IEP Case Study

Amanda Smid
Towson University
 Part I Background Information
I.A. Student Background Information

Alyssa is a 12-year-old female in 6th grade at Patterson Mill Middle School in Harford

County. Alyssa is presently attending pubic school in order to gain a Certificate of Completion.

Alyssa is presently in her first year of middle school and just began the 4th and last quarter of the

2016-2017 school year. Alyssa is a student with an Individual Education Program (IEP) and is in

all inclusion for six classes and studies basic math in the self-contained Life Skills classroom.

Alyssa lives with her mother, father, and younger brother in Harford County Maryland.

Alyssa just moved into a larger home in Harford County. Her new house is still in the Patterson

Mill Middle School district. Alyssas grandmother, her mothers mother, is very involved in

Alyssas life along side her mother and father. The grandmother often drops Alyssa off to school

and picks her up from school. Even though her grandmother is very involved in her life, the

grandmother does not live with Alyssas and her immediate family. Alyssa identifies as multiple

races on her IEP, however, both herself and her parents are native born. Alyssas native language

is English and is the only language that Alyssa speaks.

Alyssas mother initially referred Alyssa to the Harford County Infants and Toddlers

Program in the spring of 2005 due to concerns about Alyssas development. It was reported that

Alyssa was born five weeks premature. Alyssa had also been diagnosed with larnygomalcia.

Both developmental and physical therapy assessments were recommended. The evaluators found

Alyssa eligible for early-intervention services. An Individual Family Service Plan (IFSP) was

developed to provide in-home special instruction and physical therapy services in July of 2005.

At the age of three, Alyssa was transitioned to Harford County Public Schools Child

Find Program and was documented as a child with the educational disability of Developmental
Delay. An IEP was developed for Alyssa. In the winter of 2008, Alyssa was referred back to the

Child Find Program due to concerns about her pre-academic skills. Educational and

speech/language assessments were recommended. Occupational Therapy (OT) and Physical

Therapy (PT) screenings were also recommended. Following the review of the assessments and

screenings, it was commended that Alyssa be re-documented as a child with the educational

disability of Developmental Delay. It was also recommended that an IEP be developed for

special education, speech/language, OT, and PT services.

In the fall of 2009, an IEP meeting was held to conduct a re-evaluation of Alyssas needs.

The results of all the assessments and screenings were discussed at an IEP Team meeting on

December 16, 2009 and Alyssas educational disability was changed from Developmental Delay

to a Speech and Language Impairment. It was recommended that an IEP be developed for special

education, speech/language, OT, and Adapted P.E. services. It was also decided that Alyssa

would repeated the first grade.

An IEP meeting was held in the fall of 2012 in order to conduct a re-evaluation of

Alyssas educational needs. The IEP Team recommended that an educational, psychological,

speech/language, OT, and Adapted P.E. assessments be completed. When the results of these

assessments were discussed, Alyssas educational disability was changed from a Speech and

Language Impairment to Specific Learning Disability. An additional re-evaluation on Alyssa was

completed in March of 2015. Alyssas educational disability was kept as a Specific Learning

Disability and was documented as so on an IEP. It was recommended that an IEP be developed

for special education, speech/language, OT, and Adapted P.E. services.

The reason for referral of the IEP meeting held on March 30, 2017 was to complete

Alyssas IEP Annual Review. Since this meeting was not an initial IEP meeting, no pre-referral
strategies were used. No formal testing occurred to prepare for this IEP meeting because Alyssa

is not due to be re-evaluated until the 2017-2018 school year. However, to prepare for this

meeting and to show support for educational choices, several informal tests were completed.

Alyssas informal testing began the last week of February and concluded a week prior to the IEP

Annual Review meeting. The informal assessments utilized include the Brigance, the Question-

Response-Inquire (QRI), math predictors, and informal writing prompts.

Alyssas educational disability is documented as Intellectual Disability (ID). Alyssa

requires assistance in all academic classes. All of her work in the general education classes that

she is included in is modified to her lower learning level. In addition, Alyssa has an inclusion

helper (IH) that assisters her in all general education classes. The IH assists Alyssa with

organizational, reading, and writing skills. Alyssa is on a third-grade reading and writing level so

she requires a personal IH to help her read and write in order to be successful. Alyssa is on a

second grade school level for math, which are four grade levels below her current grade. Since

Alyssa is so behind academically in math, she studies math in the Life Skills classroom. The Life

Skills classroom, which is a more restrictive environment, provides the modified math and

support she requires in order to be successful

All of Alyssas IEP Behavior Goals are associated with peer socialization. Alyssa does

not exhibit any disruptive classroom behavior. Alyssas social interaction skills are below age

level and expectations. Based on teacher observations, Alyssa continues to have difficulty with

social interaction with her peers. She requires adult prompting to join peers in group work

activities. Alyssa also requires adult prompting to maintain her attention while working in a

group. During unstructured time with peers, Alyssa need reminders to acknowledge peers and to

answer questions that her peers ask her.

 According to her Speech Pathologist, Alyssa continues to demonstrate a mild deficit in

receptive language skills. In addition, Alyssa continues to require support to initiate and

comment appropriately on non-preferred topics. Alyssa often does not respond to greetings from

both adults and peers. Visuals continue to assist Alyssa in receptive language skills and

conversations of non-preferred topics.

I.B. IEP Process

The IEP Meeting held on March 30, 2017 began with Alyssas case manager introducing

herself, and then asking the other team participants to do the same. After introductions, everyone

was asked to sign the IEP participant signature form in order to legally document who was at the

IEP meeting. In preparation for the IEP Annual Review meeting, Alyssas case manager

completed several informal tests with her. The informal assessments used include the Brigance,

QRI, math predictors, and informal writing prompts. Alyssas case manager completed these

informal assessments in order to monitor any academic progress. These assessments also helped

to identify any academic deficits that Alyssa has.

In addition to the informal assessments, Alyssas case manager utilized personal and

other teachers observations to prepare for the IEP meeting. Alyssas case manager e-mailed all

of her teachers several weeks prior to the annual review in order to obtain their observations of

Alyssa. In the e-mail, the teachers were asked to identify Alyssas strengths and weaknesses in

their classroom. These strengths and weaknesses included observations of Alyssas academic,

social, and adapted P.E. skills. The case manager shared the observations and notes provided by

Alyssas teachers at the IEP meeting.

 Once all of the informal testing scores and teacher observations were shared with the IEP

team, the case manager shared her review and updates to Alyssas IEP. The copy of the IEP with

the case managers updates was considered a draft copy. This draft copy of the IEP was sent via

mail and electronically to Alyssas parents five business days prior to the IEP meeting. The IEP

Draft was not finalized until after Alyssas parents and teachers approved the updates to the IEP.

Prior to the IEP meeting, prior notice was given to Alyssas parents. The process of prior

notice consists of sending a letter to the parents/guardians through the mail ten business days

prior to the IEP meeting date. The parents/guardians must acknowledge and respond to this letter

of prior notice. The case manager is the person that the parents/guardians respond to about this

letter of prior notice. If the parents/guardians do not respond to the letter, they will receive up to

three calls regarding their childs upcoming IEP meeting. If the phone calls are not answers,

voicemails will be left. Alyssas parents responded to the letter of prior notice within a timely

manner and reported that they would both attend Alyssas IEP meeting.

The case manager coordinated with Alyssas IEP team for several weeks prior to the

annual review meeting. The case manager coordinated with the team members primarily through

e-mail, but met in person when more clarification was required. All of Alyssas teachers provided

a report about their observations of Alyssas academic performance and her social interaction

with peers.

The role of each service provider and his/her responsibilities in preparation for the team

consists of the special educator who is also Alyssas case manager. Alyssa receives special

education through her IEP and is completing school in order to earn a Certificate of Completion.

Alyssa sees her special educator everyday in homeroom and during math class. Alyssa receives

Speech and Language Services for thirty-minutes, three times a month. She receives adult
support from a personal IH in six out seven periods a day. During these periods, Alyssa is

included in general education, but receives modifications and accommodations in order to be

successful. Alyssa is in the self-contained Life Skills classroom for math where she receives

services directly from her special educator. In addition, Alyssa receives Adapted P.E. while

taking P.E. in the general education. An IH is with her in P.E. in order to provide adapted

services.

Alyssas case manager/special education, Adaptive P.E. teacher, Speech Pathologist,

Social Studies general educator, parents, and the IEP Chair, the Vice Principal, attended the IEP

Annual Review Meeting. All of the IEP participants shared their reports on Alyssas progress and

then the team went through the IEP Drat. The IEP Team reviewed Alyssas present levels of

academic performance and her present speech and social interaction levels. The team then

updated all of Alyssas IEP goals and objectives in order to meet her present levels. Once the

team agreed on the new IEP Draft, the IEP was finalized. The IEP Team participants signed a

printed copy of the IEP in order to finalize it. The IEP was then sent home with Alyssas parents

so that they could review, sign and return the IEP. As required by the Maryland Individuals with

Disabilities Education Improvement Act (IDEA) of 2004, a copy of the Procedural Safeguards of

Parental Rights Document was also sent home with Alyssas parents.

Part II Content of the IEP

II.A. Present Levels of Academic Achievement and Performance

Academic: Reading Phonics

Sources: Qualitative Reading Inventory 5 (QRI-5), Brigance Comprehensive Inventory of Basic

 Skills II Revised, The Names Test

Instructional Grade Level Performance: Third Grade

Summary of Assessment Findings

Assessment: Qualitative Reading Inventory 5 (QRI-5), Brigance Comprehensive Inventory of

Basic Skills II Revised, The Names Test

Date: 3/17/2017

Results: Alyssa was given the Brigance Comprehensive Inventory of Basic Skills Revised for

word reading, Alyssa was able to read pre-primer to grade 2 with 100% accuracy. On the grade 3

list, Alyssa was able to read 8/10 words. Then on the grade 4 list, Alyssa was able to read 6/10

words.

Then Alyssa completed the informal Names Tests that requires Alyssa to apply various

decoding skills to red unfamiliar names. Alyssa was able to read 25 out of 70 correctly. Alyssa

scored a 73% on initial consonants, 68% on initial consonant blends and 20% on consonant

digraphs. When looking at vowel sounds, Alyssa had 67% accuracy decoding short vowel

sounds, 52% accuracy on long vowels and VC final e, 65% accuracy on vowel digraphs, 56%

on r controlled vowels and 73% accuracy on the schwa sound.

When reading aloud from a level passage from the Qualitative reading passage, Alyssa

had 15 miscues when reading aloud. Often, Alyssa world substitute a word into the text that

looked like the word in the text. Alyssa did not self-correct even when the words did not make

sense in context.

Strengths: Needs:
 - Initial Consonants - Self-Correction
- Word Substitution - Consonant digraphs
- Long Vowels

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic: Reading Comprehension

Sources: Qualitative Reading Inventory 5 (QRI-5), Brigance Comprehensive Inventory of Basic

Skills II Revised, Teacher Observation

Instructional Grade Level Performance: end of third grade/beginning of 4th

Assessment: Qualitative Reading Inventory 5 (QRI-5), Brigance Comprehensive Inventory of

Basic Skills II Revised, Teacher Observation

Date: 3/16/2017

Results: On March 16, 2017, Alyssa was given the Brigance Comprehensive Inventory of Basic

Skills II to measure reading comprehension. Alyssa is required to read a passage then answer a

variety of questions from multiple-choice answers. On the short passage section, Alyssa scored

80% accuracy on grade 4 and 60% accuracy on grade 5. When given the long passage, Alyssa

scored 80% accuracy on grade 4 and 60% accuracy on grade 5.

To further measure Alyssas ability in reading comprehension, Alyssa was given a

Qualitative Reading Inventory V (QRI V). This requires Alyssa to read a passage and answer

open-ended questions that are both explicit and implicit. On the Level 2 narrative passage,
Alyssa scored 7/8 (-1 implicit question) and 4/8 (-1 explicit and -3 implicit questions) on 8 and

3/8 on the expository text (-2 explicit and -3 implicit questions).

In the Language Arts classroom, Alyssa receives adult prompting to text and assist with

providing additional question to aid Alyssas comprehension text.

Strengths: Needs:

- Multiple-Choice Questions - Open ended questions both explicit and implicit

- Practices reading in free time - Expository text
-

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Math Calculation

Sources: Math Predictors grade 2 and Classroom Observation

Instructional Grade Level Performance: Middle to end of first grade

Assessment: Math Predictors grade 2

Date: 2/25/17 2/28/17

Results: On February 25-28, Alyssa was given grade 2 Math Predictors informal math
assessment. The assessment measures a students ability to complete computation problems,
concept problems and math problem solving. When given a hundreds charts to complete the
assessment, Alyssa scored 10/12 on computation problems and 6/12 on concept problems. When
completing the assessment without supports, Alyssa scored 9/12 on computation problems and
10/12 on concept problems.

When completing math activates, Alyssa needs prompting to continue to keep working
and to utilize math resources.

Strengths: Needs:
 - Computation problems - Addition multi-digit numbers with regrouping
- Good effort - Subtraction with regrouping

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Math Calculation

Sources: Classroom Observations

Instructional Grade Level Performance: Middle to end of first grade

Assessment: Math Predictors grade 2

Date: 2/25/17 2/28/17

Results: On February 25-28, Alyssa was given grade 2 Math Predictors informal math
assessment. The assessment measures a students ability to complete computation problems,
concept problems and math problem solving. When given a hundreds chart to complete the
assessment, Alyssa scored 2/6 on problem solving. When completing the assessment without
supports, Alyssa scored 3/6 on problem solving.

When completing math activities, Alyssa needs prompting to continue keep working and
to utilize math resources

Strengths: Needs:

- Persistence - Word problems with picture clues

- Good effort - Problems involving money
- Telling Time

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Written Language Expression

Sources: Informal writing task, Classroom Observations

Instructional Grade Level Performance: Second grade

Assessment: Informal writing task, Teacher Reports

Date: 3/14/17

Results: On March 14, 2017 Alyssa was given a variety of informal writing measurements to
gather information about Alyssas ability to express herself in the written format.

The first task, Alyssa was given three minutes to copy 7 sentences. Alyssa displayed
difficulty with accurately producing correct formation of letters, copying words and capitalizing
the first letter of the sentence.

The second task, Alyssa was given three minutes to compose sentences with a given
word. She was able to compose on 4 sentences. The sentences were simple and lacked sensory
words. All sentences started with a capital letter. Only one sentence had ending punctuation.

The third task, Alyssa was given a prompt to complete orally with 5 minutes. Her
response was one continuous sentence. She needed the prompt to add anything to the story.
Alyssa had 5 events in sequential order. After Alyssa indicated that she was finished, she was
given time to review her response. Alyssa did add two periods to the response, but did not edit
capitalization.

The last task given was an informal spelling assessment. Alyssa was to spell 12/20 words.
Of the 8 correct words, Alyssa did have difficulty with letter formation that would impact readers
to make meaning of the word.

Strengths: Needs:

- Good effort - Writing compound sentences

- Writing simple paragraph

 - Adding details

- Capitalization of proper nouns

- Ending punctuation including questions marks

and exclamation marks

- Revising spelling

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Speech and Language Articulation

Sources: Informal Assessment, Therapy Data, Clinical Observations

Instructional Grade Level Performance: Moderate articulation delay

Assessment: Informal Assessment, Therapy Data, Clinical Observations

Date: March 2017

Results: Alyssa continues to demonstrate an articulation deficit. In highly structured situations,

Alyssa is stimulable for the correct placement and production, however; when in conversation,
Alyssa continues to substitute /t/ and /d/ for /th. She also continues to demonstrate gliding of
the /r/ phoneme.

Strengths: Needs:

- Correct placement and production - /th/ sound

- /r/ phoneme
Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Speech and Language Receptive Language

Sources: Clinical Evaluations of Language Fundamentals 4th Edition (CELF 4)

Instructional Grade Level Performance: Mild delay

Assessment: Clinical Evaluations of Language Fundamentals 4th Edition (CELF 4)

Date: March 2017

Results: Alyssa continues to demonstrate a mild deficit in the area of receptive language skills.
She benefits from visuals. She needs to improve her ability to understanding increasingly
complex concepts such as antonyms and inferences.

Strengths: Needs:

- Benefit of visuals - Antonyms

- Inferences

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Speech and Language Pragmatics

Sources: Therapy Data, Clinical Observations

Instructional Grade Level Performance: Mild delay

Assessment: Therapy Data, Clinical Observations

Date: March 2017

Results: Alyssa continues to require support to initiate and comment appropriately on non-
preferred topics. She often does not respond to greetings in unstructured situations. Alyssa will
make comments with 60% accuracy but she does not initiate with adults and peers.

Strengths: Needs:

- Friendly - Initiation with adults and peers

- Response to greetings

Does this areas impact the students academic achievement and/or

functional performance: Yes

Academic Physical Education

Sources: Teacher Observations, Quarterly Log Sheets

Instructional Grade Level Performance: Appropriate with supplemental aides and program

modifications

Assessment: Teacher Reports, Quarterly Log Sheets

Date: March 2017

Results: Adapted Physical Education Based on classroom observation, discussion with the
physical education teacher and adult support, Alyssa is participating in the general physical
education curriculum with program modifications due to her intellectual disability. Alyssa
changes into her uniform in the locker room at the end of a row with an alternative lock and adult
support to travel to and from physical education. She performs warm-ups with adult support
providing occasional verbal and visual prompts to complete the following activities: jogging,
curl-ups, sit-ups, (hold prone positions with use of visual prompts) and flexibility. During the
first and second quarters, Alyssa participated in striking, throwing and catching, fitness and
integrated movement activities, which required modifications for equipment and distance,
duration and quantity. When participating in striking activities (soccer, volleyball), she was able
to strike a soccer ball at a 5-foot distance to a peer 75% of the time. In volleyball, she was able to
set and bump the beach ball using some of the correct cues when tossed from an adult. In game
play, she was permitted to catch the ball and have an adult toss it to her to strike it back over the
net. When participating in throwing and catching activities, she was able to catch a ball
underhand and throw overhand from and to a partner 70% of the time from a 5-foot distance.
During fitness activities, Alyssa completed 21 modified Pacer laps, 2 laps instead of 4 to
complete the mile run and 12 curl-ups with support from an adult and participated in all fitness
walking activities at half the distance. In line dance, Alyssa was able to follow both teacher and
peer modeling with verbal and visual prompts during all level 1 dances. As the dances became
faster and required more skills, Alyssas modifications became more in depth. All cognitive
assessments were two answer selected response tests. Overall, Alyssa has made great strides this
year in physical education. She jogs with verbal prompts to keep moving with little breaks,
performs most of her warm-ups independently with the exception of sit-ups (holds adult supports
hands an pulls herself up). She is currently using poly spots to assist in holding the prone
position. Alyssa is less timid in all aspects of physical education, even when participating in
outside activities. In the locker room, she is independent with the exception of when she wears a
tight sweatshirt. She is doing well with peer modeling and assistance, receives occasional verbal
prompts to increase her time on task and seems very happy overall. Due to Alyssas intellectual
disability, supplementary aides and program modifications continue to be necessary for her to
access the general physical education curriculum.

Strengths: Needs:

- Use of verbal and visual prompts - Program modifications

- Changing in the locker room - Supplementary aides
Does this areas impact the students academic achievement and/or

functional performance: Yes

Behavioral Social Interaction Skills

Sources: Classroom Observations

Instructional Grade Level Performance: Below Age Level Expectations

Assessment: Teacher Reports

Date: February 2017 to March 2017

Results: Based on observations from February 2017 to March 2017, Alyssa continues to have
difficulty with social interactions with peers. She needs adult prompting to join peers in group
work activities. She will join a group, but needs prompting to maintain her attention when she is
in the group.

During unstructured situations with peers, Alyssa needs reminders to acknowledge when
peers are speaking with her. She needs reminders to answer peer questions and ask peer
questions about them.

Om the classroom setting, Alyssa prefers to speak with adults. She needs reminder from
adults about appropriate times to speak about her dreams or other stories that she would like to
share.

Strengths: Needs:

- Use of good eye contact with adults - Social interactions with peers

- Conversation skills

Does this areas impact the students academic achievement and/or

functional performance: Yes

Behavioral Self-Management

Sources: Classroom Observations

Instructional Grade Level Performance: Below Age Level Expectations

Assessment: Teacher Reports

Date: February 2017 to March 2017

Results: Based on observations from February 2017 to March 2017, Alyssas self-management
skills are significantly lower than expected for her age, including starting assignments within
minutes of the start time, raising her hand to participate in class discussions, unpacking and
packing her book bag at the beginning and end of the day, and accurately and safely navigating
the school building independently. Alyssa will seek assistance for tasks that she can complete
independently. When given the encouragement, she will complete task. (Placing her water bottle
into the side pocket of her book bag is an example).

Alyssa continues to grow in her independence in navigating the school building. She has
difficulty with crowded hallways and stairs. She is encouraged to not walk with adults who may
be traveling in the hallway.

Strengths: Needs:

- Independently navigating the school - Class participation

- Completing tasks independently

Does this areas impact the students academic achievement and/or

functional performance: Yes

Physical Fine Motor

Sources: Classroom Observations

Instructional Grade Level Performance: Below Age Level and Grade Level Expectations

Assessment: Teacher Reports and Consultation with school staff

Date: March 2017

Results: Alyssa benefits from having a near point model during writing tasks, as she has more
difficulty writing legibly when writing original sentences. The primary cause of illegible writing
is the speed that Alyssa uses when writing. She will complete her writing assignments very
quickly with little regard to proper letter or number formation. Verbal prompting is essential for
legible writing.

Strengths: Needs:

- Copying a model - Writing pace

- Proper letter and number formation

Does this areas impact the students academic achievement and/or

functional performance: Yes

What is the parental input regarding Alyssas educational program?

Parents are concerned with Alyssas progress and will continue to support her with her nightly
homework assignments. Mr. and Mrs. Wassenius shared that they would like for Alyssa to
improve her handwriting, gain independence and continue to enjoy reading. Mr. and Mrs.
Wassenius also indicated they are pleased with the progress and improvements Alyssa has made,
but are concerned with the lack of retention of previously learned material.
What are Alyssas strengths, interests areas, significant personal attributes, and personal
accomplishments?

Alyssa continues to enjoy reading, going to the library, listening to stories, telling stories, and
interacting with friends and family. Alyssa has a strength of reading narrative text and answering
questions that have multiple choices. She is very polite. Alyssa has joined Best Buddies this
school year and enjoys talking with her Best Buddy Maya during homeroom.

How does Alyssas disability affect his involvement in the general education curriculum?

Alyssas coding of Intellectual Disability impacts her performance in the following areas;
reading, written language, math, OT, adaptive P.E., speech and language and adaptive
functioning. Specific accommodations and modifications as well as supplementary aids and
services will be implemented to meet her needs. Alyssas disability significantly impacts her
ability to access grade-level content standards and to make social/behavioral progress. She
requires reduces complexity and simplified tasks in order to access grade-level content standards.
The rate at which Alyssa acquires skills and new information is significantly discrepant from
same-age peers. Alyssa requires verbal prompting to elicit a response and other means of
expressing thoughts and ideas to communicate her knowledge of instruction. Additionally,
explicit on-going instruction of functional daily skills, such as: telling time, following a daily
schedule, traveling or transitioning throughout the school building, is required.
II.B. Instructional and Testing Accommodations

Presentation Accommodations (I covers all instruction/intervention including Bridge Plan)

Auditory Presentation Accommodations

o Human Reader or Audio Recording or Verbatim Reading of Entire Test (I,

A2)
Multi-Sensory Presentation Accommodations
o Text to Speech Software for Verbatim Reading of Entire Test (I, A3)
o Visual Cued (I, A)
o Notes and Outlines (I, N/A)

Document basis for decision: Due to difficulty with decoding difficulties, Alyssa will have

access to screen reading software. Due to the fact that Alyssa is below grade level (3rd grade) in

reading comprehension, a human reader or audio recording will be used in order to help her be

successful.

How accommodations will be implemented: Alyssa will be provided with verbatim reading of

the entire testing materials in order to be successful in her academic program. Visual Cues will

assist Alyssa in remembering tasks, directions and steps to complete assignments. Having notes,
outlines, and instructions available to Alyssa will support her when studying and referring to

previous lessons.

Response Accommodations (I covers all instruction/intervention including Bridge Plan)

Response Accommodations
o Scribe (I, A)
o Electronic Word Processor (I, A)
Materials or Devices Used to Solve or Organize Responses
o Respond on Test Book (I, A)
o Monitor Test Response (I, A)
o Mathematics Tools and Calculation Devices (I, A)
o Visual Organizer (I, A6)
o Graphic Organizer (I, A)

Document basis for decision: Due to Alyssas fine motor difficulties, such as improper pencil

grip and weakened hang muscles that tire easily in addition to visual/perceptual deficits, she will

be provided with a scribe in all areas to dictate her thoughts and ideas. Due to Alyssas

Intellectual Disabilities, organization is difficult for her so she will be provided with a variety of

organizers in order to help her be successful. To help her be successful in math, she will be

allowed to use calculation devices when appropriate. Alyssa is on a 2nd grade learning level for

math, which is four grade levels behind her present grade.

How accommodations will be implemented: Alyssa will have access to calculation devices

(concrete manipulative, a hundreds chart, number line, calculator), to assister her in producing

academic success in both the small group and general education classroom setting. When
working on the writing process, Alyssa will utilize electronic word processors to encourage more

independence. Visual organizers will be provided to break up information into smaller pieces.

Graphic organizers will be utilized during writing class and also reading where she will be able

to organize information she has read. Alyssa will have access to a hundreds chard, number line,

number grid as a calculation devices. Alyssa will have access to the use of a calculator for

problem solving purposes, but will not use it when specific calculation is being assessed.

Timing and Scheduling Accommodations (I covers all instruction/intervention including

Bridge Plan)

Extended Time Double Time (I, A)

Multiple or Frequent Breaks (I, A)

Document basis for decision: Due to documented severe processing deficits, Alyssa will be

provided extended time (double time) to complete assignments and assessments. Having extra

time will enable Alyssa to better formulate and produce responses. In addition, she will be

provided multiple breaks, when needed, in order to be successful in her academic program.

How accommodations will be implemented: Alyssa will receive double time to complete all

assignments and assessments in order to be successful. In addition, she will be provided multiple

breaks, when needed, in order to be successful in her academic program. She will also be

provided with multiple breaks, when needed, in order to be successful.

Setting Accommodations (I covers all instruction/intervention including Bridge Plan)

 Reduce distractions to the student (I, A)
Reduce distractions to other students (I, A)

Document basis for decision: Due to Alyssas attentional weakness she will have reduced

distractions when completing assignments and assessments in all academic settings.

How accommodations will be implemented: Alyssa will have reduced distractions when

completing assignments and assessments. This includes, but is not limited to; a study carrel in the

classroom, a quiet space in the classroom, or a small group setting outside the general education.

Alyssa may need to be moved to an alternate location to receive Scribe/Read to accommodation

without distracting other students.

II.C. IEP Goals and Objectives

The goals and objectives discussed below are specifically written, designed and

implemented to meet Alyssas educational, academic, speech/language, physical, and behavioral

needs. All of the goals and objectives are implemented through Universal Design for Learning

(UDL). UDL utilizes three different principles in order to meet individual learners needs. The

three principles of UDL include multiple means of representation, multiple means of actions and

expression, and multiple means of engagement.

All of Alyssas goals and objectives are implemented through UDL in order to meet her

individual needs. For example, Alyssas instruction is represented through a variety of ways in

order to help her reach understanding. In addition, Alyssa is provided with various resources to

complete written assignments. These resources include graphic organizers, computer word

programs, etc. Lastly, Alyssas goals and objectives follow UDL by allowing her to express her
learning through various ways. Alyssa is able to express her learning through written answer,

verbal answer, computer programs, through drawing a picture, etc. In addition to meeting UDL

Principles, all of Alyssas goals and objectives are SMART. This means that all of the goals and

objectives are Specific, Measureable, Achievable, Relevant to her needs, and Time-bound.

Lastly, all of the following IEP goals and objectives are aligned with Alyssas PLAAFP as well

as the MCCRS Standards for sixth grade.

Academic GOAL Reading Phonics

Goal: Given repeated practice and modeling, Alyssa will apply grade-level phonic and word

analysis skills in decoding words with 80% accuracy.

By: 3/30/2018

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy

ESY Goal? Yes

Objective 1: Given repeated practice and modeling, Alyssa will apply vowel patterns to

read words, such as CVC, CVCE, CVVC with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

 Objective 2: Given 10 words with digraphs, modeling and repeated practice, Alyssa will

decode words with letter combinations representing common consonant digraphs with 80%

accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 3: Given repeated practice and modeling, Alyssa will decode two-syllable words

following basic patterns by breaking the words into syllables with 80% accuracy on 4 out of

5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Academic GOAL Reading Comprehension

Goal: Given informational and narrative text to her instructional level, and prompts, Alyssa will

read closely to determine what the text says explicitly and to make logical inferences from it with

80% accuracy.

By: 3/30/2018

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy

ESY Goal? Yes

Objective 1: Given a informational or narrative text at her instructional level, verbal

prompts and visual cues, Alyssa will answer questions such as who, what, where, and when,

to identify what is directly stated in the text with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 2: Given a text at her instructional level, verbal prompts and visual cues, Alyssa

will answer how and why to draw inferences and conclusions from the text with 80%

accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 3: Given instructional informational piece of text on her instructional level,

Alyssa will determine and explain the main idea (explicit or inferred) of the text with 80%

accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 4: Given a piece of narrative text on her instruction level and verbal prompting,

Alyssa will identify and explain the element of a story (e.g., character(s), seating, problem,

and solutions) with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Academic GOAL Math Calculation

Goal: Given the use of manipulatives, a number line, and visual/verbal cues, Alyssa will use

place value understanding and properties of operations to perform multi-digit arithmetic with

80% accuracy on 4 out of 5 trials.

By: 3/30/2018

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

ESY Goal? Yes

Objective 1: Given a number line and hundreds chart, manipulatives, and verbal prompts,

Alyssa will employ strategies for addition using two multi-digit number with regrouping

with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 2: Given a number line and hundreds chart, manipulatives, and verbal prompts,

Alyssa will employ strategies for subtraction using two multi-digit numbers with and

without regrouping with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

 Objective 3: Given a multiplication chart, verbal prompting and modeling, Alyssa will

multiply one-digit whole number by one-digit whole number with 80% accuracy on 4 out of

5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 4: Given a multiplication chart, verbal prompting and modeling, Alyssa will

multiply two-digit and three-digit whole numbers by multidigit whole numbers with 80%

accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Academic GOAL Math Problem Solving

Goal: Given a word problem and the use of a graphic organizer, manipulatives, and verbal

prompts, Alyssa will apply a variety of concepts, processes, and skills to solve word problems

with 80% accuracy on 4 out of 5 trials

By: 3/30/2018

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

ESY Goal? Yes

Objective 1: Given addition and subtraction word problem with the use of a reference sheet,

and verbal prompts, Alyssa will identify the operation of the problem with 80% accuracy on

4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 2: Given addition and subtraction word problem with the use of a reference sheet,

and verbal prompts, Alyssa will solve the problem and verify the answer with a calculator

with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 3: Given digital and analog clocks, Alyssa will identify the time to the nearest 5

minutes using a.m. and p.m. with 80% accuracy on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Objective 4: Given a calculator and hundreds chart, and verbal prompts, Alyssa will count

sums of money including dollars, pennies, nickels, dimes and quarters with 80% accuracy

on 4 out of 5 trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

 Objective 5: Given objects with prices, Alyssa will use the give to the next dollar strategy

to determine if she has enough money to purchase an item with 80% accuracy on 4 out of 5

trials.

Evaluation Method: Classroom Based Assessment

With: 80% Accuracy on 4/5 Trials

Academic GOAL Written Language Expression

Goal: Given pictures, oral or written prompts and/or sentence starters, Alyssa will compose

written and presentations that express personal ideas, persuade, and inform on 3 out of 4 samples

By: 3/30/2018

Evaluation Method: Portfolio Assessment

With: 4/5 Trials

ESY Goal? Yes

Objective 1: Given teacher modeling, a graphic organizer scribe and verbal prompting,

Alyssa will write opinion pieces on topics with topic sentence, three supporting reasons and

concluding sentence on 3 out of 4 writing samples.

Evaluation Method: Portfolio Assessment

With: 4/5 Trials

 Objective 2: Given teacher modeling, a graphic organizer scribe and verbal prompting,

Alyssa will write informative/explanatory texts to examine a topic sentence, facts/details

and concluding statement on 3 out of 4 writing samples.

Evaluation Method: Portfolio Assessment

With: 4/5 Trials

Objective 3: Given teacher modeling, a graphic organizer scribe and verbal prompting,

Alyssa will write narratives to develop real or imagined experiences or events including an

introduction, at least 3 events with sensory details and dialogue, and conclusion on 3 out of

4 writing samples.

Evaluation Method: Portfolio Assessment

With: 4/5 Trials

Objective 4: Given picture prompts, and modeling, Alyssa will produce simple and

compound sentences with at least one sensory detail on 3 out of 4 writing samples.

Evaluation Method: Portfolio Assessment

With: 3/4 Trials

Academic GOAL Written Language Expression

Goal: Given a revising and editing checklist with models, verbal prompting and teacher

modeling, Alyssa will revise writing samples on 3 out of 4 writing samples

By: 3/30/2018
Evaluation Method: Portfolio Assessment

With: 4/5 Trials

ESY Goal? No

Objective 1: Given punctuation rules, one verbal prompt and models, Alyssa will analyze

and edit writing conventions for Standard English punctuation rules including ending

punctuation and comma in a series on 3 out of 4 writing samples.

Evaluation Method: Portfolio Assessment

With: 3/4 Trials

Objective 2: Given capitalization rules, one verbal prompt and models, Alyssa will analyze

and edit writing conventions for Standard English capitalization rules including first letter of

names (proper nouns), at the beginning of a sentence and the pronoun I on 3 out of 4 writing

samples.

Evaluation Method: Portfolio Assessment

With: 3/4 Trials

Objective 3: Given reference sheet of letter formation and sentences to copy, Alyssa will

produce handwriting that is legible to the audience on 3 out of 4 writing samples.

Evaluation Method: Portfolio Assessment

With: 3/4 Trials

Academic GOAL Speech and Language Articulation

Goal: Alyssa will demonstrate functional communication skill so that she can be understood by

others with 80% accuracy.

By: 3/30/2018

Evaluation Method: Informal Procedures

With: 80% Accuracy

ESY Goal? No

Objective 1: Alyssa will produce /r/ in all positions of words at the word level with 80%

accuracy in order to improve articulation so that she can be understood.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Objective 2: Alyssa will produce voiceless and voiced /th/ in all positions of words with

80% accuracy in order to improve articulation so that she is understood.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Objective 3: Alyssa will produce final /l/ at the word level with 80% accuracy in order to

improve articulation.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Academic GOAL Speech and Language Receptive Language

Goal: Alyssa will demonstrate understanding of information regarding understanding inferences,

understanding antonyms, and understanding abstract ideas regarding a text with 80% accuracy.

By: 3/30/2018

Evaluation Method: Informal Procedures

With: 80% Accuracy

ESY Goal? No

Objective 1: When information is read to her, Alyssa will understand abstract concepts

regarding the story with 80% accuracy in order to improve receptive language skills.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Objective 2: When provided with age appropriate vocabulary words, Alyssa will

demonstrate understanding of antonyms with 80% accuracy in order to improve receptive

language skills.

Evaluation Method: Informal Procedures

With: 80% Accuracy

 Objective 3: Alyssa will demonstrate understanding of inferences within age appropriate

material with 80% accuracy in order to improve receptive language skills.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Academic GOAL Speech and Language Pragmatics

Goal: Alyssa will improve pragmatic language by engaging in conversation, initiating about a

non- preferred activity, and maintaining the topic of conversation with 80% accuracy.

By: 3/30/2018

Evaluation Method: Informal Procedures

With: 80% Accuracy

ESY Goal? No

Objective 1: Given faded modeling and prompts, Alyssa will appropriately contribute to a

conversation or group activity by making on-topic comments during 80% of opportunities.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Objective 2: Alyssa will independently initiate a conversation with a peer 1 time per session

in order to improve pragmatic language skills so that she can develop and maintain

relationships

Evaluation Method: Informal Procedures

With: Once per session

 Objective 3: Alyssa will engage in conversation with an adult about a non-preferred topic

by making relevant comments, asking/answering questions with 80% accuracy in order to

improve pragmatic language skills so that she can develop and maintain relationship.

Evaluation Method: Informal Procedures

With: 80% Accuracy

Behavioral GOAL Social Interaction Skills

Goal: Given verbal and visual prompting, sentence starters, role-playing, and models, Alyssa

will engage in appropriate verbal interactions with adults and peers on 4 out of 5 trials.

By: 3/30/2018

Evaluation Method: Observation Record

With: 4/5 Trials

ESY Goal? No

Objective 1: Given no more than 1 verbal prompt (i.e. a greeting, adult prompt to say hello

etc.), Alyssa will initiate a greeting with peers in social situation on 4 out of 5 trials.

Evaluation Method: Observation Record

With: 4/5 Trials

 Objective 2: Given no more than 1 verbal prompt, Alyssa will engage in a back-and-forth

conversation with an adult in social situations on 4 out of 5 trials

Evaluation Method: Observation Record

With: 80% Accuracy on 4/5 Trials

Objective 3: Given no more than 1 verbal prompt, Alyssa will engage in a back-and-forth

conversation with a peer in social situations on 4 out of 5 trials.

Evaluation Method: Observation Record

With: 4/5 Trials

Objective 4: Given verbal prompting and reminders, Alyssa will be an active participant in

a group activity by actively listening and responding to group member questions 4 out of 5

trials

Evaluation Method: Observation Record

With: 4/5 Trials

Behavioral GOAL Self-Management

Goal: Given verbal and visual prompts, Alyssa will increase her independent work time by

completing one task with no more than two prompts on 4 out of 5 observable trials.

By: 3/30/2018

Evaluation Method: Observation Record

With: 4/5 Trials

ESY Goal? No

Objective 1: Given 2 verbal prompts and visual cue, Alyssa will remain on task in order to

complete independent work on 4 out of 5 trials.

Evaluation Method: Observation Record

With: 4/5 Trials

Objective 2: Given no more than 2 verbal prompts, Alyssa will independently organize her

materials at the beginning of the day or end of the day on 4 out of 5 trials.

Evaluation Method: Observation Record

With: 4/5 Trials

Objective 3: Given a verbal reminder and prompting, Alyssa will travel to designate

classroom within 5 minutes on 4 out of 5 trials.

Evaluation Method: Observation Record

With: 4/5 Trials

Description of how childs progress will be measured:

As indicated in the goals and objectives, Alyssas progress will be measured through using

classroom based assessments, portfolio assessments, informal procedures, and observation

records. Alyssas progress will be measured through the follow criteria of 80% accuracy, 3 out of

4 trials, 4 out of 5 trials, or a combination of these criterions.

When Periodic reports will be provided to parents:

Progress reports will be written quarterly by the case manager and provided to parents through

either a students report card or their school progress report. These reports on a students progress

will identify and explain any progress made towards goals and objectives. These reports will also

identify and explain any lack of progress toward the goals and objective as well.

Projected date and services: See Supplementary Aids and Services Section

II. D. Supplementary Aids and Services, Program Modifications, and Supports

Special Education

Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom In General 16 0 Hrs. 40 Min. Monthly 03/31/2017 03/30/2018
Instruction Education (P) Gen
Duration: Educat
36 Weeks Teache

(O) Spe
Educat
Classro
Teache

Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom Outside 16 0 Hrs. 40 Min. Monthly 03/31/2017 03/30/2018
Instruction General (P) Spe
Education Duration: Educat
36 Weeks Classro
Teache
Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom In General 16 0 Hrs. 20 Min. Monthly 03/31/2017 03/30/2018
Instruction Education (P) Spe
Duration: Educat
36 Weeks Classro
Teache

(O) Ge
Educat
Teache

Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom Outside 16 0 Hrs. 20 Min. Monthly 03/31/2017 03/30/2018
Instruction General (P) Spe
Education Duration: Educat
36 Weeks Classro
Teache

Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom In General 12 0 Hrs. 15 Min. Monthly 03/31/2017 03/30/2018
Instruction Education (P) Spe
Duration: Educat
36 Weeks Classro
Teache

(O) Ge
Educat
Teache
 (O)
Instruc
Assista

Service Location Number of Length of Frequency Begin Date End Date Provid
Nature Sessions Time (P) Pri
(O) Ot
Classroom In General 8 0 Hrs. 15 Min. Monthly 03/31/2017 03/30/2018
Instruction Education (P) Spe
Duration: Educat
36 Weeks Classro
Teache

(O) Ge
Educat
Teache

(O)
Instruc
Assista

Service Nature Location Number of Length of Frequency Begin Date End Date Provider
Sessions Time (P) Prim
(O) Othe
Speech/Languag Outside 3 0 Hrs. 30 Monthly 03/31/2017 03/30/2018
e General Min. (P)
Therapy Education Duration: Speech/L
36 Weeks e
Patholog

(O)
Speech/L
e
Patholog

Discussion of Services Delivery:

Special Education Classroom Instruction:

Reading Services
Alyssa will be provided twelve 40-minute sessions per month inside the co-taught general

education setting to address the reading comprehension goals and objectives outlined within this

IEP. Occasionally, Alyssa may participate in small group instruction to work on her objectives.

Special Education Classroom Instruction:

Math Services

Alyssa will be provided sixteen 40-minute sessions per month outside the general education

setting in small group setting to address the math goals and objectives outlined within this IEP.

Special Education Classroom Instruction:

Written Expression Services

Alyssa will be provided sixteen 20-minute sessions per month inside the general education co-

taught setting to address the writing goals and objectives outlined within this IEP.

Special Education Classroom Instruction:

Written Expression

Alyssa will be provided sixteen 20-minute sessions per month outside the general education

setting to address the written expression goals in a small group setting to provide instruction on

her IEP goals and objectives.

Special Education Classroom Instruction:

Social Interaction Service

Alyssa will be provided twelve 15-minute sessions per month inside the general education

setting to address the social interaction goals and objectives outlined within this IEP.

Special Education Classroom Instruction:

Self-Management

Alyssa will receive eight fifteen-minute sessions per month in the general education setting to

address her self-management goals and objectives.

Special Education Speech/Language Therapy

Alyssa would continue to benefit from speech therapy outside of the general education setting.

She needs limited distractions and noise to succeed. Alyssa will receive three 30-minute therapy

sessions per month individually or in a small group.

Special Education

ESY Service ESY Location Number of Length of Frequency ESY Begin ESY End Date ESY
Nature Sessions Time Date Provid

(P) Pri
(O) Ot
Classroom Outside 3 0 Hr. 20 Min. Weekly 06/26/2017 08/11/2017
Instruction General (P) Spe
Education Duration: Educat
6 Weeks Classro
Teache
Classroom Outside 3 0 Hr. 30 Min. Weekly 06/26/2017 08/11/2017
Instruction General (P) Spe
 Education Duration: Educat
6 Weeks Classro
Teache
Classroom Outside 3 0 Hr. 20 Min. Weekly 06/26/2017 08/11/2017
Instruction General (P) Spe
Education Duration: Educat
6 Weeks Classro
Teache

Discussion of Services Delivery:

Special Education Classroom Instruction:

ESY Reading Services

Alyssa will be provided three 20-minute sessions weekly during ESY outside the general

education setting to address the reading comprehension goals and objectives outlined within this

IEP.

Since July 4th is on Tuesday, the first week of ESY is shortened. Student will receive two days of

services as opposed to three days of services.

Special Education Classroom Instruction:

Math ESY Services

Alyssa will be provided three 30-minute sessions weekly during ESY outside the general

education setting to address the math calculation and problem solving goals and objectives

outlined with this IEP.

Special Education Classroom Instruction:

Written Expression ESY Services

Alyssa will be provided three 20-minute sessions weekly during ESY outside the general

education setting to address the writing goals and objectives outlined within this IEP.
 Part III Reflection

Alyssas Case Manager, my mentor, ran the IEP Meeting on March 30, 2017. Megan,

Alyssas Case Manager, began the IEP Meeting with introductions. The participants in the IEP

Meeting included the Patterson Mill Middle School (PMMS) IEP Chair who is also the Vice

Principal, Alyssas Case Manager/Special Educator, Alyssas Social Studies General Educator,

the PMMS Speech Pathologist, the Harford County Adaptive P.E. Specialist, myself, and

Alyssas parents. Following the brief introductions, the Case Manager had Alyssas Social

Studies teacher discuss the academic and social progress that she has observed in Alyssa in her

Social Studies classroom. The general educator also discussed some areas in which Alyssa needs

more work such as socialization with peers. Alyssa tends to stay to herself and does not

participate in conversations with her peers even though the main purpose of including Alyssa in

general education is to increase and improve her social interaction with peers.

Once the general educator was finished discussing Alyssas progress, she was excused

from the IEP Meeting so that she could return to her classroom to teach. After the general

educator was excused, Alyssas Case Manager went through the IEP section-by-section with the

IEP Team. The Speech Pathologist and Adapted P.E. Specialist discussed their section of Alyssas

goals and objectives once the Case Manager got to that particular section of the IEP. Going

through the IEP section-by-section was very organized because it made it easy for everyone to

follow along. This process also made including all teacher reports and opinions easier because

every team member was given an opportunity to share once their written portion of the IEP came

up for discussion. The organization and respect within the IEP Meeting was very established,

which illustrated how important Alyssas education is to all the IEP team members. This was

very encouraging to see and be a part of.

 Each of Alyssas updated goals and objectives were discussed at the IEP Meeting as a

team. Each IEP team member gave a rationale for the goals and objectives they wrote for Alyssa

when they discussed the portion of the IEP that they wrote. An important decision that Alyssas

Case Manager presented to the IEP team was to provide increased reading and writing

intervention for Alyssa during the 2017-2018 school year. Alyssas reading comprehension is

only at a third-grade-level and her written expression is on a fourth-grade-level. Both of these

ability levels are behind her current grade level therefore, Alyssa would benefit from an

intervention in reading comprehension and written expression.

Alyssas parents did not want Alyssa to lose a period in general education so a

compromise was made. In 7th grade at PMMS, the class periods are 90 minutes while the 6th and

8th grades follow a 45-minute period schedule. The Life Skills classroom where Alyssas reading

comprehension and written expression intervention will take place follows the 45-minute period

schedule. In order to meet Alyssas academic needs and not cut her hours in general education,

Alyssa will stay in the Life Skills classroom for 90 minutes and will be taught Math for 45

minutes and then Reading/Writing for the additional 45 minutes. This compromise provides the

necessary academic intervention, but does not take Alyssa out of general education for any

additional time. Both Alyssas parents and teachers are satisfied with this compromise.

My mentor and Alyssas Case Manager is also the Special Education Department Chair

for PMMS. Since Mrs. Avampato is the Department Chair for Special Education, she often has to

assist other teachers with the IEP process therefore; she is an expert on the IEP process and the

procedures to follow in order to be in accordance with IDEA 2004. Prior Notice was given to

Alyssas parents 10 days prior to the IEP Meeting. A draft of the IEP was sent home to the

parents 5 days prior to the IEP Meeting. Following the IEP Meeting, a copy of the discussed IEP
and a copy of the Procedural Safeguards Parental Rights Document was sent home with Alyssas

parents to sign and return in order for the IEP to be finalized. The development, IEP Meeting

date, and the date that the IEP was finalized were completed within the IDEA 2004 required

timeline. The IEP was finalized prior to the required date and within the IEP School Year. Alyssa

does not need to be re-evaluated and formally tested until the 2017-2018 school year so this IEP

meeting was considered and Annual Review.

Mrs. Avampato, Alyssas Case Manager and Special Educator, collaborated with all of

Alyssas teachers and adult aides in order to make decisions about the IEP. Mrs. Avampato only

teaches Alyssa one class period presently therefore, it was vital for Mrs. Avampato to collaborate

with Alyssas other teachers in order to update the IEP. Mrs. Avampato collaborated with these

teachers via e-mail and in meetings after school. In addition to teacher collaboration, Mrs.

Avampato made decisions about the IEP updates based on informal assessment scores. Mrs.

Avampato utilized several informal assessments to assess Alyssas ability. These assessments

included the Brigance, the Names Test, and informal writing prompts. Mrs. Avampato used the

scores from these informal assessments to determine Alyssas academic grade levels. These

scores also illustrated deficits, which helped Mrs. Avampato develop Alyssas IEP goals and

objectives.

Mrs. Avampato included me in the entire IEP process for Alyssas Annual Review. First,

Mrs. Avampato went over Alyssas elementary school IEP with me. We went through this

together so that I could ask any necessary questions and understand the IEP format. When Mrs.

Avampato began informally testing Alyssa, she allowed me to observe the testing. After a couple

of observations, I was able to informally test Alyssa myself. Being able to do this testing helped

me to learn about more informal assessments and how to accurately use these assessments.
Informally assessing Alyssas academic levels also helped me to learn more about Alyssas

learning abilities and learning needs. In addition, I benefited from being included in the Annual

Review IEP Meeting because it gave me a change to observe the entire IEP process and allowed

me to meet Alyssas parents. Being included in the entire IEP process aided my learning because

it showed me what I will need to complete and how when I am writing and/or updating an IEP

when I am a Special Educator.