat down briefly to talk to the advisor
about high school next year. Jaclynne told him the exact same things she told the team and also
asked Mike if he wanted to learn a language. Mike seemed hesitant because he was quiet and
said “I don’t care,” and then he was reassured that he did not have to pick right away. After
Jaclynne talked to Mike and the team, she had to leave so Mr. Sunderland began to talk.
Mr. Sunderland reviewed Mike’s current grades and how he was doing in each class
and then went through each page with the mother. Mike’s mother stopped Mr. Sunderland when
it came to his reading goals. She brought up the idea of Mike being in smaller classes because
that may help him with his concentration and comprehension. Mr. Sunderland said it may be too
late to switch classes, but having the study hall and critical reading class will help him with his
comprehension and fluency. The mother did not mention anything about having problems with
During the IEP meeting, I introduced myself and listened to each of the team
members talk about their experiences thus far with Mike. The main people who talked during the
meeting were the high school advisor, the case manager, and the mother. Mike’s science teacher
only spoke about his input on how Mike was in class and then he left the room. The IEP chair
did not speak much unless it was for clarification for the IEP. She did not put in any input
towards the IEP or the student’s classes. Mr. Sunderland only reviewed the test scores and IEP.
The main topic of this meeting was to introduce the team to what Mike will be receiving and
needing for the following year. This was a good transition meeting for the team because it
discussed his goals for the rest of the year and allowed more than the mother and son to hear
Overall, this was an intriguing case study for me mainly because I have never
worked with middle school-aged students or seen a transition part of an IEP. I have only seen
elementary level IEPs, so this was a nice way of transitioning me into the older grades. This IEP
meeting showed me that a lot of paper work goes into just one student, so as a future special