IEP Case Study

Bryan Moon
Towson University
Spring 2016

Background Information
Joshua (at school he goes by J.W.) was born on March 12, 2002. Joshua is coded 14 for
multiple disabilities, Autism, Intellectual Disability and Attention Deficit Hyperactivity Disorder
(ADHD). Joshua is also a selective mute at school but fully communicates at home with his
family and friends. Joshua is currently in the seventh grade at Perry Hall Middle School. He
transferred from Cockeysville Middle School in their Functional Academic Learning Supports
(FALS) this year and is his first year at Perry Hall Middle.
Joshua is a very bright student and can be very engaging during instruction. When in a
small group or one on one setting Joshua can excel academically. Joshua does suffer from severe
attention issues and at times needs to be redirected multiple times during a single lesson. When
redirected Joshua is able to be on task but at times is off task within minutes of redirection. With
Joshuas selective mutism, assessing his language and reading skills have been difficult. From a
brief narrative from Joshuas Mrs. Messier and myself found out that Joshua talks at home and
has below average communication skills for someone his age. He does communicate through the
use of his Alpha Smart device, however the device can at times be a distraction for him during
instruction. Joshua has the ability to read and when prompted will read in a very quiet voice.
When listening up close Joshuas reading skills are still below grade level but are higher than
most students in the FALS program. Other factors that have possibly led to Joshuas development
and disability are his familys economic status and the tendency to relocate very frequently.
Information from FALS teacher Mrs. Messier
Joshuas first year at Perry Hall Middle School was this year. Not much was known about
him prior to coming from the Cockeysville Middle School FALS program. It was known that a

traumatic event during pre-k and kindergarten had caused Joshuas selective mutism but not what
specifically caused him to become a selective mute.
Reason for referral
Joshua is being referred due to this team meeting being Joshuas annual review. Joshua
will not have his triennial review until next school year.
Category of Disability, dates, type of services
Joshua is coded 14 for multiple disabilities. He has Autism, an intellectual disability and
ADHD. After further review of his records there was no documented date of diagnosis for his
multiple disabilities. From the review of records there is evidence of the selective mutism from
the Kindergarten/first grade in addition to signs of ADHD and Autism. He used to receive
Occupational Therapy and Physical Therapy but was dismissed from those services back in
2015. Joshua currently only receives speech therapy services from a county contracted speech
and language pathologist.
Relevant family and medical history
Joshuas parents are currently divorced and are not living with each other in addition to
having an older sister Jordan. This has led to Joshua moving around multiple times within his
time being in school. At one point Joshua and his family was temporarily homeless. Joshua has
also had to attend multiple schools because of his home situation. He does not have any other
medical conditions.
IEP Process
The IEP process of Perry Hall Middle School is outlined from extensive review of
pertinent documents and discussion with the IEP chair, case manager and mentor teacher.
According to IDEA law, an IEP meeting is required every year for an annual review to discuss

the childs yearly progress and their progress towards all goals. Then the next years worth of
goals are written into the new IEP. All the documentation is prepared ahead of time with the
TieNet software program used to write the IEP as a draft before the IEP is finalized at the IEP
meeting if all parties are in agreements. Mrs. Messier is not involved in scheduling of the IEP
meeting, however the IEP chair has to schedule the IEP meeting by annual review due date or the
school will be out of compliance with IDEA. 10 days prior to the IEP meeting a notification is
sent out to the parents about the date, time and who is invited to the IEP meeting. The IEP chair
and case manager invite the key players for IEP meeting which include the parent, related service
provider(s), case manager, general educator, administrator and guidance counselor. On occasion
not all of the key players that are invited will show up, if the parents give consent the IEP team
and meeting can continue with IEP meeting without key players. If the parents do not give
consent the meeting gets cancelled and the IEP meeting has to be rescheduled. The IEP meeting
takes place within school in a designated room and 30 to 45 minutes is generally allotted for the
meeting. If the meeting is a triennial review the IEP meeting can be between 60 to 90 minutes
due to the assessments administered and determination of eligibility. IEP meeting can be up to 3
hours if disagreements and conflicts occur between parties but that does rarely occur, but are kept
to 30 to 45 minutes due to multiple teams being scheduled throughout the day. Parents are
allowed to bring an advocate or legal counsel if they choose to do so and are allowed invite
whomever they want and the invitees are welcome at the meeting. The IEP chair has to schedule
an emergency meeting if the students parents call a team meeting for any reason before the
annual review date.

Scheduling procedures
Joshuas IEP was scheduled this year for the middle of May. His last annual review was
May of 2015 and had to be schedule within a year on or before that date. Due to this project the
IEP meeting was able to be scheduled a month before the required date.
Collaboration with parents/guardians
A feedback form was sent to Joshuas parents before the IEP meeting in order to get their
input on their son. This follow statement is a direct quote from the parental feedback form.
Joshuas current educational program has benefitted him in many ways, this program has
provided him with the basic knowledge of life skills that he can further expand on as he
continues his education. And eventual movement in adulthood. I cant say enough about the
current program except that I feel he is fortunate to have had this experience. Joshuas biggest
strength involves his art. He loves to draw and has a need and desire to create things. He enjoys
being around people even though his communication skills are not quite where they should be
but he is working on improving in that area. Ive noticed more confidence in him and an
excitement to see what the next day holds in store. He also loves going on the field trips.
Team members responsibilities in preparing for annual review
Joshua has four special classes that are not in the FALS classroom. He has physical
education, art, music and technology education with general education teachers. These teachers
all prepare a statement for the IEP about Joshua in their class about his current progress, levels
and participation in their classes. If any extra support or help is needed in their classes this would
be stated in the reports. Mrs. Messier is Joshuas case manager and is in charge of drafting the
IEP before the IEP meeting. Mrs. Messier normally would assess Joshua throughout the year to
determine if he is meeting his prior IEP goals and objectives, while maintaining documentation

of his progress and if he meets his goals and objectives early. Leading up to writing his current
IEP Joshua was assessed by myself for present levels of performance, which is normally Mrs.
Messiers responsibility. Due to Joshua having turned 14 before his annual review a transition
facilitator that drafts Joshuas transition into high school and then after Joshua ages out of the
education system at 21. His related service provider which is a Baltimore County contracted
speech therapist will write her recommendations for Joshuas speech and communication skills.
Mister Bauer is the IEP department chair (and fills in as an administrator at IEP meetings) at
Perry Hall Middle School is in charge of scheduling the IEP meeting, sending out all documents
pertaining to the IEP to the parents at least ten days in advanced, sending out the documents for
parents and other staff members to determine if they will attend the IEP meeting and five days
before the meeting sending out a copy of the initial IEP for the parents to review before the
meeting.
IEP Content
Present Levels of Academic Achievement and Functional Performance (PLAAFP)
Academic: Reading

Sources
o Brigance Inventory Informal Assessments: Current Classroom Based

Assessments
Summary of Assessments Findings and Results
o Instructional Grade Level Performance: Second-Third
o Word Recognition- 100% First Grade Level; 100% Second Grade Level; 80%
Third Grade Level; 60% Fourth Grade Level
o Passage Comprehension- 80% Lower Second Grade Level; 80% Upper
Second Grade Level; 60% Lower Third Grade Level; 60% Upper Third Grade
Level

o Classroom Based Assessments- Joshua achieved 25% accuracy on the

modified unit test for Language Arts Quarter 3. When asked to find the main
idea of a short reading passage, Joshua achieved 40% accuracy.
o Strengths- word recognition and literal comprehension
o Needs- Vocabulary
o This area does impact Joshuas academic achievement and functional
performance.
Academic: Mathematics
Sources
o Brigance Inventory Informal Assessments: Current Classroom Based
Assessments
Summary of Assessments Findings and Results
o Instructional Grade Level Performance- First-Second
o Computation Skills- 75% First Grade Level; 50% Second Grade Level; 25%
Third Grade Level
o Problem Solving Skills- 50% First Grade Level
o Totals Values of Groups of Coins- 100% First Grade Level; 100% Second
o
o
o
o
o

Grade Level; 0% Third Grade Level

Telling Time- 20% Reading Analog Clocks
Equivalent Units of Time- 40% Accuracy
Strengths- Double digit addition, identifying coins and their value up to $1
Needs- Calculation skills with regrouping, money skills
This area does impact Joshuas academic achievement and functional
performance.

Academic: Writing
Sources
o Brigance Inventory Informal Assessments: Current Classroom Based
Assessments
Summary of Assessments Findings and Results
o Instructional Grade Level Performance- Second
o Sentence Writing- 100% First Grade Level; 100% Second Grade Level; 0%
Third Grade Level

o Personal Information- Writes his full name, birthdate and age

o Strengths- Neat Handwriting and basic sentences
o Needs- Expanding written expression using writing conventions and personal
information
o This area does impact Joshuas academic achievement and functional
performance.
Academic: Language
Sources
o Informal assessment, record review, clinical observation in the
therapy/classroom setting, special education teacher input and therapy data
Summary of Assessments Findings and Results
o Instructional grade level performance is below grade level expectancies
o Strengths- Vocabulary skills, expression of simple thoughts/messages
effectively through written language, following 1-2 step direction containing
concepts, interest in social interaction with peers and adults, comprehension of
short passages at instructional level including various grammatical and
syntactic structures
o Needs- Sustained attention to language, use of correct grammar, syntax and
semantics when expressing language and use of language to gain
information/self advocate
o This area does impact Joshuas academic achievement and functional
performance
Academic Community
Sources
o Classroom based observations and parental input
Summary of Assessments Findings and Results
o Instructional grade level performance is below grade level expectations
o Joshua has difficulty communicating his needs, as he is a selective mute. He
relies on adult support to navigate the school building and community sites.
o Strengths- well behaved

o Needs- greater independence

o This area does impact Joshuas academic achievement and functional
performance.
Parental Input

Parental Comments Regarding Joshuas educational Program

o Joshuas current educational program has benefitted him in many ways; this
program has provided him with the basic knowledge of life skills that he can
further expand on as he continues his education. And eventual movement in
adulthood. I cant say enough about the current program except that I feel he

is fortunate to have had this experience.

Parental Comments Regarding Joshuas strengths, interest areas, significant personal
attributes and personal accomplishments
o Joshuas biggest strength involves his art. He loves to draw and has a need
and desire to create things. He enjoys being around people even though his
communication skills are not quite where they should be but he is working on
improving in that area. Ive noticed more confidence in him and an excitement
to see what the next day holds in store. He also loves going on the field trips.
Disability Impact on General Education Curriculum

Joshuas cognitive, adaptive, academic and communication levels indicate that he

needs extensive and substantial modification of the general education curriculum.
Joshua may require extensive supports to learn, apply and transfer or generalize
knowledge and skills to multiple settings and activities at school.

Instructional and Testing Accommodations

Presentation Accommodations
Auditory Presentation Accommodations

1-F Human Reader or Audio Recording for Verbatim Reading of Entire Test

Multi-Sensory Presentations Accommodations

1-L Text to Speech Software for Verbatim Reading of Entire Test

1-O Visual Cues
o Joshua needs a reader, text to speech software for verbatim reading and/or the
use of visual cues in order to access grade level curriculum. Joshua will
receive the following accommodations for PARCC: The student has met
criteria under Appendix D for the text to speech, ASL video or human
reader/human signer accommodation

Response Accommodations
Materials or Devices Used to Solve or Organize Responses

2-G Respond on Test Book

2-H Monitor Test Response
2-J Mathematics Tools and Calculation Devices
2-K Spelling and Grammar Devices
2-L Visual Organizers
o Joshua requires the use of a calculation device, spelling and grammar devices
and visual organizers to access grade level curriculum. He needs to respond on
the test book and also needs monitoring or test responses due to his attention
to task and distractibility. A calculator will assist Joshua with the computation
components of math so that he can focus on learning and demonstrating
knowledge of math processes. Joshua will be able to use spelling and
grammar devices to assist with a written task.

Timing and Scheduling Accommodations

3-A Extended Time and a half

3-B Multiple or Frequent Breaks
3-C Change Schedule or Order of Activities- Extend Over Multiple Days

o Joshua needs extended time and multiple/frequent breaks because of his

difficulty with concentration and attention to task.
Setting Accommodations

4-A Reduce Distractions to the Student

o Joshua is easily distracted within large group settings and works best with
small group and one-on-one instruction.

IEP Goals and Objectives

Reading Goal

By 4/14/17 after reading an instructional grade level text, Joshua will determine the
meaning of 10 teacher selected words by identifying a replacement that maintains the
figurative, connotative or technical meaning for 7 out of 10 words in 3 out of 4 trials
as measured by a teacher created probe with 70% accuracy through classroom-based
assessments. (Parents will be notified of students progress towards IEP goal through
quarterly progress reports.)
o Objective 1: Given 10 vocabulary words on index cards, Joshua will choose
the correct word from a verbal cue with 70% accuracy through classroombased assessments.
o Objective 2: Given 10 vocabulary words and corresponding meanings, Joshua
will match each word to its corresponding meaning with 70% accuracy
through classroom-based assessments.

Written Language Goal

By 4/14/17 when given a prompt or writing task, Joshua will write sentences and
personal information that includes appropriate use of writing mechanics in 4 out of 5
trials with 80% accuracy through classroom-based assessments.(Parents will be
notified of students progress towards IEP goal through quarterly progress reports.)

o Objective 1: Given a writing task requiring personal information, Joshua will

write his address, city, state, zip code, phone number etc. correctly with 80%
accuracy through classroom-based assessments.
o Objective 2: Given a prompt Joshua will write expanded sentences with
proper writing mechanics with 80% accuracy through classroom-based
assessments.
Mathematics Goal

By 4/14/17 when given an item with its written cost (e.g., 15 cents for an apple) and a
pile of mixed coins and dollar bills, Joshua will select 3 different combinations of
coins (e.g., one dime and five pennies, fifteen pennies and three nickels) to represent
the cost of the item for 5 different items in 4 out of 5 opportunities with 80%
accuracy through classroom-based assessments. (Parents will be notified of students
progress towards IEP goal through quarterly progress reports.)
o Objective 1: Given a set of mixed coins, Joshua will show two ways to make
the same amount of money with 80% accuracy through classroom-based
assessments.
o Objective 2: Given a set of mixed coins, Joshua will show three ways to make
the same amount of money with 80% accuracy through classroom-based
assessments.
o Objective 3: Given a set of mixed currency and a price tag, Joshua will match
the correct amount of money to the price with 80% accuracy through
classroom-based assessments.

Mathematics Goal

By 4/14/17 when given 10 two and three digit subtractions problems that involve
regrouping with numbers within 1000, Joshua will regroup when necessary and write

the correct difference for 8 out of 10 subtractions problems with 80% accuracy
through classroom-based assessments. (Parents will be notified of students progress
towards IEP goal through quarterly progress reports.)
o Objective 1: Given 5 two digit subtraction problems, Joshua will use
regrouping to solve for the difference with 80% accuracy through classroombased assessments.
o Objective 2: Given 5 three digit subtraction problems, Joshua will use
regrouping to solve for the difference with 80% accuracy through classroombased assessments.
Communication Goal

By 4/14/17 Joshua will use oral, written or typed language to participate fully in
language-based curricular activities by attending consistently to linguistic information
and responding with sufficient detail and appropriate grammar with 75% accuracy on
3 out of 3 consecutive session through informal procedures. (Parents will be notified
of students progress towards IEP goal through quarterly progress reports.)
o Objective 1: Given auditorily presented curricular information, with visual
supports as needed, Joshua will follow directions to complete a task or answer
a question with no additional prompting unless requested by the student with
75% accuracy on 3 out of 3 consecutive session through informal procedures.
o Objective 2: Given auditorily presented information with visual supports as
needs, Joshua will determine what information is missing or what his needs
are and spontaneously formulate and ask using any chosen modality a
question to obtain the information or assistance with 75% accuracy on 3 out of
3 consecutive session through informal procedures.. Examples: wh

questions to play 20 questions; asking, Can you say that again? Or I dont
understand, can you help me? when completing a difficult assignment
o Objective 3: Given one prompt, Joshua will expand or modify his responses
(written/typed or spoken if applicable) to include additional detal and/or
correct grammar (e.g. verb agreement) as requested by a teacher or
conversational partner with 75% accuracy on 3 out of 3 consecutive session
through informal procedures.
Community Goal

By 4/14/17 immediately before making a purchase at school (e.g. school store,

cafeteria) and provided with an opportunity to role play how to make a purchase,
Joshua will present at least 1 item to purchase and present money when requested
during 4 out of 5 monetary transactions through observation records. (Parents will be
notified of students progress towards IEP goal through quarterly progress reports.)
o Objective 1: Given an item to purchase in a simulated store and a set of
money, Joshua will present the correct amount of money to make a purchase
with 4 out of 5 trials through classroom-based assessments.
o Objective 2: Given a CBI trip to a grocery store and an item to purchase,
Joshua will provide the correct amount of money to the cashier using the
dollar up method with 4 out of 5 trials through observation records.

Supplementary Aids and Services, Program Modifications, and Supports

Instructional Supports

Provide an Alpha Smart Device during instruction

o The device will be used daily as needed and will last for 36 weeks.
o This device will be provided and assisted by the Special Educator and
Instructional Assistant.

o Instructional supports will be used across all academic areas and instructional
settings. Joshua requires the use of an Alpha Smart device to communicate
and in some case for written responses.
Social/Behavior Supports

Encourage the student to ask for assistance as needed

Frequent eye contact/proximity control
o Daily as needed and will last for 36 weeks.
o This will be provided and assisted by the Special Educator and Instructional
Assistant.
o Social/Behavior supports will be used across all academic areas and
instructional settings and non-academic areas and settings. Joshua requires
various strategies to engage and sustain his attention. Joshua needs close
proximity and frequent eye contact to keep him engaged and on task. He
needs to be encouraged to ask for assistance and clarification as needed in all
areas of his day.

School Personnel/Parental Supports

Adult support
o Daily as needed and will last for 36 weeks.
o This will be provided and assisted by the Special Educator and Instructional
Assistant.
o Joshua requires adult assistance in order to remain focused, complete task and
access the FALS curriculum. Adult assistance can be delivered by Special
Education or General Education Teacher, Instructional Assistants or
Additional Adult Assistants.

Services

Classroom Instruction outside of General Education

o 35 sessions for 50 minutes given weekly lasting for 36 weeks provided for by
the Special Education Teacher and Instructional Assistant.
o Joshua will receive special education services in a self-contained classroom
that focuses on functional academics, daily living skills and community-based
instruction. Joshua will receive all special area classes in a self-contained

setting.
Career and Technology Education with support out of General Education
o One session for 30 minutes yearly provided by the Transition Facilitator and
Special Education Classroom Teacher.
o Transition planning will occur during the annual meeting or upon request.
Speech/Language Pathology Services outside of General Education
o This will be provided once a week for 45 minutes by the Speech/Language
Pathologist.
o Speech/Language services will be delivered in individual, small group or
classroom settings as determined by the Speech/Language Pathologist to best
fit Joshuas current needs for 45 minute weekly sessions.

Reflection
The IEP notice that was sent home 5 days before the meeting included a quarterly
report from the old IEP, a teacher report from Mrs. Messier and a draft IEP minus the
sections on services and LRE. Due to Joshua being 14 this year the transition section of
the IEP was sent home with the draft as well.
Everyone that attended Joshuas IEP meeting was an appropriate person to
attend. The meeting consisted of Joshuas father, Mrs. Messier the special education
teacher, the general education art teacher Mrs. Yuill, Mrs. German the speech-language
pathologist, Mr. Bauer the IEP chair, the school psychologist and myself. Mr. Bauer sits
in place of an administrator at IEP meetings.

Joshuas meeting was the last annual review before his triennial review next
school year. Joshua is still eligible for special education and related services due to his
disability and its impact on his access to a general education curriculum. His meeting
was held less than a year from the prior annual review, the 10-day notice of an IEP
meeting was sent out on time as well as the 5-day notice of documents. All of these
processes were following and were in accordance to IDEA law.
The meeting unfortunately did not start on time. The IEP chair that also sits in
place of the administrator at IEP meetings was significantly late to the meeting. The
meeting started roughly 15 minutes late. The meeting was held in the IEP chairs office,
which is also a small meeting room.
During the meeting the parent was invited into the meeting room and sat at the
closest end of the table to the room door and sat down first. Mrs. Messier sat directly
across from Joshuas father who was the only parent to attend the meeting. I sat next to
Mrs. Messier, the school psychologist sat directly across from me, the general education
art teacher sat next to me at the meeting table, the speech pathologist sat directly across
from the general education teacher and the IEP chair sat at the far end of the table
located at the back of the room.
Before the meeting Mrs. Messier discussed with me what the general agenda for
the meeting would be. Initially at the beginning of the meeting introductions of all
attending the meeting would be made, followed by a sign in of the people attending the
meeting. After the sign in at the parents request the IEP would be reviewed in order or
only specific sections. Before the meeting started due to the IEP chair being late a
conversation was started between Joshuas father, Mrs. Messier, Mrs. German the SLP
and myself. We discussed Joshua and his current progress and involvement in the

program, but more specifically the conversation revolved around Joshuas selective
mutism at school. This conversation led into a large portion of time of the meeting. Due
to the portion of time spent the meeting went straight to a review of IEP goals and then
the meeting ended.
All of the team members had significant input during the meeting. This was
mainly because the majority of the meeting revolved around Joshuas selective mutism.
Mr. Bauer led the meeting and was in charge of the team notes as well as finalizing the
IEP at the end of the meeting. Everyone else in the meeting was responsible for input
during the meeting regarding Joshua in their respective setting.
The IEP team had a large amount of collaboration during the meeting. The
majority of the meeting revolved around discussing Joshuas selective mutism and the
need for speech services when he does not verbally communicate. Due to selective
mutism being a mental health issue related to anxiety, the IEP chair suggested giving
Joshua mental health services to potentially help relieve or help with the anxiety Joshua
has at school. As well as transition from age 14 to 21 and what services could be available
and how a transition process occurs.
During the IEP meeting I was specifically responsible for reading the IEP goals
and objectives for Joshuas father. I read the goals and objectives word for word as
written on the IEP, which is not in friendly terms. After I read the goals and objectives I
explained them in a friendly way that Joshuas father was able to better understand.
Before the meeting I discussed with Mrs. Messier what I would be responsible for and
she wanted me to be responsible for reading the IEP goals and objectives to Joshuas
father. I did not need to prepare for this because I had the IEP in front of myself during
the meeting and knew how to explain the goals and objectives in friendly terms.

I feel that overall this annual review and the process to become prepared for this
annual review was a great experience. This was my first experience with writing an IEP
for a real student. I was very nervous at the beginning of this process and was not
initially sure if I would be successful. Due to when Joshuas IEP was initially scheduled
for the middle of May. Due to the time constraints of this assignment the IEP meeting
had to be moved up a month. There was a rush to assess Joshua prior to the IEP and to
stay in accordance to IDEA. Mrs. Messier and myself did not find out until the day we
came back from spring break that Joshuas IEP was scheduled 10 days from that date.
Assessing Joshua took 2 days to complete and writing the IEP took another 2 days. I was
fully responsible for assessing Joshua for current levels of academic ability and quarterly
IEP goals. With the data from the assessments the old IEP was closed out and new IEP
goals and objectives were written. Once the goals and objectives were written Mrs.
Messier and myself had to wait for the other team members to put their input into the
IEP before we could review the IEP together. I am very grateful for this experience. My
mentor teacher was with me every step of the IEP process from assessment to the
meeting to help support myself, offer guidance and answer all questions that I had about
writing the IEP and the IEP process.