IEP CASE STUDY

IEP Case Study

Katey Brashears

SPED 498-002
Professor R. SantaCroce
April 12, 2016
IEP Case Study

IEP CASE STUDY

Student (Intern) Name: Katey Brashears

Student (Intern) Email: kbrash1@students.towson.edu
Date: April 12, 2016

Course: SPED 498-002

Part I Background Information

A. Student Background
Ashley is a fourteen-year-old, sixth grade student in the Functional
Academic Learning Support (FALS) program at Perry Hall Middle School.
Ashley is a kind, funny young lady with a compassionate, nurturing
personality; she is very supportive of her peers and interested in building
and sustaining relationships with them. She is often highly involved in
classroom instruction and community-based instruction trips, and her
success is important to her, as demonstrated by her active participation and
determination to do well in school. Ashley has Down syndrome and has many
learning and behavioral needs due to her disability. Additionally, the student
also receives disability-related services. Ashley is enrolled in a self-contained
classroom that addresses functional academics and life skills. According to
her IEP, Ashleys parents have elected to have her graduate with a high
school diploma.
In terms of academic needs, the areas impacted by Ashleys disability
are reading, mathematics, and writing. In reading, the student struggles with
sight word identification, fluency, and comprehension. In mathematics,

IEP CASE STUDY

Ashley is experiencing difficulties in calculation and measurement, more

specifically telling time to the hour and half hour. Ashley also struggles with
writing fluency, as well as recalling and writing her personal information.
As related to her disability and need for special education services,
Ashley also has many behavioral needs. Through classroom observation, a
review of the students file, and collaboration with members of Ashleys
team, as well as adult assistants that work with her on a daily basis, it has
been determined that Ashley would benefit from supports and
accommodations to help her manage her anxiety throughout the school day.
Some of these supports include a peer helper, chunking of instructional
material, multiple and/or frequent breaks, and using a variety of modalities
when delivering instruction. Additionally, Ashley will receive direct social
skills instruction, as well as social work services to help her learn how to
regulate her anxiety, and identify and choose appropriate behaviors.
The reason for the referral of the IEP team meeting on April 14, 2016 is
the students annual review. Each year, students receiving special education
services will receive an annual review meeting to create, review, and/or
revise a students Individualized Education Program (IEP), as mandated by
the Individuals with Disabilities Education Act (IDEA). In order to prepare for
the meeting, there are many steps the members of the team must take,
including using pre-referral strategies to evaluate the students current levels
of performance. In this case, the student was assessed using the Brigance
Diagnostic Inventory of Basic Skills as well as other informal classroom

IEP CASE STUDY

assessments. As this was not Ashleys triannual IEP team meeting and it has
not been requested by parents or other team members, there was no need
to assess Ashley using a formal assessment measure, such as the Woodcock
Johnson Test of Achievement.
In terms of the timeline of the referral process, the most recent date of
eligibility determination for special education services was her last IEP
meeting on April 1, 2015. It is the role of the school psychologist to issue the
statement reflecting the basis for the students special education eligibility:
The psychological evaluation from the 5/13/12 team showed scaled scores
on the WISC which ranged from 1 to 3 with mostly 1s in the subtests. It was
noted that the examiner did not time Ashley to give her more opportunity
to be successful. Adaptive functioning was assessed with social skills as a
strength and an overall SS score of 46. The educational assessment and
speech and language evaluation showed results that were commensurate
with the psychological evaluation. Current classroom performance was also
on the same level. Based on the current assessments and the previous
diagnosis of ADHD, OCD and Down syndrome, Ashley met the criteria for
Intellectual Disability. In review of speech-language assessment, current
classroom performance, classroom observation, and academic history, the
team finds Ashley continues to exhibit a communication (articulation)
As determined by the psychologist, Ashleys disability is categorized as
an Intellectual Disability. Since Ashley qualifies for special education services,
the instructional team must provide the accommodations and modifications
during instruction to allow Ashley equal access to the material. Additionally,
related services must be implemented to help Ashley to improve her
communication delay. These speech-language services, along with the

IEP CASE STUDY

instructional accommodations, were implemented on April 1, 2015, the date

of Ashleys last annual review.
Family and medical history are important to consider in the
development of the IEP and the team meeting process. While Ashley has no
medical issues that impact her education, her family background creates
complications for the student and her family that must be addressed. For
example, Ashleys parents, David and Lisa are divorced. Prior to Ashleys
enrollment in Perry Hall Middle Schools FALS program, Mr. and Mrs. R had
equal joint custody of Ashley. She spent half of the week with her mother and
half of the week with her father. Now that Ashley attends a school other than
her home school to provide her with her least restrictive environment,
transportation became an important aspect to consider. Baltimore County
Public Schools would not coordinate a schedule that would allow Ashley to be
picked up from Mrs. Rs house for half of the week and Mr. Rs house for the
other half. The R family had to make an adjustment that allowed Ashley to
participate in this program. The student now spends most of her time with
her mother, although she does spend time with her father on the weekends.
It is also important to understand the opinions, beliefs, and desires of
the childs parents when considering appropriate placements,
accommodations, and services for the child. Based on interviews with the
educators working with Ashley, in this particular case, her father denies that
she has Down syndrome and requires special education services. Mr. R does
not agree with Ashleys placement in the FALS program, and has stated that

IEP CASE STUDY

he plans to have Ashley take over the family business upon her graduation
from high school. According to Ashleys special educator, Ms. Johnson, Mrs. R
is slightly more accepting of her daughters diagnosis and educational
placement; however, she feels that the FALS program places too much
emphasis on community-based instruction and social skills instruction.
Ashleys mother feels that she would benefit from more academic
instruction, as she is not making significant progress in reading and
mathematics.
Ashley has no cultural or linguistic differences that impact her
education; however, she has weaknesses in language development. Prior to
enrolling in Perry Hall Middle School, Ashleys files indicate that she was
struggling with speech intelligibility. It was determined that the student
would benefit greatly from speech-language services. In reviewing Ashleys
previous IEP, it was noted by the school psychologist that Ashley was making
only slight progress toward her speech goals; thus, the team elected to
continue speech-language services.
After meeting with Ashleys speech-language therapist, Mrs. German, I
learned that although Ashleys speech-language development is very low,
she may recommend to the team that the services be discontinued. This is
due to the fact that Ashleys progress in this area has been very slow and the
speech therapist believes Ashley has met her ceiling for language
development. Speech intelligibility and other areas of language development
are often areas of weakness for children with Down syndrome. This is due to

IEP CASE STUDY

the fact that these children are born with a normal-sized tongue, but a
smaller mouth and jaw. Additionally, people with Down syndrome experience
difficulty controlling their muscles, including the tongue, due to poor muscle
tone. Mrs. German feels that continuing pull-out speech therapy for Ashley
will not help to improve her language, and therefore it is not beneficial to
have her participate in a service that decreases the amount of time she
spends receiving classroom instruction.

B. The IEP Process

Ashleys IEP team is the group of individuals that collaborate with one
another, as well as the students family, to assess the child and develop,
review, and revise an individualized education program for her based on her
strengths and areas of need. Ashleys IEP team includes Bradley Bauer, the
schools IEP chair, who has many roles in preparation for and participation in
the team meeting. Mr. Bauer is responsible for scheduling the meeting,
sending invitations to all team members, preparing an agenda, and leading
the meeting, all in accordance with IDEA regulations. Mr. Bauer effectively
scheduled the meeting for April 14, 2016 and was able to accommodate the
schedules of all team members. Additionally, he was able to send the
invitations, a document called Parent Notification of IEP Team Meeting to the
parents and other members of the team 10 days prior to the IEP meeting,
which is aligned with the prior written notice requirements presented by
IDEA.

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Ashleys special educator, Ms. Johnson, also has a significant role in

preparing for and conducting the meeting. Her responsibilities were shared
with me as her intern this semester to allow me a realistic, practical case
study to analyze. Our responsibilities included reviewing Ashleys current IEP
goals and using data to determine whether or not she is not making
sufficient progress toward the goal, making sufficient progress toward the
goal, or has mastered the goal. The special educator has to assess Ashley,
using a variety of informal methods such as the Brigance Inventory and other
informal classroom assessments, to determine her Present Levels of
Academic Achievement and Performance (PLAAFP). The data can also be
used to develop new goals for Ashley to be introduced and discussed at the
team meeting.
Ms. Johnson and I were responsible for reviewing the IEP in its entirety,
as well as related documents such as the teacher report. The teacher report
is an online document that is accessible to all of the teachers who work with
Ashley. The form invites Ashleys special area teachers, special educator, and
related service providers to analyze and report on Ashleys strengths and
weaknesses, along with her progress toward achieving her IEP goals and the
individualized objectives each teacher has set for Ashley. Her music teacher,
Mr. Roy, will attend the meeting as the general educator, and he will discuss
her achievement and performance in music class.
The special educator sometimes has to facilitate the completion of the
teacher report because this data can be helpful to reference during the

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meeting. It is the job of the special educator to edit and add her data to the
IEP. When her draft is complete, she prints a copy to send home to Ashleys
parents for review prior to the meeting. IDEA regulates that this must be
done five days before the team is held. Due to the fact that Ms. Johnson and I
began our preparation for the IEP process well in advance, it was simpler to
adhere to the regulations issued by IDEA. Along with the IEP document, Ms.
Johnson sent home a Notice of Documents form that informs the parent of
the specific documents that will be reviewed at the team meeting.
Carly Farkas is another member of Ashleys IEP team. She is the special
education counselor for Perry Hall Middle School and works closely with
Ashley. She will review Ashleys social skills goals and assess her current
achievement of social development. Ashleys parents, David and Lisa R are
also important members of Ashleys team. The special educator sent a
parent questionnaire form to both of Ashleys parents to elicit information for
the parent input section on the PLAAFP 2 page of the IEP document.
Additionally, one of the Perry Hall Middle School administrators will be
attending the team meeting.
Mrs. German, Ashleys speech-language therapist is another one of her
service-providers. She will also be present during the IEP meeting, and her
roles and responsibilities involve testing Ashley, analyzing the results and
determining the achievement level of her speech goals, and completing her
portion of the teacher report as well as the Related Services portion of the
IEP document.

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Part II IEP Content

A. Present Levels of Academic Achievement and Performance
(PLAAFP)
The IEP document includes two PLAAFP pages: PLAAFP (Pt. 1) includes
the students present levels of academic achievement and performance
based on data and input from educational professionals and related service
providers, while the PLAAFP (Pt. 2) page includes parent input regarding the
students educational program.

PLAAFP (Pt. 1)
Academic Reading
Source(s): Brigance Inventory, informal assessments
Instructional Grade Level Performance: Kindergarten 1st grade level
Summary of Assessment Findings:
Assessment:
Date: 04/06/2016
Standard Score:
Grade Equivalent:
Brigance Inventory
N/A
K-1st
Other Results:
Word Recognition:
Pre-primer 90%
Primer 60%
1st grade 40%
Listening Comprehension:
Upper 1st grade level 50%
Passage Comprehension:
Primer 80%
Lower 1st grade level 60%
Upper 1st grade level 20%
Strengths:
Basic in-text vocabulary, word meanings
Needs:
Sight word vocabulary, comprehension skills
Does this area impact the students academic achievement and/or functional
performance? Yes

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Academic Mathematics
Source(s): Brigance Inventory, current classroom-based assessments
Instructional Grade Level Performance: Kindergarten 1st grade level
Summary of Assessment Findings:
Assessment:
Date: 04/04/2016
Standard Score:
Grade Equivalent:
Brigance Inventory
N/A
K-1st
Other Results:
Computational Skills:
1st grade level (independent) 25%
1st grade level (with calculation device) 100%
Strengths:
Single-digit addition and subtraction
Double-digit (under 20) addition
Needs:
Measurement
Telling time to the hour
Telling time to the half hour
Does this area impact the students academic achievement and/or functional
performance? Yes

Academic Writing
Source(s): Brigance Inventory, current classroom-based assessments
Instructional Grade Level Performance: Kindergarten 1st grade level
Summary of Assessment Findings:
Assessment:
Date: 04/06/2016
Standard Score:
Grade Equivalent:
Current classroomN/A
N/A
based assessments
Other Results:
Strengths:
Writing personal information (first and last name, phone number, city)
Needs:
Writing personal information (street address, state, zip code)
Does this area impact the students academic achievement and/or functional
performance? Yes

PLAAFP (Pt. 2)
What is the parental input regarding Ashley's educational program?

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Mrs. R feels that there is a lot of emphasis placed on life skills and not
enough on academics. She also feels that she is not showing a great deal of
improvement in reading skills. Mrs. R reports that Ashley seems to enjoy CBI
trips, coming to school, and socializing with classmates. Mrs. R has noted
that Ashley is taking more responsibility for things and recall of events.
What are Ashley's strengths, interest areas, significant personal
attributes, and personal accomplishments? (Include preferences and
interests for post-school outcomes, if appropriate.)
Ashley is a very outgoing student. She is friendly, talkative, and enjoys
dancing and hands on activities. She enjoys roll play and social skills
instruction as well as practice with the Perry Hall Buddies group. Her
willingness to participate and be social is a strength.
How does Ashley's disability affect her involvement in the general
education curriculum?
Ashley's disability affects her involvement in the general education
curriculum in the following ways: she has difficulty decoding words,
recognizing and reading sight words, comprehending and generating
meaning from verbally presented text. She has difficulties with remembering
numbers and vowel sounds of letters. She has difficulty understanding
mathematical skills and processes. She has difficulty applying or transferring
a skill. She has difficulty recalling visually and verbally presented
information, word retrieval, understanding and using new vocabulary. She
has difficulty understanding and following directions especially multi-step

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directions. She struggles to formulate her ideas through spoken words and
cannot communicate through written form. She needs a scribe and supports
for writing and expressing her ideas. Ashley has difficulties with attention,
focusing on instruction and persevering when tasks become challenging.
Significant modifications and accommodations are needed. Ashley's disability
in the area of communication (articulation) negatively impacts her ability to
communicate effectively, be understood, and use age-appropriate speech in
all settings.

B. Instructional Testing and Accommodations

Presentation Accommodations
Auditory Presentation Accommodations
1-F: Human Reader or Audio Recording for Verbatim Reading of Entire
Test
Multi-Sensory Presentation Accommodations
1-O: Visual Cues
Basis for decision: Ashley is not reading on grade level. She is significantly
below grade level. She has a limited sight word vocabulary and no decoding
skills. Ashley requires verbatim reading of material in the classroom and in
assessments to access grade level curriculum. Ashley will receive the
following accommodation(s) for PARCC:
The student has met criteria under Appendix D for the text-to-speech,
ASL video or human reader/human signer accommodation.

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Response Accommodations
Response Accommodations
2-A: Scribe
Materials or Devices Used to Solve or Organize Responses
2-G: Respond on Test Book
2-H: Monitor Test Response
2-J: Mathematics Tools and Calculation Devices
Basis for decision: Ashley is not reading on grade level. She is working
significantly below grade level in all subject areas. Ashley requires verbatim
reading of material in the classroom and in assessments to access grade
level curriculum.
Provide specific description stating the type of accommodation and how the
accommodation will be administered: Due to Ashley's weaknesses with
writing, Ashley requires scribing during classroom tasks and assessments.
She has fine motor difficulties. She does not have letter correspondence and
spelling skills. Monitor test responses is needed to make sure she has chosen
the answer that she wants due to her difficulties staying on task and
following along. She requires the use of calculation devices such as
calculators, number lines and hundreds chart during class work and
assessments.

Timing and Scheduling Accommodations

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Timing and Scheduling Accommodations

3-A: Extended Time (Time and a half)
3-B: Multiple or Frequent Breaks
Basis for decision: Ashley requires extended time for processing, verbatim
reading and scribing when completing instruction and assessment. She
requires frequent breaks to remain on task.

Setting Accommodations
Setting Accommodations
4-A: Reduce Distractions to the Student
Basis for decision: Ashley is highly distracted and requires an environment
with limited distractions.

C. IEP Goals and Objectives

1. Mathematics Goal
Goal: By 4/14/2017, when given (5) digital and (5) analog clocks and visual
prompts that guide the student in identifying the hour and minute hands and
demonstrate how to write digital time with correct hour and minute place
value, Ashley will use a physical clock to match the time in hours and half
hours and will verbally state the time with (7 out of 10) correct responses in
(4 out of 5) time-telling activities.
Evaluation Method: Classroom-Based Assessment
With: 70% Accuracy

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ESY Goal? Yes

Objective 1: By 4/14/2017, given a physical clock, Ashley will identify the
hour and minute hand 7/10 correct responses in 4/5 trials.
Evaluation Method: Classroom-Based Assessment informal assessments
With: 70% Accuracy
Objective 2: By 4/14/2017, given an analog clock or a verbal time, Ashley
will match the correct time to a physical clock 7/10 times in 4/5 trials.
Evaluation Method: Classroom-Based Assessment informal assessments
With: 70% Accuracy
How will the parent be notified of the student's progress toward the
IEP goals? Progress Reports
How often? Quarterly
Alignment with Maryland College and Career Readiness Standards:
1.MD.3

Tell and write time in hours and half-hours using analog and

digital clocks.

2. Reading Goal
Goal: By 4/14/2017, after reading a short instructional-level text, Ashley will
identify the main idea by selecting the appropriate picture card that
corresponds to the main idea of the story and describe it in (2-3) phrases in
(6 out of 10) trials.
Evaluation Method: Classroom-Based Assessment, Informal Procedures,
Standardized Assessment

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With: 60% Accuracy

ESY Goal? Yes
Objective 1: By 4/14/2017, after reading a short instructional-level text, she
will identify the main idea by selecting the correct picture card in 6 out of 10
trials.
Evaluation Method: Classroom-Based Assessment, Informal Assessment
With: 60% Accuracy
Objective 2: By 4/14/2017, Ashley will be able to describe a main idea in 23 phrases in 6 out of 10 trials.
Evaluation Method: Classroom-Based Assessment, Informal Assessment
With: 60% Accuracy
How will the parent be notified of the student's progress toward the
IEP goals? Progress reports
How often? Quarterly
Alignment with Maryland College and Career Readiness Standards:
1.RI.2

Identify the main topic and retell key details of a text.

3. Writing Goal
Goal: By 4/14/17, given an organizer or box for each part of the information,
Ashley will write personal information with 60% in 3 out of 4 trials.
Evaluation Method: Informal Procedures, Classroom-Based Assessment,
Observation Record
With: 60% Accuracy

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ESY Goal? Yes

Objective 1: By 11/1/16, given an organizer or box for each part of the
address, Ashley will write her complete street address, city, state and zip
code with 60% accuracy in 3 out of 4 trials.
Evaluation Method: Informal Procedures
With: 60% Accuracy
Objective 2: By 1/30/17, given an organizer or box for each part of the
information, Ashley will write her phone number and birth date including the
year with 60% accuracy in 3 out of 4 trials.
Evaluation Method: Informal Procedures
With: 60% Accuracy
How will the parent be notified of the student's progress toward the
IEP goals? Progress reports
How often? Quarterly
Alignment with Maryland College and Career Readiness Standards:
W8

With guidance and support from adults, recall information from

experiences or gather information from provided sources to answer a

question.

4. Alternate Academics and Life Skills Goal

Goal: By 4/14/2017, given a keyboard and a cue card containing something
to type, Ashley will differentiate between capital and lowercase letters with
50% accuracy in 4 out of 5 trials.

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Evaluation Method: Classroom-Based Assessment, Informal Procedures

With: 50% Accuracy
ESY Goal? No
Objective 1: By 4/14/2017, given a keyboard, Ashley can type capital letters
with 50% accuracy in 4 out of 5 trials.
Evaluation Method: Classroom-Based Assessment, Informal assessment
With: 50% Accuracy
Objective 2: By 4/14/2017, given a standard keyboard, Ashley can locate
letters and numbers with 50% accuracy in 4 out of 5 trials.
Evaluation Method: Informal assessment
With: 50% Accuracy
How will the parent be notified of the student's progress toward the
IEP goals? Progress reports
How often? Quarterly
Alignment with Maryland College and Career Readiness Standards:
1.L.1.a

Conventions of Standard English Print all upper- and

lowercase letters.

5. Behavior Goal
Goal: By 4/14/2017, when participating in an in-class academic group project
(e.g. small-group work, partner work) with peers, during a (15-minute)
activity, Ashley will give (3) statements of encouragement to a peer (e.g.
"that's a good idea", or "good job!") and withhold any negative comments

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(e.g. thats a dumb idea or you are doing it wrong) in (3 out of 5) groupwork opportunities.
Evaluation Method: Observation Record
With: 60% Accuracy
ESY Goal? No
Objective 1: By 6/14/2016, when participating in an in-class academic
group project with peers, during a 15-minute activity, Ashley will give 1
statements of encouragement to a peer 3 out of 5 group-work opportunities.
Evaluation Method: Observation Record
With: 60% Accuracy
Objective 2: By 6/14/2017, when participating in an in-class academic
group project with peers, during a 15-minute activity, Ashley will withhold
negative comments in 3 out of 5 group-work opportunities.
Evaluation Method: Observation Record
With: 60% Accuracy
How will the parent be notified of the student's progress toward the
IEP goals? Progress reports
How often? Quarterly
Alignment with Maryland College and Career Readiness Standards:
This goal does not align with the MCCRS. Instead, it is aligned with the
following social/emotional benchmark:
3C.11-12.a

Work cooperatively with others to plan, implement, and

evaluate a project to meet an identified school need.

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D. Supplementary Aids and Services, Program Modifications and

Supports
Service Nature
(Indirect)

Service
Description
Anticipated
Frequency

Instructional Supports
Pairs visuals with
Daily
auditory/print
repetition

Begin
Date

End
Date

04/14/16

04/14/17

Duratio
n
36
weeks

Provider(s)

Special
educator
Instructional
assistant
Adult support
assistant
Allow use of
Daily
04/14/16 04/14/17 36
Special
manipulatives
weeks
educator
Instructional
assistant
Adult support
assistant
Clarify the location and manner in which Supplementary Aids, Services, Program
Modifications and Supports to or, on behalf of, the student will be provided:
Ashley will receive instructional supports in the classroom such as the use of manipulatives
to help with completing activities. Opportunities for hands on learning with concrete
examples. Visuals should be paired with auditory or text information along with repetition of
instruction, directions and information. She will receive instructional supports in all
classroom settings.
Program Modification
Altered/modified
Weekly
04/14/16 04/14/17 36
Special
assignments
weeks
educator
Instructional
assistant
Adult support
assistant
Break down or
Weekly
04/14/16 04/14/17 36
Special
chunk instruction/
weeks
educator
assignments
Instructional
assistant
Adult support
assistant
Clarify the location and manner in which Supplementary Aids, Services, Program
Modifications and Supports to or, on behalf of, the student will be provided: Ashley
is working significantly below grade level expectations and requires significant modifications
to curriculum. Instruction needs to be broken down into smaller sections or chunked as well
as assignments. Ashley will receive program modifications in academic settings.
Social/Behavior Supports
Encourage student
Daily
04/14/16 04/14/17 36
Special
to ask for
weeks
educator
assistance when
Instructional
needed
assistant

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Adult support
assistant
Use of
Daily
04/14/16 04/14/17 36
Special
positive/concrete
weeks
educator
reinforcers
Instructional
assistant
Adult support
assistant
Verbal reminders
Periodically
04/14/16 04/14/17 36
Special
for correct voice
weeks
educator
tone and volume,
Instructional
cues for social
assistant
language
Adult support
assistant
Clarify the location and manner in which Supplementary Aids, Services, Program
Modifications and Supports to or, on behalf of, the student will be provided: Ashley
will receive behavioral supports throughout the day in all classroom settings. She needs
reminders for appropriate social language and tone of voice. She needs encouragement to
ask for help when needed. She needs positive supports to encourage cooperation and work
completion.
Physical/Environmental Supports
Picture schedule
Daily
04/14/16 04/14/17 36
Special
weeks
educator
Instructional
assistant
Adult support
assistant
Clarify the location and manner in which Supplementary Aids, Services, Program
Modifications and Supports to or, on behalf of, the student will be provided: Ashley
uses a visual schedule in the classroom settings.
School Personnel/Parental Supports
Occupational
Periodically
04/14/16 04/14/17 36
Occupational
therapist consult
weeks
therapist
Occupational
therapist
assistant
Adult support
Daily
04/14/16 04/14/17 36
Special
weeks
educator
Instructional
assistant
Adult support
assistant
Clarify the location and manner in which Supplementary Aids, Services, Program
Modifications and Supports to or, on behalf of, the student will be provided:
Occupational therapy will support functional writing and daily living skills within the
classroom setting. Ashley needs adult support to complete the majority of daily tasks, to
help with transitions including lunch, academics and social behaviors in all classroom
settings.
Documentation to support decision(s): The team discussed and determined that
supplementary services were needed for Ashley's academic success.

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Part III Reflection

Overall, I would consider Ashleys annual review IEP team meeting a
success for all team members. In terms of following protocol in accordance
with IDEA, the team was effectively able to implement IDEA procedures
throughout the IEP team process, including adhering to timelines for
evaluation, eligibility, and IEP development. Each team member received
prior written notice of the team meeting 10 days before the date of the
meeting. Five days prior to Ashleys team meeting, both of her parents
received an IEP notice that included all of the relevant and mandatory
information as required by IDEA. The IEP notice contained a Notice of
Documents, Ashleys draft IEP, the teacher report, and the quarterly report.
The meeting began on time and all of the team members were present
for Ashleys annual review. The team members include: Mr. Bauer, IEP chair;
Ms. Johnson, special educator; Mr. Roy, general educator; Mrs. German,
speech/language therapist; Mrs. Farkas, counselor; Mr. and Mrs. R, Ashleys
parents. Mr. and Mrs. R were both mailed a copy of the procedural
safeguards, which was offered again at the meeting.
Due to the conference table seating with the parents seated on one side of
the table, the IEP chair at the head of the table, and the other team
members on the side opposite the parents, all members were able to easily
see the projection. Additionally, the seating arrangement promoted a
comfortable, collaborative environment; team members spoke back and
forth, providing input without interrupting one another. The parents were

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25

frequently invited to share their thoughts and opinions. Mr. R was quiet, but
Mrs. R was very active in the meeting. She shared information about Ashleys
progress that she has observed at home, including strengths and concerns
she has for her daughter.
The most significant interaction occurred when the IEP chair informed
Ashleys parents that in order to remain on the diploma track she would be
required to take grade-level state assessments. The student is functioning on
a kindergarten-first grade level, as outlined by the data on the PLAAFP pages
of the IEP document. Mr. and Mrs. R became visibly upset when the topic was
introduced. They were given time to think about keeping her diploma-bound
or enrolling her in a certificate program, and after reviewing sample test
materials, they elected to switch to a certification.
Mr. Bauer was guiding the meeting, and began by having each member
introduce themselves. Although there was no visual agenda provided, Mr.
Bauer verablly outlined the itinerary for the meeting. Each member of the
team was able to share their teacher reports and share Ashleys overall
performance. Next, the special educator shared Ashleys quarterly report,
offering insight into the progress Ashley has made on each of her previous
goals. The discussion of the students previous goals transitioned into a
discussion of her new goals; the goals were projected on a screen for
everyone to view. The PLAAFP pages that outline Ashleys present levels of
academic achievement and performance were also projected. The special
educator and I reviewed these pages, sharing data I collected through

IEP CASE STUDY

26

observation and assessment of Ashley. This was my primary means of

preparation for the meeting. I used the Brigance, as well as other informal
assessments to help the special educator complete the IEP. Assessing Ashley
and collecting data allowed me the opportunity to confidently participate in
the meeting. The meeting ended on a positive note, with the team having
thoroughly addressed all changes, updates, and effectiveness of Ashleys
individualized education plan.