1

Taylor Dorr

IEP Case Study

SPED 498: Spring 2018 Internship

April 18th, 2018

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Student background

Christopher is a sixteen-year-old African American male who attends New Town High

School. This is Christopher’s first year at New Town High School. Christopher is a student in the

CLS (Communication and Learning Supports) program at New Town High School. Christopher

is on track for a Maryland High School Certificate of Program Completion. Christopher rotates

between reading, mathematics, science, social studies, social skills, and community skills

classes. He also rotates every other day between adapted P.E. and music class. Twice a week,

Christopher goes out into the community to work. Every Friday Christopher accompanies the

CLS program on community-based instruction trips like going to Target or Wegmans.

Christopher was referred for Special Education services when he was 6 after being diagnosed as

developmentally delayed. However, in August of 2008, his coding changed from

developmentally delayed to Autism. Christopher was included in general education until second

grade. He has been a part of the Baltimore County School System since age five. Christopher’s

disability and educational needs require continued special education and related services.

Christopher and his parents are native English speakers. Christopher lives at home with

his mom, dad, and one older sister. Christopher also has an older sister and nephew who live in

their own home, whom he visits frequently. Christopher enjoys visiting his sister and playing

with his nephew, he usually talks about going there for his weekend update. No other members

of Christopher’s family have disabilities. Christopher enjoys music, dancing, and sports. During

breaks Christopher likes to pick out books to read or to go on the computer. Recently

Christopher has begun to ask more “Wh” questions like “why” and “what” when asked to

complete work. He is beginning to feel more comfortable at New Town and within our

classroom. Christopher is an extremely polite young man. He always greets the adults in the
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morning, says please and thank you, and volunteers frequently. Christopher is able to read a few

sight words, he can read aloud when repeating after an adult. Christopher can answer “Wh”

questions when given a field choice of three answers with pictorial representations. Christopher

can engage in small conversations but tends to disengage when asked for details. We are working

on helping Christopher talk in a conversation for more than two sentences. We like to engage

him by asking what he does at home. Christopher has only had two behaviors during the entire

school year. All of Christopher’s teachers enjoy having him in class; he is well-behaved and

actively engaged. Overall, Christopher’s disability affects him in the areas of reading.

mathematics, communication, physical education, community, and career/vocational skills.

Christopher benefits from being a part of the CLS program at New Town High School.

IEP Process

For an annual IEP review at New Town High School, first informal assessments are

conducted, then the guardian is interviewed regarding their thoughts on their student’s progress

and where they would like their student to be. Next data is collected by all relevant educational

professionals including but not limited to the student’s teachers (both special and general

educators), speech pathologist, school psychologist, case manager, and other service providers

like occupational therapists. The data collected can be both formal and informal, including test

scores, student work (classwork), and social/behavioral information. After analyzing the data

collected, a draft IEP is created and sent home to the guardians of the student prior to the IEP

meeting. Once the above steps are taken, the IEP meeting will take place. Finally, the IEP is

updated to satisfy the needs of the student.

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I was present for the entire IEP process. My mentor teacher (Christopher’s Case

Manager) began the process by reviewing his existing IEP, this IEP was created at his old school.

After reviewing his IEP, we looked at his current data which included completed morning work,

quiz scores from the Unique Learning System, and behavioral/social data. Then we decided on

which informal assessments to use to collect further data. We decided to quiz Christopher using

the Unique Learning System. Christopher was quizzed on the following skills: rhyming word

recognition, letter matching, number matching, phonemic awareness and phoneme blending,

letter identification of lower and upper-case letters, word recognition, math shapes, math

measurements, and telling time. We also assessed Christopher using the Brigance

Comprehensive Inventory of Basic Skills. The Brigance tested Christopher in reading and

mathematics based on grade-level bands. Another assessment we used was the Life Skills

Checklist. This checklist looked at skills such as knowing the school building/staff, taking turns,

and knowing street safety. The Life Skills Checklist was sectioned into skill/ability based on

grade level bands. Christopher’s Case Manager also conducted a phone interview with

Christopher’s mother. The Case Manager asked Christopher’s mother what progress/skills she

has seen Christopher achieve, any concerns for him academically/socially/behaviorally, and

goals she had for Christopher. We took Christopher’s mother’s comments and entered them into

the PLAAFF Pt.2 section of his draft IEP. Ten days prior to the IEP meeting the IEP Chair sent

a letter home to remind Christopher’s guardians of the upcoming IEP meeting. Five days prior to

the meeting, my mentor teacher and I created a Case Manager Report for Christopher. The Case

Manager Report highlighted Christopher’s strengths and progress in all aspects of the CLS

curriculum including reading, mathematics, communication, vocational work, and job skills. A

copy of the draft IEP was sent home along with the Case Manager report five days before the
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IEP meeting. This allows the guardian enough time to read over the draft IEP so that they may

formulate opinions/concerns/questions prior to the meeting. During the IEP meeting, all of

Christopher’s mother’s concerns/questions were addressed and the final IEP was agreed upon.

For Christopher’s IEP meeting the following individuals where invited: Christopher,

Christopher’s mother, Case Manager (Special Educator), Speech Pathologist, Transition

Facilitator, Music Teacher (General Educator), Gym Teacher (General Educator), and

Occupational Therapist. Christopher’s Gym Teacher is also an Assistant Principal who holds

multiple roles at New Town and was unable to attend the IEP meeting. Christopher’s Gym

Teacher did not provide the IEP Chair with his comments on Christopher’s progress in gym

class. Nor did he complete the last two quarters’ progress reports. The Occupational Therapist

declined the invitation to join the IEP meeting. Christopher’s Case Manager was responsible for

collecting and analyzing data for Christopher’s performance in academic areas such as reading,

mathematics, communication, and career/vocational skills. The case manager collaborated with

Christopher’s two other core academic subject teachers to review his progress. The Case

Manager was also responsible for contacting the guardian for their input and for sending the draft

IEP along with the Case Manager Report home. The student’s Speech Pathologist was

responsible for collecting data on Christopher’s communication skills and for creating speech

goals. The Transition Facilitator was responsible for providing Christopher’s guardian with all

relevant information on the transition to life after school. During the IEP meeting she provided

Christopher’s mother with information packets and applications for DORS and DDA.

Christopher’s Music Teacher was responsible for collecting data on his progress in her class.

According to IDEA, one general educator must be present during the IEP meeting, Christopher’s
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Music Teacher is considered a general educator even though the music class is adapted to meet

the needs of the students in the CLS program.

Before coming to team, the IEP Chair and Case Manager reviewed Christopher’s files

and other pertinent information to ensure that Christopher was still eligible for an IEP and

special education services. The team determined that Christopher was still eligible for an IEP and

was not receiving special education services for the wrong reasons such as being an English

Language Learner or due to his race. It was found that Christopher’s disability of Autism affects

his communication, reading skills, mathematics skills, physical education skills, community

skills, and career/vocational skills. In a review of individualized achievement tests, related

service assessments, current classroom performance, and observations, the team found the

student has a cognitive disability. The student has difficulty initiating written and non-preferred

tasks, following routines, difficulties with executive functioning and problem-solving skills. This

impacts his ability to participate in the general education curriculum without accommodations

and modifications to address his needs. In addition, Christopher's communication deficits impact

his ability to access the general education curriculum. Christopher can be included in general

education activities such as lunch and special assemblies with adult support.

Present Levels of Academic Achievement and Performance

PLAAFF Pt. 1

Academic: Communication (written by Speech Pathologist)

Strengths
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Communicative intent

Socialization

Multi-turn verbal exchanges

Academic communication skills when attending

Needs

Continue to develop academic communication skills including class participation, expressing

ideas and opinions, and consistently answering WH-questions utilizing content vocabulary

Sources: Speech-Language Session Data, Classroom Based observation, Teacher Report

Assessment: Informal Language Inventory.

Findings: Instructional Grade Level Performance for Christopher's communication skills

are severely below age level expectations when compared to typically developing peers.

Other Results: It has been a pleasure getting to know Chris. He is an attentive and active

participant during group instruction. He expresses primarily single words and short

phrases in response to direct wh-questions regarding curricular content given visual

models, 80-100% accuracy. Chris follows directions to complete functional tasks with

occasional verbal cues. He demonstrates recall of 4/5 details from story, field of 3 choices

with no assistance, 5/5 details with minimal assistance. Chris expresses needs and wants,

preferences and ideas through yes/no responses and 1-2-word utterances in response to

wh-questions. He consistently engages in greetings and is able to engage in multi-turn

verbal exchanges with teachers to report events and activities. Chris becomes more

resistant to verbal interactions as the conversation progresses past 3-4 turns and does not

like to do fist bumps, preferring ample personal space around him.

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Academic: Reading

Strengths

Identifies letters - 100%

Identifies initial/beginning letter sounds in words - 100% accuracy

Identifies basic sight words - Pre-Primer word list -Expressively 35% accuracy, Receptively

65% accuracy

Identifies basic sight words -Primer word list -Expressively 40% accuracy, Receptively 55%

accuracy

Identifies basic sight words - First Grade word list -Expressively 20% accuracy, Receptively

35% accuracy

Identification of high frequency words (Primer- Dolch) - 92% accuracy (48 of 52 words)

Identification of high frequency words (1st grade - Dolch list): 25 words correctly identified

(15/46)

Identification of high frequency words (2nd grade - Dolch list): 15 words correctly identified

(25/46) - 51% accuracy

Uses picture prompts to follow story

Identification of story elements - 80% accuracy (4 out of 5 questions correct)

Needs

Identification of WH questions and sequencing at a primer level: 50% accuracy

Sources: Informal Assessments, Classroom Based Assessments, Classroom Based

Observations

Assessment: Brigance Comprehensive Inventory of Basic Skills

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Findings: Instructional Grade Level Performance for Christopher's reading skills are at a

Primer level. Christopher is able to identify high frequency words at a Primer level with

92% accuracy. Christopher can also receptively identify basic sight words at a Primer

level with 55%. When given 5 comprehension/story element questions based on class

readings, Christopher is able to answer 4 of the 5 questions. The readings completed in

class are at a primer level. Overall Christopher is capable of reading at a Primer level

when given the appropriate support. The Primer level is equivalent to a Kindergarten

level.

Academic: Mathematics

Strengths

Rote Counting

Calculator skills (addition, subtraction, multiplication and division)

Identifying basic shapes: 100% accuracy

Matching numeral with set: 100% accuracy

Telling time to the hour (with 3 answer choices): 100% accuracy

Telling time to the half hour (with 3 answer choices and 1 visual prompt): 100% accuracy

Using calculator to do addition and subtractions 70% accuracy

ABA patterns 90% accuracy

ABC patterns 70% accuracy

Identify bills 100% accuracy

Needs
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Adding and Subtracting 1-2-digit numbers without regrouping and without a calculator

Sources: Classroom Based Observations, Informal Assessments

Assessment: Informal Assessments

Findings: Instructional Grade Level Performance for Christopher’s mathematics skills are

significantly below grade level when compared to same aged peers. Based on classroom

observation and completed morning work, Christopher is able to count numbers. He is

able to add and subtract numbers with the use of a calculator with 70% accuracy. Based

on the Unique Learning System skill tests, Christopher is able to identify shapes and bills

with 100% accuracy. Based on the Brigance Comprehensive Inventory of Basic Skills,

Christopher is able to identify ABA patterns with 90% accuracy. However, Christopher

struggles with adding and subtracting 1-2-digit numbers without a calculator or the use of

regrouping. Overall, Christopher’s mathematics skills are significantly below his same-

age peers.

Academic: Community

Strengths

Follows directions

Follows routine

Uses manners consistently appropriately

Takes turns (ordering, waiting in line, etc.)

Street safety/crossing the street

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Basic street safety

Follows familiar purchasing routine with assistance

Demonstrates socially acceptable behavior in the community

Locates familiar places in the school

Needs

Making purchases

Safety skills

Sources: Classroom Based Observations, Informal Assessments

Assessment: Life Skills Checklist

Findings: Instructional Grade Level Performance for Christopher's community skills are

at a Kindergarten level. According to the Life Skills Checklist, Christopher is able to

follow directions, locate familiar places, and follow routines which place him at a

Kindergarten level. During CBI trips, Christopher is able to follow purchasing routines

with assistance from an adult. During work, Christopher is able to follow instructions to

complete needed tasks. However. Christopher struggles with making purchases without

assistance and safety skills. Based off observations and the use of a Life Skills Checklist,

Christopher is performing at a Kindergarten level.

Other Results: When out in the community, Christopher stays with the group, displays

manners, and shows appropriate social skills. He is able to make purchases with adult

support.

Physical: Physical Education (Written by Physical Education Teacher)

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Strengths

follows routine

muscular strength

Needs

flexibility

Sources: current classroom-based assessments, classroom-based observations

Findings: Level of Performance Below grade-level

Academic: Career/Vocational
Strengths

Complete one-step directions

Works left to right

Follow schedule

Complete classroom jobs

Works while sitting and standing

Accepts corrections

Maintains stamina for task duration

Needs

Identifying different jobs

Seeking assistance

Sources: Classroom Based Observations, Informal Assessments

Assessment: Life Skills Checklist

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Findings: Instructional Grade Level Performance for Christopher’s career/vocational

skills are at a Primary level. Based off classroom observations, Christopher is able to

complete vocational tasks assigned in a timely manner. Christopher readily accepts

corrections and will work until the task is completed. However, Christopher struggles

with asking for assistance with vocational tasks as well as tasks at work. Based off the

Life Skills Checklist, Christopher’s skills are at a Primary level. The Primary level is

equivalent to a Kindergarten level.

Other Results: Christopher is able to follow 1 step directions. He is able to sort by color,

size, and number. He is able to collate, complete simple assembly tasks, and fine motor

tasks. At work in the community, Christopher requires step by step prompting to

complete a job.

PLAAFF Pt. 2

What is the parental input regarding Christopher's educational program?

Ms. Hudson, reports that she is pleased with how Christopher transitioned into high school.

She has seen growth in him since the beginning of the year. Ms. Hudson would like to see

Christopher participate in more activities and increase his social communication in a variety of

environments. She would also like him to work on asking for help.

What are Christopher's strengths, interest areas, significant personal attributes, and

personal accomplishments? (Include preferences and interests for post-school outcomes, if

appropriate.)

Christopher is an outgoing and smart young man. He has a great rapport with the staff at
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school and enjoys interacting with familiar and unfamiliar people. Christopher loves to interact

with staff, look at books, and use the computer. Christopher enjoys participating in instruction

and answering questions. When given the opportunity, he likes coming to the board to answer

questions. Christopher is able to answer questions, read, and come up to the board in all

classes. During vocational, Christopher can easily pick up new skills. He is working on

collating, sorting, and simple assembly. Christopher has displayed behaviors twice this school

year but was easily redirected.

How does Christopher's disability affect his involvement in the general education

curriculum?

Christopher's cognitive disability significantly affects all areas of academics, communication

and life skills. This impacts his ability to access and participate in the general education

curriculum and his ability to comprehend complex concepts, follow multi-step directions and

use language. His disability impacts his ability to attain to tasks, to communicate with peers

and adults, and to manage his behavior. Christopher's' disability significantly impacts his

performance across the curriculum.

Instructional and Testing Accommodations

Presentation Accommodations for students with disabilities:

1. 3g: Paper-Based Edition

2. 3k: Human Reader/Human Signer for ELA

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Document Basis to Support Decision: Christopher will require accommodations due to

the nature of the severity of his disability. He is unable to read without the use of picture

supports and cues and is currently performing at a Kindergarten level. Christopher is able

to point at text that answers “Wh” questions, therefore paper-based editions help him

access the content of readings. He requires a human reader or verbatim reading in order

to access curriculum/content. For all assessments, Christopher needs to be provided with

a human reader and paper-based editions. In the classroom, Christopher is to be given

paper copies of all readings as well as comprehension questions. When Christopher is

reading aloud to the class he will echo a human reader. A human reader also reads the

comprehension questions and answer choices to Christopher.

Response Accommodations for students with disabilities:

1. 4a: Assistive Technology

2. 4d: Calculation Device (on Calculation Sections of Mathematics Assessments)

3. 4e: Calculation Device (on Non-Calculation Sections of Mathematics Assessments)

4. 4g: ELA/Literacy Selected Response Human Reader

5. 4i: ELA/Literacy Selected Response Assistive Technology Device

6. 4k: Mathematics, Science Response Human Scribe

7. 4m: Mathematics, Science Response Assistive Technology Device

8. 4o: ELA/L, Science, Government Constructed Response Human Scribe

Document Basis to Support Decision: Due to the nature of the severity of Christopher’s

disability, he will require highly modified curricular content, visual and/or graphic aides,

and opportunities to respond with the least amount of choices. Christopher is currently

performing below a Kindergarten level with Writing and Spelling. In addition to this, he
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has fine motor deficits. For these reasons, Christopher requires a scribe as an instructional

and testing accommodation. For all assessments Christopher will have a scribe write his

answers. In the classroom, an adult assistant will scribe for Christopher if needed.

Christopher is performing at a significantly lower level than his same-age peers in

mathematics. For these reason for any mathematic assessment, both for calculation and

non-calculation sections, Christopher will be provided with a calculator. Christopher will

also be provided with a calculator in the classroom for calculation problems.

IEP Goals and Objectives

Communication Goal: By March 2019, after listening to orally presented information or a story

with visual supports, Christopher will demonstrate comprehension of details and events through

class participation, expressing ideas and opinions, and answering questions. (Written by Speech

Pathologist)

Evaluation Method: Informal Procedures With: 70% of targeted trials

Objective 1: By March 2019, after listening to orally presented information or a story

with visual supports, Christopher will answer open ended questions (i.e. "what happened?")

about story events and pertinent details.

Evaluation Method: Informal Procedures

With: 70% of targeted trials

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Objective 2: By March 2019, after listening to orally presented curricular information or

a story with visual supports, Christopher will express ideas or opinions about the events or

content.

Evaluation Method: Informal Procedures

With: 70% of targeted trials

Objective 3: By March 2019, given fading prompts and cues, Christopher will elaborate

and/or clarify a response by providing 1-2 additional verbal/visual details to his statements or

questions.

Evaluation Method: Informal Procedures

With: 70% of targeted trials

Reading Goal: By March 14th, 2019, after reading a text in class, and given a field of 3 answer

choices with visuals, Christopher will identify 2 details/events of the text, 1 characters in the

story, and the main idea of the text for 3 out of 5 texts.

Evaluation Method: Informal Procedures With: 3 out of 5 targeted trials

Objective 1: By March 2019, after reading a text in class, and given a field of 3 answer

choices with visuals, Christopher will identify 2 details/events of the text, for 3 out of 5 texts.

Evaluation Method: Informal Procedures

With: 3 out of 5 targeted trials

Objective 2: By March 2019, after reading a text in class, and given a field of 3 answer

choices with visuals, Christopher will identify 1 characters in the story for 3 out of 5 texts.
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Evaluation Method: Informal Procedures

With: 3 out of 5 targeted trials

Objective 3: By March 2019, after reading a text in class, and given a field of 3 answer

choices with visuals, Christopher will identify the main idea of the text for 3 out of 5 texts.

Evaluation Method: Informal Procedures

With: 3 out of 5 targeted trials

Mathematics Goal: By March 14th, 2019, when the teacher reads aloud an addition or

subtraction statement with single and/or double-digit numbers, Christopher will draw or use

math manipulatives to create a visual representation of the statement and identify the sum or

difference, for 2 out of 4 single and/or double-digit addition or subtraction statements.

Evaluation Method: Informal Procedures With: 2 out of 4 targeted trials

Objective 1: By March 2019, when the teacher reads aloud an addition statement with

single-digit numbers, Christopher will draw or use math manipulatives to create a visual

representation of the statement and identify the sum, for 2 out of 4 single-digit addition

statements.

Evaluation Method: Informal Procedures

With: 2 out of 4 targeted trials

Objective 2: By March 2019, when the teacher reads aloud an addition statement with

double-digit numbers, Christopher will draw or use math manipulatives to create a visual

representation of the statement and identify the sum, for 2 out of 4 double-digit addition

statements.
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Evaluation Method: Informal Procedures

With: 2 out of 4 targeted trials

Objective 3: By March 2019, when the teacher reads aloud a subtraction statement with

single-digit numbers, Christopher will draw or use math manipulatives to create a visual

representation of the statement and identify the difference, for 2 out of 4 single-digit subtraction

statements.

Evaluation Method: Informal Procedures

With: 2 out of 4 targeted trials

Objective 4: By March 2019, when the teacher reads aloud a subtraction statement with

double-digit numbers, Christopher will draw or use math manipulatives to create a visual

representation of the statement and identify the difference, for 2 out of 4 double-digit subtraction

statements.

Evaluation Method: Informal Procedures

With: 2 out of 4 targeted trials

Community Goal: By March 14th, 2019, immediately before making a purchase in the

community, Chris will approach the salesperson with a teacher, present at least 1 item to

purchase, present money, and wait for change, when requested, during 2 out of 4 transactions.

Evaluation Method: Informal Procedures With: 2 out of 4 targeted trials

Objective 1: By March 2019, immediately before making a purchase in the community,

Chris will approach the salesperson with a teacher, and present at least 1 item to purchase during

2 out of 4 transactions.
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Evaluation Method: Observation Record

With: 2 out of 4 targeted trials

Objective 2: By March 2019, immediately before making a purchase in the community,

Chris will approach the salesperson with a teacher, and present money when requested during 2

out of 4 transactions

Evaluation Method: Observation Record

With: 2 out of 4 targeted trials

Objective 3: By March 2019, immediately before making a purchase in the community,

Chris will approach the salesperson with a teacher, and wait for change, when requested, during

2 out of 4 transactions.

Evaluation Method: Informal Procedures

With: 2 out of 4 targeted trials

Adapted Physical Education Goal: Chris will improve physical fitness in physical education in

the area of flexibility by increasing the amount of time spent on flexibility stretches from 1 to 2

minutes. (Written by Physical Education Teacher)

Evaluation Method: Informal Procedures With: 4 targeted trials

Objective 1: Given direct instruction Chris will perform a teacher directed flexibility

stretch as tolerated.

Evaluation Method: Informal Procedures

With: 4 targeted trials

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Objective 2: Given verbal prompts Chris will perform a cross chest shoulder stretch as

tolerated.

Evaluation Method: Informal Procedures

With: 4 targeted trials

Career/Vocational Goal: By March 14th, 2019, Christopher will improve in the area of

career/vocational by identifying 1 job of interest per quarter and advocating for assistance when

finished vocational tasks in 2 out of 5 targeted trials.

Evaluation Method: Observation Record With: 2 out of 5 targeted trials

Objective 1: By March 2019, Christopher will improve in the area of career/vocational

by identifying 1 job of interest per quarter when given a field of 10 choices in 4 out of 4 targeted

trails.

Evaluation Method: Observation Record

With: 4 out of 4 targeted trials

Objective 2: By March 2019, Christopher will improve in the area of career/vocational

by advocating for assistance when finished vocational tasks in 2 out of 5 targeted trials.

Evaluation Method: Observation Record

With: 2 out of 5 targeted trials

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Supplementary Aids and Services, Program Modifications, and Supports

Documentation to support decision(s): Due to the nature of the severity of Christopher's

disability as well as his extensive needs, Christopher requires access to a variety of

supplementary aids and services such as, adult support throughout transitions and classroom

activities, visual supports and prompts, concise rules, and frequent and immediate praise.

Christopher requires these extensive modifications and supports to the general education

curriculum in order to participate meaningfully in daily activities in the home, school, and

community environments. Such modifications and supports will allow Christopher to learn,

apply, transfer, and generalize knowledge across a variety of settings.

Instructional Supports:

Service Nature Service Begin Date End Date Duration Provider(s)

(Indirect) Description

(Anticipated

Frequency)

Allow use of Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

manipulatives. needed. Instructional

Assistant

Access to near Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

point and/or needed. Instructional

paper copies. 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: Christopher will require assistance

in all areas of functional and academic tasks which will involve use of pictures to reinforce
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communication and reading and picture/visual cues to aid in comprehension of reading materials.

Christopher requires use of manipulatives and hands on materials in order to increase

comprehension/understanding. These supports will be provided in the classroom setting daily as

needed.

Program Modification:

Service Nature Service Begin Date End Date Duration Provider(s)

(Indirect) Description

(Anticipated

Frequency)

Use pictures to Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

support reading needed. Instructional

passages Assistant

whenever

possible.

Altered/modified Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

assignments. needed. Instructional

Assistant

Break down Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

assignments into needed. Instructional

smaller units. 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: The nature and severity of
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Christopher's disability require him to have access to a variety of supplementary aides and

program modifications. In the classroom, Christopher requires altered and modified assignments.

In the classroom, Christopher requires the use of pictures to support reading passages whenever

possible. Christopher requires answer choices as well as chunking of materials. These services

will be provided daily as needed in the classroom setting.

Social/Behavior Supports:

Service Nature Service Begin Date End Date Duration Provider(s)

(Indirect) Description

(Anticipated

Frequency)

Use of Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

positive/concrete needed. Instructional

reinforcers. 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: In this classroom, clear and simple

rules, frequent and immediate verbal praise are needed for Christopher to be successful.

Reinforcers help to keep Christopher on track as well as increase positive behaviors. This

support will be provided daily as needed in the classroom setting as well as in the community.

School Personnel/Parental Supports:

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Service Nature Service Begin Date End Date Duration Provider(s)

(Indirect) Description

(Anticipated

Frequency)

Adult Support. Daily as 03/14/2018 03/14/2019 36 weeks Special Educator

needed. Instructional

Assistant

Additional Adult

Assistance

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications

and Supports to or, on behalf of, the student will be provided: Christopher needs adult support

and supervision when transitioning throughout the school day to various locations. Christopher

also needs adult support throughout the day to remain focused during classroom lessons.

Christopher often becomes off task and needs prompts to regain focus. He also needs adult

support to complete classroom assignments. Since Chris is significantly below grade level, Chris

often needs assistance and prompting when completing the task. Adult Support will be used daily

as needed in the classroom setting and in the community.

Reflection

The IEP meeting was held on March 14th, 2018, in New Town’s conference room. Ten

days prior to the meeting a letter was sent home from the IEP Chair to remind Christopher’s

guardian of the scheduled meeting. Five days before the meeting the Case Manger sent home the

Case Manager Report along with the draft IEP. The timeline for conducting an annual review
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was followed in accordance to IDEA. The IEP Chair sat at the head of the table across from the

door of the room. To the right of her sat the Speech Pathologist, the Music teacher, and the

Transition Facilitator. At the opposite end of the table sat Christopher’s mother. To the right of

her sat Christopher, the Case Manager, and myself. However, the IEP Chair did move closer to

Christopher’s mother when the General Educator and Speech Pathologist left in order to make

completing all documentation easier. Only two of the invited team members were unable to

make the meeting: Physical Education Teacher and the Occupational Therapist.

The meeting was scheduled to start at 9:30am however, it did not start on time because

Christopher’s Music Teacher was waiting on coverage. While we waited for the Music Teacher,

the IEP Chair introduced herself to Christopher and his mother. Once the music teacher arrived,

all of the present team members introduced themselves to Christopher and his mother. The IEP

Chair then explained that this meeting was an annual review for Christopher’s IEP. There was no

set agenda for this meeting. For legal purposes, all team members including myself signed in on

a document declaring who we are and what service we provide. Throughout the meeting, all

required documentation was reviewed and signed by the appropriate team members. This

included the parent receiving the Procedural Safeguards Parental Rights document which was

verbally explained to Christopher’s mother by the IEP Chair. This document was updated for the

year, Christopher’s mother was asked if she had any questions regarding the changes and then

she was asked to sign that she received this updated document. The IEP Chair led the meeting.

She started by asking the music teacher to share-out first so that she would be able to return to

class. Then the Speech Pathologist shared, followed by the Transition Facilitator. The Case

Manager was the last to share out. Each team member started by addressing all of the positive
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aspects of Christopher including those academic, social, or behavioral. The team members also

ensured that they included Christopher by addressing him not only his mother.

After each team member spoke, they asked Christopher’s mother if she had any

questions/concerns/comments on Christopher’s progress. Christopher’s mother thanked each

team member and asked what she could do with Christopher at home to help him meet his goals.

It was amazing to see a parent who cared so much about her child’s progress. I had attended

other meetings where the guardians did not inquire about what could be done at home. During

other meetings I attended, guardians simply agreed with what was said during the meeting with

no input given. Christopher’s mother also asked questions when she needed clarification on what

a team member said, you could tell she wanted to ensure the IEP best fit her child’s needs. Of all

the IEP meetings I have attended this one had the most team collaboration present. Each team

member would contribute to the other team members comments. This was great because it

reaffirmed the opinions of the service providers to Christopher’s mother while also reinforcing

what a great student Christopher is. For all team members present, appropriate and accurate data

was presented. The educators’ relationships with and care for Christopher were visible for all

team members. After all the team members had given their comments, with agreement from

Christopher’s mother, the IEP was updated. No changes were made from the IEP draft. Overall

Christopher’s mother hoped her son would achieve his academic goals but especially his social

goals of communication and asking for assistance. She made it explicitly known that she knew

Christopher would be able to accomplish this with the help of the team.

I participated in the IEP meeting as an active listener. My mentor teacher and I decided

she would relay the data collected and comments we had created during the meeting. I did not

share out information about Christopher in a verbal form. However, I continuously nodded in
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agreement with the team members comments about Christopher. Even though I did not speak

formally about Christopher’s achievement, I do feel that I relayed to his mother my observations

of and my care for her son. She thanked all of us for being a part of her child’s life and for

helping him reach his goals. Even though I did not share the goals my mentor teacher and I

created, I do feel that I was an active team member. I was an active participant in collecting and

analyzing data, creating appropriate goals, and conducting observational assessments of

Christopher. In our type of classroom, observations tend to reflect student achievement/ability far

greater than a formal or informal assessment. My mentor teacher and I observe and interact with

Christopher every school day, whereas the informal and formal assessments are contingent on

the day they’re conducted. I feel that I gained valuable insight about Christopher that I can apply

when creating my lesson plans. I have also found that non-verbal participation in an IEP meeting

can be just as important as verbal participation. I believe I helped to create a welcoming

environment for Christopher and his mother. I also feel that I helped to create the most

appropriate IEP for Christopher to be the most successful student he can be at this time.