IEP Case Study

Shannon LeRoy

April 2017
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Part I: Background Information:

I.A. Student Background

Jonathan is a four year old boy attending Seven Oaks Elementary School in Baltimore

county. He is diagnosed with Developmental Delay (DD). He is currently enrolled in a self-

contained classroom with 12 other students. Jonathan began school at Seven Oaks last year; he

was in the same self-contained setting and is repeating this year. Jonathan is an only child. He

was born in the United States and English is the primary language spoken at home. At this

time, Jonathan has no history of medical complications.

Jonathan is diagnosed with Developmental Delay; this disorder shares similar

characteristics of Autism Spectrum Disorder (ASD). His disorder greatly impacts his abilities

to concentrate, comprehend, communicate and interact. It also negatively affects his fine

motor skills. Jonathan has received Special Education and Speech and Language services since

April 23, 2016, which is the date for his initial IEP. The Speech Language Pathologist provides

him with weekly sessions to support his significantly delayed receptive and expressive language.

Jonathan is currently non-verbal and is working with the Speech and Language Pathologist to

communicate using a simple communication board. He is working on pointing to more, in,

me/my etc. Jonathan receives modified instruction during circle time, story time and math.

Jonathan is an upbeat and happy child the majority of the time. He enjoys playing with

cars, dinosaurs and blocks in the classroom. He will sometimes interact with other peers or an

adult but will usually prefer to play alone. He is typically well behaved and does not express any

aggressive behaviors or temper tantrums. The only times he will cry and engage in minor

aggressive behaviors is when he is told to share a toy or give back a toy he has taken from a peer.
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He needs adult support with some basic needs, such as toileting. He is currently still wearing

pull-ups. He also needs adult support to complete academic activities, this mostly includes

verbal reminders to stay on task and stay focused. In Jonathans classroom there are two Para

Educators who assist him throughout his school day.

The IEP meeting that will be discussed in this case study for Jonathans annual team

meeting will be held on April 18th, 2017. The reason for referral of this meeting is that it is time

for his annual meeting. This is where the IEP team discusses his progress towards his IEP goals

and his placement for next year. Pre-referral strategies and a timeline for identification were

not noted because this was not an initial IEP meeting.

I.B. IEP Process:

The IEP chair at Seven Oaks Elementary is also the Vice Principal. Her job includes

leading and scheduling the IEP meetings. The annual IEP meeting I will attend for Jonathan will

be to discuss his current progress towards goals to see which ones he has mastered and to alter

the goals he still needs to work on for next year. Ten days prior to the annual team meeting, a

written invitation was sent home to his parents. At this time, both of his parents said that they

would be physically present for the meeting. Five days prior to the IEP meeting, copies of the

draft IEP and reports from the Special Educator (my mentor, Mrs. Lanahan) and the Speech

Pathologist will be sent to Jonathans parents.

The team members that will participate in the annual meeting will be: the IEP chair

(Vice Principal), the Special Educator (Mrs. Lanahan), the Speech and Language Pathologist,

Jonathans parents, and myself (the intern). Since this IEP has not happened yet I will speak of

the IEP meeting process at my school based on another students annual IEP meeting I attended a
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few weeks ago. The IEP will start with the Vice Principal introducing herself to everyone. She

will then ask all the other members to briefly introduce themselves. After that all the members in

the room will sign the IEP participant form (this includes me as well). The IEP chair will

review the Procedural Safeguards Parental Rights document with Jonathans parents and

provide them a copy of the document as well; this is required by IDEA 2004. This document is

important because it is very helpful if Jonathan goes to a different program or school next year.

The IEP chair will then state the purpose of this IEP meeting, which in this case will be for his

annual review. The Special Educator will start discussing Jonathans progress towards his

academic and functional learning goals and objectives. She will make sure to start off stating

the positives and his achievements then on to discussing his needs. The Special Educator will

then discuss what goals he has mastered and which goals he still needs to work on for next

school year. Next the Speech and Language Pathologist will discuss her data and report.

Throughout the meeting the IEP chair will make sure to ask Jonathans parents if they have any

questions or if they want to comment. After all the reports are discussed thoroughly, the IEP chair

reviews the IEP draft section by section. The IEP chair will then ask Jonathans parents if they

agree with what was written for each section. His parents will also be asked about where they

think Jonathan will best thrive and succeed for next school year (his placement). The Special

Educator will explain what she believes is the best placement for Jonathan by supporting her

beliefs with her data. If his parents disagree then the Special Education office of Baltimore

County will have to come in to observe Jonathan and make the final decision about his

placement for next year. Once that final decision is made, a letter will be sent home to his

parents. The last step involves finalizing the IEP, a final copy of the IEP will be given to

Jonathans parents.
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Part II: IEP Content:

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

Academic: Academic

Source(s): Current classroom-based assessments and classroom based observations

Instructional Grade Level Performance: Jonathan is demonstrating academic and

personal/social skills below expected age level, as compared to same-age peers

Assessment: informal assessment Date: 04/04/2017

Results: Jonathan is progressing with transitioning between activities with the use of a picture

schedule and verbal and gestural prompts. He enjoys music and movement activities, and

imitates actions in familiar songs in approximately 55% of targeted trials. Jonathan requires adult

facilitation for attention and focus during shared reading experiences. He follows a direction to

look paired with distal or tactile point in approximately 15% of targeted trials, and when shown

the picture/object, in 30% of targeted trials. He is identifying objects and pictures from a field of

2 with approximately 50% accuracy. He will imitate actions during shared reading in

approximately 30% of target trials (usually full body movement, such as jumping, stomping and

clapping). He can independently match colors and pictures and completes 5+ puzzles. Jonathan

will inconsistently use words in class, but not on command. He will sometimes say book

during shared reading, or count during circle time (usually to 3). Jonathan will use a core

vocabulary board to request at snack time (more, open, drink) with models and verbal prompts.

He sometimes will verbally ask for more, but is inconsistent. He will imitate simple play skills,

such as pretending to pour from a teapot and feeding a dinosaur. Jonathan independently
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demonstrates simple play skills such as rolling a ball, rolling a car, and building a tower with

blocks. He enjoys chase games, and will initiate with adults by looking at them, smiling, and

running away, while looking to see if they are chasing him. Jonathan will independently initiate

giving an adult a high five after the adult makes a basket in the gym. He will bring a ball to the

adult to have them help him try to make a basket. He enjoys art activities and will color and paint

independently.

Strengths: Jonathan is progressing with literacy skills in the areas of imitating actions and

identifying objects/pictures from familiar stories. He matches colors and pictures from a field of

5 or more and completes 5+ piece knob puzzles independently. Jonathan follows routine

directions to put in, take out and put on. He enjoys music and movement activities and imitates

actions from familiar songs. Jonathan is progressing with transitioning between classroom

activities with decreased adult support. He demonstrates simple play skills and imitates one-step

play sequences.

Needs: Jonathan needs to improve literacy skills by consistently imitating actions from stories.

He needs to increase comprehension of story vocabulary using objects and/or pictures. He needs

to follow a direction to look paired with a tactile or distal point, and improve focus during shared

reading experiences. Jonathan needs to improve math skills by sorting by color and size. He

needs to improve his ability to request across multiple classroom settings. Jonathan needs to

increase his imitative play skills and begin to interact with his peers.
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Academic: Communication

Source(s): Communication inventory, observation, teacher/parent input, and review of log data

Instructional Grade Level Performance: Jonathan demonstrates significant delays in receptive,

expressive and pragmatic language development

Assessment: Communication inventory Date: 04/05/2017

Results: Jonathan inconsistently imitates sounds or words or uses words spontaneously and is

more likely to do so during play-based activities than he is during small group shared reading

activities (and the sounds are usually omitted from the end of the wordbut not enough words

are spoken to obtain an articulation inventory). He says more jargon or nonsense words than real

words/word approximations. He needs to further build his core vocabulary skills, with

opportunities to communicate functionally via a variety of communication modalities (verbally

and/or through signs or low-tech pictures/communication boards with and without models,

and/or through picture exchange). Jonathan mastered his objectives for making requests at least

2x per session using any communication modality when given models and verbal/visual prompts,

and he mastered his objective for commenting/labeling at least 1x per session using any

communication modality when given the prompts and models. He did not master his objectives

for following directions. He appears to understand the direction touch __ to identify

real/pictured objects in a field of 1, but he often avoids looking at the presented items and will

chew on his fingers/fingernails instead. When given positive reinforcers or toys that are very

motivating for him, he will touch a preferred object often when given the direction in order to

obtain the different motivating toy. Since it seems to be more of an issue of behavior rather than

comprehension those objectives for identifying items in a field of 1 were removed from the IEP.
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However, he still needs to work on identifying real/pictured objects in a field of 2. He is at the

baseline of 0x imitating fine/gross motor actions with play-based or shared book reading

activities (he will imitate actions with familiar songs already). Jonathan is at the following

baselines for his other objectives: commenting using any communication modality= at least 3x

per session in 1 out of 3 sessions making requests= at least 4x (without models but given

prompts) in 1 out of 3 sessions; imitating or using words/word approximations = 1-2x per session

in 3 out of 3 sessions. His teacher is not hearing him use as many word approximations in the

classroom but he does during speech sessions, and he tends to imitate/use them more during

play-based activities than during shared reading activities. His teacher, Mrs.Lanahan, reported

via language questionnaire that Jonathan rarely is able to make his needs/wants known in class.

He rarely greets people. He can use pictures sometimes to communicate. Jonathan often responds

to his name and can sometimes follow simple directions or understand the names of familiar

people/objects. He sometimes listens to books. He will often interact with several different adults

and tolerates change. However, he rarely interacts with other students. His communication skills

are somewhat better, but are significantly affecting his social interactions and academic skills.

Strengths: Jonathan has become more aware of others and activities around him in his

environment at school. He likes to play chase games with adults (sometimes in appropriate

times), by looking at and grinning at adults before he runs away. He follows some routine

directions when paired with gesture cues or verbal/visual prompting in the classroom, and he

knows/understands how to check his picture schedule. He is more often counting (e.g. 1, 2, 3)

during play or classroom activities spontaneously (not necessarily in response to a request). He is

increasingly using a communication board by pointing to more to obtain a desired item when

given models or prompts during activities like snack time.

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Needs: By April, 2018, given requests during individual or small group instruction, Jonathan will

demonstrate understanding by 10, following one-step directions to imitate actions in play or book

activities or to identify named pictured/real objects. By April 2018, given prompts and models

during individual and small group activities, Jonathan will imitate and use low-tech

communication board/words/word approximations/gestures/signs/picture exchange 5x per

session to label/request/respond/comment.

Where does the child spend time?

-Childs home, home of family member, religious setting, parks and recreation program or

activities, and public Pre-K program

What are parents concerns and priorities regarding their preschool childs educational

and functional performance?

Jonathans parents stated that they have seen a lot of improvement. Jonathan has a few more

words to express what he wants. He is using PECS at home and is doing well with it. Jonathan

has become very inconsistent about things he does not want to do. He really enjoys coming to

school and riding the bus. He is more attentive and responds to his name. His parents state that

Jonathan has improved his ability to show you what he wants by gesturing and pushing their

hands, but they wish he would use more words. He is using some words, such as fruit snacks,

bubbles, car, and helicopter. Jonathan has finished speech with KKI (Kennedy Krieger

Institution), but still continues for occupational therapy.

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How does the childs disability affect his access to and participation in age appropriate

activities?

Jonathans disability affects his ability to establish social relationships, acquire and demonstrate

knowledge and skills, and to take appropriate action to meet his needs.

Positive social-relationship skills

Strengths:

-Is very affectionate, loves music, shows pride in his accomplishments, greets with hugs, joins in

playground activities to climb with other children, brings toys to family members for play, enjoys

outside-play, initiates high fives with teachers, demonstrating some pretend play skills, looks at

speaker when his name is called, understands classroom transitions, follows simple 1-step

directions, plays with his sister and inconsistently says hi and bye

Needs:

-Follow adult multi-step directions, follow one-step novel directions, expand pretend play,

interact with peers, respond to social greetings and express emotions using pictures/words

Relative to same age peers:

Is showing some emerging or immediate foundational skills, which will help him/her to work

toward age appropriate skills in this area

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Acquiring and using knowledge and skills

Strengths:

-Imitates song actions, emerging with imitating story-related actions, progressing with

identifying nouns from stories, stacks blocks, completes 5+ puzzles, matches colors and pictures,

follows routine/basic directions, enjoys looking at books at home by himself and uses some

words to label unfamiliar items (car, bubbles)

Needs:

-Identify objects and pictures consistently, identify body parts, increase verbal and gestural

imitation skills, follows a direction to look, sort by color and size, identify by size and use more

words for various purposes

Relative to same age peers:

Is showing some or immediate foundational skills, which will help him/her to work toward age

appropriate skills in this area

Taking appropriate action to meeting needs

Strengths:

-Assists with dressing, remove pants and socks, alternates his feet on stairs, gestures or uses

pictures to get his needs met or pulls adults to what he wants, turn on the TV, interacts with his

iPad independently, uses feeding utensils independently, insistent about getting what he wants,

colors and paints independently, drinks from an open cup, kicks and throws balls and runs

around a variety of obstacles.

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Needs:

-Use words/sign/picture to request help, use a heel-toe walking pattern, toileting, independence

with dressing, request want/needs using words and/or pictures more consistently and manage

emotions when there is a delay in getting his needs or wants met

Relative to same age peers:

Shows occasional use of some age expected skills, but more of his/her skills are not yet age

expected in this area

II.B. Instructional and Testing Accommodations

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

Bridge Plan)

-Multiple of Frequent Breaks (I,A)

Document basis for decision: accommodations are an outcome of modifications provided

during instruction

Why was this accommodation selected?

Multiple of frequent breaks are required for Jonathan to complete work to allow for opportunities

to engage in motivating play with a selected object. Jonathan completes his best work when

provided with frequent breaks and provided access to a preferred reward, which he is able to pick

from his choice board. Multiple or frequent breaks ensures that Jonathan will be given the
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opportunity to work towards a reward and will therefore, be more likely to be successful in

completing the task while presenting his best work.

How will this accommodation be implemented?

This accommodation will be implemented during all classroom instruction using a small teacher-

to-student ratio. During academic instruction, Jonathan will be given opportunities to select a

reward using a choice board and take frequent breaks to allow use of this reward throughout the

day for motivation.

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

-Reduce Distractions to the student

Document basis for decision: accommodations are an outcome or modifications provided

during instruction

Why was this accommodation selected?

Reduce for distractions to the student are required for Jonathan to complete academic work or

testing. Jonathan gets very easily distracted by other students in the classroom. For instruction,

during centers, a small teacher-to-student ratio is used so that Jonathan can focus more easily

with fewer distractions. During instruction and testing Jonathan needs to be in an environment

with reduced distractions to help him concentrate.

How will this accommodation be implemented?

In order to implement this accommodation, Jonathan will be provided with opportunities to

complete testing in a separate area from the other students to ensure reduced distractions. This
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would also require adult supervision. To reduce distractions to Jonathan, he should be allowed to

test in another area of the classroom or in a separate room.

II.C. IEP goals and objectives

Below is a list of Jonathans goals and objectives that are specifically created to fit his

educational needs. These goals are implemented through universal design for learning or UDL.

UDL incorporates three principles to help meet individual learners needs: multiple means of

representation, action and expression, and engagement. Jonathans goals and objectives meet

UDLs multiple means of representation principle by requiring that information be presented

through multiple modalities including visual supports (low-teach communication board and a

choice board) and manipulatives. His goals and objectives meet multiple means of action and

expression by providing a communication book with visual supports to aid in communicating his

responses and needs, allowing him to identify a response out of a field of 2 objects or pictures,

using manipulatives and matching. Lastly, his goals and objectives meet multiple means of

engagement by providing him with frequent breaks where he is able to pick a preferred item/toy

using his choice board. These following five goals align to incorporate Jonathans PLAAFP

as well as the MCCRS standards. The following IEP goals are SMART (Specific,

Measurable, Achievable, Relevant to the needs of the student, and Time-bound).

Literacy GOAL

Goal: By April 2018, given attention strategies, Jonathan will attend for 10 minutes and

participate at least 1x during a small group activity.

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Evaluation Method: Classroom-based Assessment

With: 50% of targeted trials over a 1-month period

ESY Goal: No

Objective 1: Given a shared reading activity, Jonathan will focus on the book and teacher (sit

correctly in his chair, orient body towards book and teacher) with 3 or fewer verbal/visual and/or

physical prompts by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

Objective 2: Given a shared reading activity, Jonathan will imitate a minimum of 2 actions

related to each story by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

Objective 3: Given objects and/or pictures related to stories read in class in a field of 3, Jonathan

will identify a named noun by pointing to the correct object/picture by April 2018

Evaluation Method: Classroom-based Assessment

With: 50% accuracy over a 1 month period

Objective 4: Given a shared reading experience, Jonathan will follow a direction to look paired

with a distal or tactile point by April 2018.

Evaluation Method: Classroom-based Assessment

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With: 3 out of 5 targeted trials over a 1 month period

Math GOAL

Goal: By April 2018, Jonathan will demonstrate sorting skills across a variety of classroom

settings.

Evaluation Method: Classroom-based Assessments

With: 80% accuracy over 5 consecutive trials

ESY Goal: No

Objective 1: Given a minimum of 6 manipulatives, Jonathan will sort objects/pictures by two

colors by April 2018.

Evaluation Method: Classroom-based Assessments

With: 80% accuracy over 5 consecutive trials

Objective 2: Given a minimum of 8 manipulatives, Jonathan will sort objects/pictures by four

colors by April 2018.

Evaluation Method: Classroom-based Assessments

With: 80% accuracy over 5 consecutive trials

Objective 3: Given a minimum of 6 manipulatives, Jonathan will sort by size (big/little) by April

2018.
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Evaluation Method: Classroom-based Assessments

With: 80% accuracy over 5 consecutive trials

Personal/Social GOAL

Goal: By April 2018, given faded adult facilitation, Jonathan will interact socially with adults

and peers across a variety of classroom settings.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

ESY Goal: Yes

Objective 1: Given faded adult facilitation, Jonathan will respond to social greetings using a

preferred method of communication (words, gestures, pictures, etc.) by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

Objective 2: Given faded adult facilitation, Jonathan will request using a preferred method of

communication (words, gestures, pictures, etc.) in a variety of classroom settings (centers, art,

snack etc.) by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials/natural opportunities over a 1 month period

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Objective 3: Given modeling, Jonathan will imitate 2+ play sequence across a variety of

classroom play settings by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

Objective 4: Given faded adult facilitation, Jonathan will take at least two turns with a peer per

activity across a variety of classroom play settings by April 2018.

Evaluation Method: Classroom-based Assessment

With: 3 out of 5 targeted trials over a 1 month period

Communication (Speech/Language Therapy) GOAL

Goal: By April 2018, given requests during individual or small group instruction, Jonathan will

demonstrate understanding by following 10 one-step directions to imitate actions in play or book

activities or to identify named pictured/real objects.

Evaluation Method: Informal Procedures

With: 70% accuracy 2 out of 3 sessions

ESY Goal: No

Objective 1: Given 10 real objects in a 2 objects discrimination task and verbal/visual prompts,

Jonathan will receptively identify the named objects by April 2018.

Evaluation Method: Other data collection

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With: 70% accuracy targeted trials 2 out of 3 sessions

Objective 2: Given 5 pictured objects in a 2 object-discrimination task and verbal/visual

prompts, Jonathan will receptively identify the named object by April 2018.

Evaluation Method: Informal procedures

With: 100% accuracy 2 out of 3 sessions

Objective 3: Given models and visual/verbal/tactile prompts and stories or classroom activities,

Jonathan will imitate fine or gross motor actions at least 3x per session by April 2018.

Evaluation Method: Informal Procedures

With: 100% accuracy 2 out of 4 sessions

Communication (Speech/Language Therapy) GOAL

Goal: By April 2018, given prompts and models during individual and small group activities,

Jonathan will imitate and use low-tech communication board/words/word

approximations/gestures/signs/picture exchange 5x per session to

label/request/respond/comment.

Evaluation Method: Informal Procedures

With: 100% accuracy 2 out of 3 sessions

ESY Goal: Yes

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Objective 1: Given songs, play-based or classroom activities and verbal/visual prompts and

initial model, Jonathan will make requests at least 4-5x per session using any communication

modality (verbally or through the use of signs/word approximations/low-tech communication

board/pictured exchange).

Evaluation Method: Informal Procedures

With: 100% accuracy 2 out of 3 sessions

Objective 2: Given songs, play-based or classroom activities and verbal/visual prompts and

models, Jonathan will comment or label at least 3x per session using any communication

modality (verbal or through the use of signs/word approximations/low-tech communication

board/pictured exchange).

Evaluation Method: Informal Procedures

With: 100% accuracy 2 out of 3 sessions

Objective 3: Given direct models with visual/verbal/tactile prompts as needed and songs, play-

based or classroom activities, Jonathan will imitate or spontaneously use words or word

approximations at least 4x per session.

Evaluation Method: Informal Procedures

With: 100% accuracy 2 out of 3 sessions

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Description of how childs progress will be measured:

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

informal procedures, observation records, and classroom-based assessments. The criterion for

measuring Jonathans performance ranges from 70% to 80%.

When Periodic reports will be provided to parents:

Progress reports will be written quarterly and provided to parents via mail. These progress

reports will identify progress made towards goals and objectives.

Projected date of services:

See Supplementary Aids and Services section.

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

Instructional Supports

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

Allow use of Daily as needed 04/18/2017- 36 weeks Special Educator,
manipulatives 04/18/2018 Instructional
Assistant

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

Modifications and Supports to or, on behalf of, the student will be provided:

Other instructional supports: Jonathan needs access to low-tech communication boards (e.g.,

with core or frequently occurring words vocabulary and/or some fringe vocabulary such as

words used frequently for specific/daily classroom activities). He may also have access to speech
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generating devices available within the classroom setting. Jonathan needs to have manipulatives

and pictures available daily to provide supports for comprehension and for him to respond since

he is nonverbal.

Social/Behavior Supports

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

Strategies to Daily as needed 04/18/2017- 36 weeks Special Educator,
initiate and 04/18/2018 Instructional
sustain attention Assistant
Social Skills Daily as needed 04/18/2017- 36 weeks Special Educator,
training 04/18/2018 Instructional
Assistant

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

Modifications to or, on behalf of, the student will be provided:

Jonathan will require support to develop play skills: play with a variety of toys, develop simple

pretend play actions, engage with peers in play, share and take turns.

School Personnel/Parental Supports

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

Other School Daily 04/18/2017- 36 weeks Special
Personnel/Parenta 04/18/2018 Educator,
l Support, Instructional
Toileting Assistant

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

Modifications to or, on behalf of, the student will be provided:

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Jonathan will require assistance to build independence with diapering and toileting including

clothing management. Jonathan also requires adult support for verbal/visual/gestural prompts

and models to help him learn how to use low-tech picture communication boards and/or speech

generating devices as his expressive language skills improve.

Part III- Reflection

From my experiences attending and observing in the IEP process at Seven Oaks

Elementary, I gained valuable knowledge that I will be able to use in the future as a special

educator. The annual team meeting that I attended for Jonathan, and the procedures leading up to

this meeting, were organized and professional. The entire IEP process maintained all of the

required parts stated in the IDEA 2004. A written notice and invitation for the annual meeting

were sent to Jonathans parents ten days prior to the meeting. His parents replied and said that

they would attend the meeting in person. Jonathans parents received the draft IEP, all

professional documents and other necessary documents five days before the IEP meeting.

This gave his parents time to look over all these documents and see if they had any questions

about them. All team members were present the day of the IEP meeting; it included: IEP team

chair (vice principal), my mentor, Mrs. Lanahan (special educator), Mrs. O (general educator),

Mrs. Abby (speech pathologist), and myself (the intern). The team meeting took place in a

conference room in the front of the office, at a big table with all of the IEP team members. The

meeting started a little late because there was another IEP team meeting finishing up in there.

I observed an extensive amount of collaboration among the team members. At the

beginning of the meeting, each member introduced him/herself to Jonathans parents. The
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parents were given a copy of the Procedural Safeguards Parental Rights document. The

meeting did not have a written agenda; the team members followed the appropriate order

of events instinctively. The special educator and speech pathologist were given time to review

and explain their data and they made sure to ask if his parents had any questions or comments.

As the data was presented, Jonathans parents nodded their heads in agreement and would

comment about how they are seeing the same behavior at home. When it was time to present and

review his new goals, the team members and his parents were in agreement. His parents asked

about his placement for next year. The special educator told his parents that she believes

Jonathan would be most successful in the same type of setting as this year (self-contained

classroom). His parents also agreed with my mentor in that Jonathan will benefit from ESY this

summer. The parents signed the ESY form and received a copy. At the end of the meeting all of

the IEP team members signed the finalized IEP and Jonathans parents gave to approve the new

document. A copy of the finalized IEP was given to the parents. Throughout this entire process

all appropriate timelines were followed.

My role in the IEP process, though minimal, allowed me to gain necessary insight for

my future as an IEP case manager and special educator. I presented myself professionally to

Jonathans parents as Mrs. Lanahans student intern. I asked for permission to stay and observe

the meeting and his parents approved. Throughout the entire meeting, I was observing and taking

notes. I enjoyed being able to see how an entire IEP meeting was run in the appropriate manner

and fashion. I gained knowledge about the IEP process and the importance of collaborating with

parents and team members that will benefit me in my future special education teaching career.