IEP Case Study

Mandy Slaysman

Towson University

April 5, 2017
IEP Case Study 2

Part 1:

Background information

1A. Student Background:

Austin is a seven year old boy attending Halstead Academy, in Baltimore County.

He is diagnosed with Attention Deficit Hyperactivity Disorder as well as obsessive

compulsive disorder. He is also diagnosed with bipolar disorder. He is currently

enrolled in a general education second grade classroom at Halstead Academy. Austin

has attended three previous schools in the past two years. Two of the schools were in

Baltimore City, and he arrived at Halstead mid-way through his first grade year. Austin

has one older brother who is currently enrolled in a CALS (Communication and

learning support) program at Loch Raven Academy. His brother is 12 years old. Austin

lives with his father, who has a rare genetic disorder, whom is missing chromosomes.

His father is unable to read. Austin also lives with his grandmother, his fathers

girlfriend and his brother. Austin previously lived with his mom, but now lives full time

with his father and does not see his mother.

Austin has several disabilities which impact his abilities to comprehend, interact,

compute, and communicate appropriately. These struggles also negatively impact his

work completion as well as his fine motor skills in regards to writing. Austin receives

special education services, occupational therapy, and outside therapy at Kennedy

Kreiger. The services at Halstead began when he arrived, in November of his first grade
IEP Case Study 3

year. He has been attending Kennedy Kreiger since kindergarten. Austin receives

modified instructional materials and other academic supports in all academic areas.

Austin also receives regular consults with the occupational therapist, as well as social

skills development with the school counselor. Austin sees the special educator four

times weekly for thirty minute sessions to work on his comprehension and phonics

skills. He sees the special educator twice weekly for thirty minute sessions to work on

computation and number sense development. Austin sees the occupational therapist

twice monthly for thirty minutes to work on fine motor control, as well as his muscle

memory.

Austin has enjoyed his second grade year greatly and has formed strong peer

relationships. Often Austin is described as aggressive, non-compliant, and defiant.

However, he has shown immense growth in his ability to use self-control and

communicate needs and frustrations with his peers. He interacts well with adults that

he feels comfortable with but will often refuse services if he does not feel he needs

them that day. Austin struggles to follow directions, but is a kind natured, good

hearted person. He always wants to help his friends make good choices and he is always

thanking his friends for being patient with him.

The IEP meeting discussed in this case study was Austins most recent annual

team review, held on March 15th, 2017. The reason for referral of this meeting was that

it was time for his annual meeting where the IEP team discusses his progress and

educational program for the upcoming school year. Pre-referral strategies and timeline

for identification are not noted because this was not an initial IEP meeting.
IEP Case Study 4

1B. The IEP Process

The annual IEP meeting I attended for Austin, and the focus of this case study,

was to go over current progress towards goals and to present new goals for the next

school year. Twenty days prior to the annual review team meeting, a date was sent

home to Austins father and grandmother by written invitation. They responded back

that they would be able to attend the TEAM meeting physically. Ten days prior to the

TEAM meeting, a teacher report, as well as progress monitoring notes, a copy of the

IEP, as well as therapy notes were all sent home for Austins family to review prior to

the meeting.

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

the special educator, occupational therapist, school psychologist, myself (general

educator), as well as Austins grandmother, father, and fathers girlfriend. The IEP team

chair began the meeting by starting a round of introductions around the table. At this

point, the IEP team chair then turned it over to me to give updates on Austins

successes and struggles within the classroom as of lately. After we did our introduction

and our update, we passed around the IEP participant signature form. The IEP Chair

then went over and had Austins father sign the procedural safeguards parental rights

form, as is required by IDEA 2004. While he gets a copy each TEAM meeting, the team
IEP Case Study 5

chair wanted to provide another copy and go over the document to be sure the family

was clear on their rights. After the IEP chair stated the purpose of the team meeting,

she asked for the parental updates at home. Next, the special educator began

discussing her report on Austins progress towards his academic and functional

learning goals and objectives. First, she addressed his current goals for reading, math

and behavior. Then discussed the progress. Since Austin met his current goals, she

stated that we are going to be moving the percentage of proficiency up for next quarter.

Next, the occupational therapist read her report. Throughout this meeting at different

points during the conversation there were pauses for Austins father to comment or ask

questions. Any of his questions were answered if they came up. After all the reports

were finished, the IEP chair reviewed the draft IEP section by section and explaining

each page of the document. The IEP team chair then asked Austins family if they had

any questions. I gave some materials for extra practice for Austin to work on at home,

and I explained these materials and how they are to be used. The IEP team chair

thanked Austins family for their support and that a final copy would be sent home in

Austins backpack by the end of the day, with the IEP team notes.
IEP Case Study 6

PART II:
Content of the IEP

II. A. Present Levels of Academic Achievement and Performance (PLAFFP):

Academic: Reading

Sources: Informal assessments, Classroom Observations, Teacher Reports

Instructional Grade Level Performance: Austin is functioning in reading at a level that is the
expectation for a student early to mid 1st grade.

Summary of Assessment Findings

Assessment: QUANTITATIVE READING INVENTORY DATE: 03/15/16 GRADE EQUIVALENT: 1ST

Results: Informal Assessments Reading:

Benchmark reading assessment-Fountas and Pinnell (measures reading accuracy and

comprehension to determine grade level)

Current instructional reading level: F (beginning of first grade)

Baseline: Student is at 52% of grade level expectation (existing reading level (F) compared to
expected reading level of peers at current time (K/L)= Converted to numbers = 6/11.5=52%
baseline for existing level compared to expextation)

QRI V (qualitative reading inventory, 5th edition)

Current grade level passaged (2nd grade)= 0%

Instructional reading level-Primer (Late kindergarten/early 1st)

Listening Comprehension Level: 1st grade

Dolch Sight word Recognitionoverall success: 75%

Pre-primer: 33/40-83%

Primer: 42/52-81%

1st Grade: 28/41-68%

IEP Case Study 7

2ND Grade: 32/46-70%

Beginning Decoding Survey

46/50 words read correctly (expectation for mid-2nd grade is 48 words correct out of 50)

Phonics Skills (1st grade) : overall success: 96%

Short vowels-100%

Consonant blends-100%

Consonant Digraphs (sh, ch, th, wh)-100%

CVCe-90%

Vowel Teams-100%

Inflectional endings-90%

2 syllable/short vowels-90%

Phonics Skills (2nd Grade): Overall success: 35%

Dipthongs-40%

R-Controlled-40%

2 syllable/long vowels (open and closed)-20%

Prefixes and suffixes-40%

Austin has done well increasing his phonics and sight word knowledge. He currently is
demonstrating 96% success with all seven first grade phonics skills, and 75% success with sight
words from kindergarten through 2nd grade. We will write a goal to help him work on his 2nd
grade phonics skills, which is was only successful at a rate of 35%. He is currently being
supported in a small group phonics intervention delivered within the classroom, currently SIPPS
(systematic instruction in phonological awareness, phonics and sight words). Based on Austins
high level of success with 1st grade reading skills, we would expect Austin to be reading at a level
that is the goal of a student at the end of 1st grade or the beginning of 2nd grade. That would be
the reading level of at least an I based on Fountas and Pinnell reading levels. Austin is
currently reading at a level G, which is the expectation of a student in the 6th month of 1st
grade. We believe this gap has to do with his impulsivity and lack of confidence. Austin enjoys
being successful, so when faced with reading new material and encountering unfamiliar words,
he becomes self-conscious and quickly presses on, not listening to whether his word choices
make sense in the context of the sentence. We need to make sure he has frequent opportunities
to read materials at his instructional reading level to help him build confidence and good
IEP Case Study 8

reading habits. We can write a goal to support his fluency reading connected text (sentences
and paragraphs).

Strengths:

Phonemic awareness
1st grade phonics
Sight words
Needs:

Phonics and word recognition decoding phonics baseline-35% of grade level

decoding skills. 2nd grade skills-overall 35%-4 new skillsdipthongs 40%, R-
controlled-40%, Two syllable long vowel words-20%, prefixes and suffixes- 40%
Fluency: Skill Application baseline-52% of grade level expectation , reading
levels: Austin is at 52% of current grade level expectation using Fountas and
Pinnell reading assessments.his existin reading level (G) compared to expected
reading level of peers at current time (K/L)= converted to numbers 6/11.5=52%
baseline existing level compared to expectation.

Academic : Mathmematics
Sources:
Informal assessments, classroom observations, teacher reports.
Instructional Grade level performance:
Austins math skills are approximately at the expectation level of an early 1 st
grade student-single digit or single with one double, and no regrouping.

Summary of Assessment Findings:

Informal Assessments 03/15/2017 Grade Equivalent: Early 1 st
Informal Assessments Math:

Number Knowledge:
Counting to 120-100%
Counts from random starting points-0%
Reads numbers to 120-100%
Writes numbers to 120-100%
Demonstrates 1:1 correspondence up to 20 objects-40%

Place Value

Comparing two-digit numbers-60%

Ordering two digit numbers-20%
IEP Case Study 9

Comparing three-digit numbers-0%

Ordering three-digit numbers-0%
Writing three digit numbers in expanded form-0%

Computation-Overall baseline-85%

Addition: problems with single digits-100%, problems with 1 single and 1 double
digit-100%.
Subtraction: Problems with single digits-100%, problems with 1 single and 1
double-digit-70%
Mixed addition and subtraction: Problems with single digits-80%, Problems with
1 single and 1 double-digit-60%
Computation-abstract number problems up to 1,000 with regrouping overall
baseline-0%, Two digit addition with regrouping-0%, Two digit subtraction with
regrouping-0%, three digit addition with regrouping-0%, three digit subtraction
with regrouping-0%

Austin has made good progress with his number knowledge and basic computation
skills. He can count, read, and write numbers up to 120, and he can successfully perform basic
addition and subtraction with both one digit problems and problems that include one 2-digit
number. He is still working on consistently recognizing the operation sign and performing the
correct operation when addition and subtraction problems are mixed, but his deficit is not
significant, scoring 70%. There is concern that the only computation strategy he has been able
to master is drawing circles or shapes, which he will do even if the numbers are both in the 80s
and 90s. Aside from the length of the time this strategy takes, it often leads to errors in drawing
or counting. Second grade standards require students to be able to work with numbers up to
1,000, which will cause significant struggles for Austin based on his current skill level. Now that
he has the concepts of addition and subtraction, we will be writing a goal to help him develop
more efficient strategies to work with larger numbers. Austin is demonstrating a relative
weakness with understanding place value, the numerical value that a digit has, based on its
position in a number. He struggles to quickly decide if one 2-digit number is larger than the
other, taking significant time and effort. We will be writing a goal to support this weakness.

Strengths:

Counting, reading and writing to 120

1:1 correspondence
Addition and subtraction-single digit
Addition and subtraction-one single digit and one 2-digit

Needs:
IEP Case Study 10

Needs are addressed as goals: Place valueoverall baseline-20%, Compare 2-

digit numbers 60%, order 2-digit numbers-20%, Compare 3-digit numbers-0%,
Write 3 digit numbers in expanded form -0%
Computation strategies with larger numbers that include regrouping.overall
baseline-0%, two digit addition with regrouping-0%, Two digit subtraction with
regrouping-0%, three digit addition with regrouping-0%, three digit subtraction
with regrouping-0%

Academic: Writing

Sources:

Formal assessments

Informal assessments

Classroom observations

Teacher reports

Instructional Grade Level Performance-Mid-Kindergarten

Summary of Assessment Findings:

Informal Assessments Date: 03/15/2017 Grade Equivalent: 1st

Austin has done a nice job over the past year using sound symbol connections
when writing which letter makes what he writes legible for others to read. What we would like
to work on with him is paragraph organization, including a topic sentence, details and a
concluding sentence. Austin tends to be very brief, answering most writing assignments with
one sentence. When he is encouraged to elaborate, he usually makes just one sentence even
longer, connecting thoughts in the same sentence by using the word and.

Strengths:

Legible handwriting
Topic Maintenance
Needs:
IEP Case Study 11

Needs are addressed as goals: Writing organization-to write a paragraph with

topic sentence, 3 details and concluding sentence (baseline-36% using 2nd grade
6+1 standards).

II. B. Instructional and Testing Accommodations

Timing Accommodations (I covers all instruction/intervention. A Covers

Assessments)

Multiple or Frequent Breaks (I, A)

Document basis for decision:

Austin should be provided frequent breaks to help him maintain attention to task. His
distractibility as well as his fine motor struggle could result in him needing more time
to complete tests and assignments. Austin requires reduced distractions whenever
possible to aid his attention to tasks.

Response Accommodations (I covers all instruction/intervention. A Covers

Assessments)
Human reader or human signer for the mathematics assessments
Document Basis to Support Decision:
Reader: Austins disability has affected his acquisition of reading skills. While he
continues to make slow but steady progress he is currently reading at a level which is
considered the end of kindergarten/beginning of 1st grade according to most recent QRI
results. In order for him to make meaning of grade level material, Austin should be
presented those materials orally to give him opportunities to demonstrate acquired
skills.
Response Accommodations (I covers all instruction/intervention. A Covers
Assessments)
Human Reader/Human Signer for the ELA/Literacy Assessments,
including response options, and passages.
Document Basis to Support Decision:
Reader-Austins disability has affected his acquisition of reading skills. While he
continues to make slow but steady progress he is currently reading at a level which is
considered the end of kindergarten/early 1st grade according to most recent QRI results.
In order for him to make meaning of grade level material, Austin should be presented
those materials orally to give him opportunities to demonstrate acquired skills.
Response Accommodations (I covers all instruction/intervention. A Covers
Assessments)
ELA/Literacy Selected Response Human Scribe
Mathematics Response Human Scribe
ELA/Literacy Constructed Response Human Scribe
IEP Case Study 12

Monitor Test Response

Document Basis to Support Decision:

SCRIBE- Austins disability has affected his acquisition of reading skills, which has
affected his ability to make grade level sound/symbol connections, recall phonics rules
and unique sight words spellings when it comes to putting his thoughts and ideas in
writing. He should be encouraged to continue practicing his writing during routine
classroom assignments, but for longer assignments Austin should be allowed to dictate
his responses to ensure his ability to demonstrate knowledge acquired.
MONITOR TEST RESPONSE- Austin struggles to stay focused and attend to task.
Easily distracted, particularly in testing situations, an adult should be allowed to be
near Austin and redirect him back to the task at hand. Monitoring would also include
ensuring that Austin is placing his intended answer in the correct place; distractions
may result in accidentally putting the response to one question on a different question.
Timing Accommodations (I covers all instruction/intervention. A Covers
Assessments)
Extended Time
Document Basis to Support Decision:
EXTENDED TIME- In order for Austin to receive his accommodations appropriately,
he will require extended time.
IEP Case Study 13

2. C. IEP Goals and Objectives

Below is a list of goals and objectives that are Universally Designed for learning to meet Austins

specific instructional needs. To meet the needs of diverse learners such as Austin, UDL emphasizes three

main principles of which to incorporate when planning instruction. The three principles of UDL include

using multiple means of representation, multiple means of action and expression and multiple means of

engagement to universally design material for all learners. Austins goals and objectives meet UDLs

multiple means of representation by asking Austin to show various ways to represent addition and

subtraction problems. Austins goals and objectives meet UDLs multiple means of action and expression

by using various graphic organizers to express his writing before it Is written in a paragraph form, as well

as multiple means of engagement by giving Austin choice about how he would like to express his

writing, use various strategies to solve problems and use phonics skills within a connected text.

Reading-Phonics GOAL
Goal:
MCCRS:Know and apply grade level phonics and word analysis in decoding words.
By March 2018, when given sentences or word lists that contain the targeted letter patterns of 2nd grade
phonics skills, including r-controlled vowels and dipthongs, Austin will correctly read aloud the material
producing recognizable words for 58% of the words containing those letter patterns in 2 out of 3 reading
activities as measured by teacher-charted observations.
Evaluation Method: informal procedures
With: 58% accuracy
ESY GOAL? NO
Objective 1: Know sound-spelling correspondences for additional common vowel teams. Given a list of
20 words containing dipthong vowel combinations (oo, ew, ue, ui, oi, oy, ow, ou, au, aw) vowels, Austin
will be able to decode and read words with those letter combinations. (baseline 40%)
Evaluation Method: Informal procedures
With: 60% accuracy
Objective 2: Identify and decode words with inconsistent but common spelling-sound correspondences.
Given a list of 10 one syllable R-Controlled words, Austin will be able to decode and read words with
those letter combinations. (baseline 40%).
IEP Case Study 14

Evaluation Method: Informal Procedures

With: 70% Accuracy
Objective 3: Decode regularly spelled two-syllable words with long vowels. Given a list of 10 Two-
syllable words containing long vowels, Austin will recognize the open/closed syllable pattern within the
words and be able to decode the words correctly. (baseline 20%).
Evaluation Method: informal procedures
With: 50% accuracy
Objective 4: Decode words with common prefixes and suffixes. Given a list of ten words with common
prefixes and suffixes, Austin will recognize the root word and be able to correctly read the word with its
affect. (baseline: 40%).
Evaluation Method: Informal Procedures
With: 60% accuracy

Reading-Skill Application goal

MCCRS: Read with sufficient accuracy and fluency to support comprehension.
Goal: By March 2018, when given an instructional level passage, Austin will read aloud with sufficient
accuracy and fluency to support comprehension at 60% accuracy of grade level in 2/3 trials as measured
by informal reading level measures.
Evaluation Method: Informal Procedures
With: 60% accuracy
ESY Goal? NO
Objective 1: Read on-level text with purpose and understanding in short connected text at grade level,
Austin will apply his phonics skills to decode words and read with fluency.
Evaluation Method: Informal Procedures
With 60% accuracy
Objective 2: Read on-level text with purpose and understanding in short connected text at grade level,
Austin will read grade level sight words/high frequency words in context with automaticity.
Evaluation Method: Informal Procedures
With: 60% accuracy
Objective 3: Read on-level text with purpose and understanding. In connected text at grade level, Austin
will use context cues and text features to determine unknown words, checking decoding choice for
meaning.
Evaluation Method: Informal Procedures
With: 60% accuracy
IEP Case Study 15

Math-Computation Goal:
MCRRS: Use place value understanding and properties of operations to perform multi-digit arithmetic.
Goal: By March 2018, when given 5 addition and 5 subtraction problems that involve regrouping with
numbers within 1000, Austin will regroup when necessary and write the correct sum or difference for 10
out of 20 addition and subtraction problems.
Evaluation Method: Informal Procedures
With: 45% Accuracy
ESY Goal? NO
Objective 1: By October 2017, Given 10 Two-digit addition problems that require regrouping, Austin will
be able to apply efficient strategies (other than drawing circles) to solve the problems. (baseline 0%).
Evaluation Method: Informal Procedures
With: 50% Accuracy
Objective 2: By October 2017, given 10 two-digit subtraction problems that require regrouping, Austin
will be able to apply efficient strategies (other than drawing circles) to solve the problems. (baseline:
0%).
Objective 3: By March 2018, given 5 three-digit addition problems that require regrouping, Austin will
be able to apply efficient strategies (other than drawing circles) to solve the problems. (baseline: 0%)
Evaluation Method: Informal Procedures
With: 40% Accuracy
Objective 4: By March 2018, Given 5 three-digit addition problems that require regrouping, Austin will
be able to apply efficient strategies (other than drawing circles) to solve the problems. (baseline: 0%)
Evaluation Method: Informal Procedures
With: 40% accuracy

Math Place Value Goal

MCCRS: Understand place value; understand that the three digits of a three digit number represent
amounts of hundreds, tens, and ones; example: 706 equals 7 hundreds, and 6 ones.
Goal: By March 2018, when given 10 three digit numbers, Austin will represent the number using base
ten blocks and then write the digit that is in the hundreds place, tens place, and the ones place (ex. 136
has 1 hundred 3 tens 6 ones) scoring 5/10 problems correctly in 2 out of 3 place value activities.
Evaluation Method: Informal Procedures
With: 55% accuracy
ESY goal: NO
IEP Case Study 16

Objective 1: Given ten pairs of two-digit numbers, Austin will be able to compare those numbers up to
99 based on the meanings of the tens and ones digits, circling which number is greater. (baseline: 60%).
Objective 2: Given five sets of three two-digit numbers, Austin will be able to order those numbers up to
99 from least to greatest. (baseline 20%).
Evaluation Method: Informal Procedures
With: 60% accuracy
Objective 3: Given ten pairs of 3 digit numbers, Austin will compare two three digit numbers based on
meanings of the hundreds, tens and ones digits, circling which number is greater. (baseline: 0%)
Evaluation Method: Classroom-based assessment
With: 40% accuracy
Objective 4: Given ten 3-digit numbers, Austin will write those numbers in expanded form, indicating
the digit that is in the hundreds place, tens place and the ones place. (baseline: 0%).
Evaluation Method: Informal Procedures
With: 40% Accuracy

Writing Goal- Organization

MCCRS: Explain a topic in well-organized way with an introduction, supporting details and conclusion.
Goal: By March 2018, When given a grade-level writing prompt, Austin will use a paragraph template or
graphic organizer to write a paragraph that introduces the topic, uses at least 3 details related to the
topic, and includes a concluding sentence, in 2 out of 3 writing exercises as measured by the 2nd grade
6+1 writing rubric.
Evaluation Method: Informal Procedures
With: 60% Accuracy
ESY goal? NO
Objective 1: By March 2018, when given a grade level writing prompt, Austin will, using a paragraph
template or graphic organizer, be able to compose and write a topic sentence. (baseline: 0%).
Evaluation Method: Informal Procedures
With: 60% Accuracy
Objective 2: By March 2018, When given a grade level prompt, Austin will, using a paragraph template
or graphic organizer be able to provide three details related to the topic. (baseline: 20%)
Evaluation Method: Informal Procedures
With: 60% Accuracy
Description of how childs progress will be measured: As indicated in the goals and objectives,
Austins performance will be evaluated by using informal procedures and observation records. The
criterion for measuring Cristians performance accuracy is varying percentages for each objective.
 IEP Case Study 17

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

Service Nature Location Frequency Start/End Duration Provider

Date
Program General Periodically 3/16/2017- 36 Weeks Gen Ed Teacher
Modification Education as needed 3/16/2018 Sp Ed Teacher

Altered/Modified
assignments

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or, on
behalf of, the student will be provided:
Within the classroom setting Austin requires that assignments to be altered/modified (as needed) by chunking information, reducing
work load, simplifying material, use of oral language method to answer questions, and strong use of pictures/visuals to support
instruction.
Service Nature Location Start/End Date Duration Provider

Social/Behavioral General 3/16/2017- 36 Weeks Sp Ed Classroom Teacher,

Supports Education 3/16/2017 Instructional Assistant

Strategies to initiate Frequency: Periodically As Needed

and sustain attention

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or, on
behalf of, the student will be provided:
Strategies to initiate and sustain attention may include but are not limited to: redirection, visual supports, close proximity, immediate
reinforcement and or consequences, transition and timing cues. These strategies will be delivered across all instructional
environments throughout the school day.

Austin struggles to sustain attention to given tasks and is easily distracted in the school

environment. The identified supports and services will continue to aid his overall progress

within the school setting. Austin requires various strategies, rewards, and timing and

transitional cues in order to follow directions. These supports will give Austin the opportunity

to be successful in the least restrictive environment. Chunking of assignments, and reduced

workload as outlined in the program modifications will allow Austin to sustain his attention,

reduce the frustration level and continue to aid Austin in being successful in the general

education setting.
IEP Case Study 18

3. Reflection

As I went through the IEP process, I gained a lot of insight that I will be able to use in the

future as a special educator. The annual team meeting I attended for Austin, as well as the

procedures leading up to the meeting were organized, thorough and professional. This process

maintained all of the required components stated in IDEA 2004. A notice and invitation for

the annual IEP meeting was sent to Austins parents 21 days prior to the meeting, and his

parents replied with an RSVP of yes. Along with this invitation, ten days before the meeting

Austins parents received a draft IEP, all professional reports, and other important documents.

Being able to look over the documents before our meeting provided the parents more time to

look over them, come to the meeting prepared with questions and feel more confident that

they are well informed. All team members were present at the meeting, and all parties signed

the participant signature form at the beginning of the meeting. The meeting took place in the

IEP team room, with an oval shaped table, a projector and an inviting atmosphere. The

meeting took place in a timely manner, and was a pleasant experience for both educators and

parents. It was very clear that each person in that room was there to help Austin move forward

both socially and academically. There was a clear order of events, which the team members all

followed, and helped the meeting to flow nicely. At the end of the meeting, all team members

finalized the IEP, and Austins father gave permission to approve the new document. A copy of

the IEP as well as notes from the meeting were sent home to his parents. Throughout this

process, all appropriate timelines were followed from the notification, the documents, and the

development of the IEP.

IEP Case Study 19

Throughout this process, I observed excellent collaboration between the team

members. Each person had a specific role, and as Austins classroom teacher, I was a part of this

first hand. I was able to see how seamlessly each person worked to ensure Austin has an

academic program designed specifically for his needs and strengths. Each team member was

professional, kind, and understanding. Because all parties collaborate so well, Austins family is

notified weekly on his progress informally by either myself, or the special educator which

makes his family feel more involved in his education. Due to the collaboration of the team

members, the decision making process went off flawlessly. All parties discussed their opinions,

but every person was on the same page and each time a new goal or objective was put forth,

everyone was on the same page. Austins family commented that they appreciate how well we

know their child, and how happy they are that we are helping to give him what he needs. The

decisions that were made, to help support Austins reading comprehension, phonics (using

grade level expectations), writing (paragraphs), and math (computation and place value) all

were evident in his present levels of his performance. It was clear these were needs of his, and

the whole team was in agreement about how high to set each of these goals, to be reasonable

for Austin to achieve them given the support that he needs.

My role in this process, was two-fold. As Austins classroom teacher I was able to see

both the general educators role, but as an observer of the process I got to see all the behind the

scenes work that goes into preparing for one of these meetings. I gained enormous knowledge

of how the documentation process works, how organization and preparation play into this role

as well as team collaboration. I maintained a professional approach, I asked his family to see me

(during the meeting) as an observer and explained my assignment to them, I took notes
IEP Case Study 20

throughout the meeting (chiming in when I needed to add something), and I was truly amazed

at how this process went off without a hitch, given all the moving parts. Developing an IEP can

be daunting at times, but I learned a lot from this process.