IEP Case Study

Part I. Background Information

I.A. Student Background
The student whom I selected for this project will be referred to as JJ. Student JJ
was up for his annual IEP review this year. For this project I was responsible for
playing an active role in the planning and developing of the IEP, and then during the
IEP meeting.
After interviewing my mentor teacher and reviewing student JJs files I was
able to develop the following background. One problem I ran into when reviewing the
students pertinent files was that student JJ transferred to Baltimore County from
Baltimore City, and has been to multiple schools. Through his transitions many of his
files have been either misplaced or lost. This created some difficulty in finding out all
of the students background. I was able to determine that the student has been
receiving special education services since he was in Kindergarten. Although student JJ
began talking at age 2, he stopped communicating at age 5. It was stated that his
kindergarten teacher noticed articulation problems in student JJ. Student JJs
eligibility for special education services was determined at his triennial which was
completed last year. He is coded multiple disabilities and is identified as having ADHD
and selective mutism. I was unable to identify any relevant family or medical history
as those files were also missing.
Student JJ is provided with academic services and accommodations. He no longer
receives speech or any other services. Student JJ learns best in a one-on-one or small
group setting. He needs detailed explanation of directions or information presented
and requires frequent reminders of what he should be doing. JJ needs prompting to
complete work or answer questions. Student JJ benefits from structure when
completing activities and/or doing work.
Pertaining to behavior JJ needs to become comfortable before he communicates with
someone. Once comfortable he will participate during class although he often makes
off topic comments during class. Student JJ will get up and walk around the room
when there is down time between activities and also likes to inspect what other
people are doing at their desks. When he gets nervous he often plays with his hair, or
runs his fingers through it. He also goes through and re-organizes his binder when he
is anxious or there is a pause in activity. Due to the students selective mutism, he
does not always communicate when needed or expected too.

I.B. IEP Process

There was very little communication among the team members and with the parents.
To schedule the meeting there was email correspondence between the special ed
teacher and IEP chair, although the special ed teacher was not made aware of the
scheduled time for the meeting until the teacher found the meeting had been
scheduled online. There was no communication regarding coordination between the
parent and teacher. That is the responsibility of the IEP chair, who was not inclusive
of the teacher during this process.
In order to notify the parents, the draft IEP is mailed home at least 10 days before the
date of the team meeting. This is also a responsibility of the IEP chair.

The only service provider student JJ has is his Special Education teacher. Therefore
she was the only person who was responsible for preparing for the meeting. For her
role, the special education teacher evaluates him on previous IEP, finds the students
current levels of performance and then develops new IEP with appropriate goals and
accommodations.
The IEP process was not done properly as specified in IDEA. The proper participants
were not invited to the meeting including the school guidance counselor nor a
general educator.
The IEP will be mailed home to the students parents after the meeting, which is in
ordinance with IDEA but the IEP will need to be returned back to school after being
signed by a parent. Again this is the responsibility of the IEP chair, and with a lack of
communication difficult for the special education teacher to determine whether this
will be done as specified in IDEA.

Part II. Content of the IEP

Maryland State Department of

II. Present Level of Academic
Education (MSDE)
Division Of Special
Achievement and Functional
Education/Early Intervention
Performance
Services
Name: JJ Agency: Baltimore County Public Schools
IEP Team Meeting Date: 04/07/2016

Academic: Reading
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Informal Assessments
Instructional Grade Level Performance Instructional Grade level k.9 - 1.2 - 1.5
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance

Date: 03/23/2016

Standard Score:

Grade Equivalent: 1.0

Other Results:
Reading Fluency 46
Spelling without accommodations - Grade 1 80%, Grade 2 60%
Reading without accommodations - Grade 1 100%, Grade 2 60%
Strengths
identifying upper and lower case letters
lexical (word) knowledge - identifying pictures objects
comprehension of simple sentences
Needs
Basic Sight Words
Comprehension
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Mathematics
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Informal Assessment
Instructional Grade Level Performance Instructional Grade Level Performance (Easy to Difficult): <K.0, K.5, 1.0
Instructional Grade Level: K.5
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance

Date: 03/23/2016

Other Results:
Calculation 46
Math Fluency 45
Applied Problems 47
2nd Grade Addition with accommodations 80% without 0%
3rd 25% with accommodations without 0%
Strengths
identifying numbers
counting to 20
Needs
basic addition

Standard Score:

Grade Equivalent: 1.3

basic subtraction
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Behavioral: Behavior
Source(s):
Observation Records
Level of Performance JJ is performing significantly below grade level.
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Observation
Records

Date: 03/23/2016

Standard Score:

Grade Equivalent: <grade

level

Other Results:
Strengths
attendance
responds to routine
personable with familiar peers
organization
Needs
classroom participation
on task behavior
Does this area impact the student's academic achievement and / or functional performance?

Yes

No

Academic: Writing
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Informal Procedures
Classroom-Based Assessments
Instructional Grade Level Performance Spelling 41
Writing Sample 50
Writing Fluency 43
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance

Date: 03/23/2016

Standard Score:

Grade Equivalent: 1.5

Other Results:
Brigance
2nd with accommodations 50% without accommodations 0%
Strengths
writing his name
copying words from the board
identifying subject and predicate
Needs
spelling
composing a simple sentence
Does this area impact the student's academic achievement and / or functional performance?
(Form approved by MSDE for use July 1, 2015)

Yes

No

Individualized Education Program (IEP)

Maryland State Department of
II. Present Level of Academic
Education (MSDE)
Division Of Special
Achievement and Functional
Education/Early Intervention
Performance
Services
Name: JJ

Agency: Baltimore County Public Schools

IEP Team Meeting Date: 04/07/2016

SCHOOL AGED PRESENT LEVEL OF ACADEMIC

ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
What is the parental input regarding JJ's educational program?
Parent participated by phone. Mrs. K has no concerns at this time.
What are JJ's strengths, interest areas, significant personal attributes, and personal
accomplishments? (Include preferences and interests for post-school outcomes, if appropriate.)
JJ has become more comfortable in the FALS setting this school year. There has been great growth in his social
skills and self advocacy. JJ enjoys being in a calm and quiet environment. He has a great sense of humor and is
witty. JJ enjoys Star Wars and playing computer games.
How does Johny's disability affect his involvement in the general education curriculum?
JJ's multiple disabilities affect him a variety of ways. He has cognitive deficits that affect academic progress and
significant emotional issues as evidenced by selective mutism which interferes with his performance in all areas.
His reluctance to speak makes it difficult for teachers to assess his knowledge. His disability in reading impacts
his ability to decode and fluently read sentences. This results in his inability to read material and texts at grade
level and impacts his in all subject areas. In addition, JJ disabilities in the areas of reading, math and written
language require significant modification made to the general education curriculum during instruction and
assessment in the amount taught, reduced complexity, reduced output and modified methods of skill
demonstration. In addition, JJ has selective mutism which significantly interferes with his performance in all areas.
(Form approved by MSDE for use July 1, 2015)

Individualized Education Program (IEP)

Maryland State Department of
Education (MSDE)
Division Of Special Education/Early
Intervention Services
Name: JJ

III. Special Considerations And

Accommodations
Agency: Baltimore County
Public Schools

IEP Team Meeting

Date: 04/07/2016

Instructional and Testing Accommodations

(For information regarding the use of specific accommodations for online testing, please refer to Section 5 of the
Maryland Accommodations Manual Issue ID 201206)

1. PRESENTATION ACCOMMODATIONS (I covers all instruction/intervention including Bridge

Plan)

Auditory Presentation Accommodations

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

I, A*

Multi-Sensory Presentation Accommodations

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

I, A

For State assessments, tactile graphics are provided with the braille tests.
Use of the verbatim reading accommodation is permitted on all assessments as a standard accommodation, with the
exception of the Maryland School Assessment (MSA) in reading, grade 3 ONLY, which assesses a students ability to
decode printed language. Students in grade 3 receiving this accommodation on the assessment will receive a score
based on standards 2 and 3 (comprehension of informational and literary reading material) but will not receive a subscore
for standard 1, general reading processes.
3
Any text-to-speech software may be used for instruction, but the only text-to-speech software currently allowed and
supported by the State for assessment is the Kurzweil 3000.
4
Please note that the human reader and text-to-speech accommodations are not allowable accommodations for Selected
Sections of the PARCC assessments.
2

Document basis for decision: JJ is reading below grade level and must access information in ways that do not
require him to read text. This includes a human reader, audio tape, or compact disk recording, and/or Text to
Speech software for verbatim reading of entire test in areas of instruction and/or assessment. JJ will receive the
following accommodation(s) for PARCC:
-The student has met criteria under Appendix D for the text-to-speech, ASL video, or human reader/human signer
accommodation

2. RESPONSE ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Conditions for Use In Instruction and
Response Accommodations
Assessment
2-A: Scribe

Materials or Devices Used to Solve or Organize

Responses

I, A

Conditions for Use In Instruction

and Assessment

2-G: Respond on Test Book

I, A

2-J: Mathematics Tools and Calculation Devices*

I, A

2-N: Computer Access Tools/Devices/Software*

I, N/A

Spelling and grammar devices are not permitted to be used on the English High School Assessment.
Photocopying of secure test materials requires approval by the MSDE and must be done under the supervision of the
Local Accountability Coordinator (LAC). Photocopied materials must be securely destroyed under the supervision of the
LAC. Use of highlighters may be limited on certain machine-scored test forms, as highlighting may obscure test
6

responses. Check with the LAC before allowing the use of highlighters on any State assessment.

Document basis for decision: JJ's ability to respond in writing is below grade level and he may respond to
complete written assignments and assessments using oral language dictated to a scribe OR using computer
authoring software. In addition, JJ will be allowed the use of calculation devices to assist with math problem
solving skills in instruction and on assessments.
* Provide specific description stating the type of accommodation and how the accommodation will be
administered: JJ requires access to authoring software to support written language during activities, assignments,
and assessments. Calculation devices include a number line, calculator, a one hundred chart, a multiplication
chart, novelty bills and coins, gear clock, and counters.

3. TIMING AND SCHEDULING ACCOMMODATIONS (I covers all instruction/intervention

including Bridge Plan)

Timing and Scheduling Accommodations

Conditions for Use In Instruction

and Assessment

3-A: Extended Time time and a half

I, A

3-B: Multiple or Frequent Breaks

I, A

Document basis for decision: Due to JJ's attentional issues, ability to stay on task, and need for movement, he
needs the opportunity to take multiple or frequent breaks to achieve maximum performance.

4. SETTING ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Conditions for Use In Instruction and
Setting Accommodations
Assessment
4-A: Reduce Distractions to the Student

I, A

Document basis for decision: Due to JJ's inattention, distractions should be eliminated during classroom-based
assessments. This may include but is not limited to the use of a privacy board, study carrel, or a quiet space. JJ
will receive auditory presentation and/or response accommodations (excluding materials or devices used to solve
or organize responses) in an separate assessment area in order to reduce distractions to other students.
Instructional and testing accommodations were considered and no instructional and testing accommodations
are required at this time.
Document basis for decision:
(Form approved by MSDE for use July 1, 2015)

Individualized Education Program (IEP)

Maryland State Department of
Education (MSDE)
Division Of Special Education/Early
Intervention Services
Name: JJ

III. Special Considerations And

Accommodations
Agency: Baltimore County
Public Schools

IEP Team Meeting

Date: 04/07/2016

Supplementary Aids, Services, Program Modifications And

Supports
Service Nature
(Indirect)

Service
Description

Begin Date End Date Duration Provider(s)

Anticipated Frequency

Instructional Supports
Limit amount to be copied from Periodically as needed
board

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
O 32 TransFac

Other Instructional Supports

Spacing strategies; use highcontrast colors as visuals

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
O 14 GenEd

Periodically as needed

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or,
on behalf of, the student will be provided:
JJ will be allowed use of manipulatives and adapted paper for activities, assignments, and assessments in all
academic settings when needed. Manipulatives should be pre-selected by the service provider and appropriate for
the task. In addition, and due to JJ's writing fluency and color vision deficiency, the amount of information copied
from the board should be limited and high contrast colors be used in all academic setting when needed.

Program Modification
Use pictures to support reading Periodically as needed
passages whenever possible

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
O 14 GenEd

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or,
on behalf of, the student will be provided:
JJ needs grade level materials modified and altered to his instructional range. Therefore, modified academic
achievement standards, and assessments based on those standards, will provide a more appropriate measure of
JJ's performance against academic content standards for the grade in which he is enrolled. Standards will be
modified by changing, lowering, and/or reducing grade level learning expectations. Assessments will be modified
by deleting extraneous information when possible, reducing the number of answer choices (to a maximum of 3
answer choices) when possible, and providing organizational aids for selected test items when possible. In
addition, JJ will use pictures to support reading passages in academic settings requiring comprehension of that
text.

Social/Behavior Supports
Provide manipulatives and/or
sensory activities to promote
listening and focusing skills.

Periodically as needed

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist

O 14 GenEd
Home-school communication
system

Periodically as needed

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
O 14 GenEd

Frequent eye contact/proximity Periodically as needed

control

04/07/2016

04/07/2017 36 weeks

Use of positive/concrete
reinforcers

Periodically as needed

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
P 01 SpEd
O 21
InstrAssist
O 14 GenEd

Social Skills training

Periodically as needed

04/07/2016

04/07/2017 36 weeks

P 01 SpEd
O 21
InstrAssist
O 14 GenEd

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications and Supports to or,
on behalf of, the student will be provided:
To assist JJ with staying focused and on task the following strategies would be beneficial:
Seating should be in close proximity to the teacher and/or to the display from which he will obtain information.
Since JJ is unable to speak in given situations and/or to certain people (selective mutism), the service provider
and Mrs. K should informally communicate to solve academic and/or behavior problems that arise in the
classroom and/or at home.
JJ may need to be provided a manipulative and/or sensory activity for his hands to keep him focused during
instruction and/or to distract him from rubbing/touching his hair.
JJ responds to and should be given a daily special job or task (preferably to be completed with a peer of his
choice) as a positive reinforcer for achieving behavioral goals such as "using his words" to communicate with
adults, participating in classroom discussion, and completing homework, etc.
JJ may benefit from opportunities to improve communication and socializing skills with adults and peers. Examples
include lunch bunch groups or other semi-structured activities that would allow him to practice skills with adult
guidance, social stories, and/or teacher modeling positive "self-talk."
Documentation to support decision(s): Due to JJ's disability; supplementary aids, services, program modifications
and supports should be provided to JJ in all academic settings (structured and non structured). Modifications,
supplementary aids and learning supports will maximize JJ's success with accessing the state curriculum and the
pursuit of a high school diploma.
(Form approved by MSDE for use July 1, 2015)

Individualized Education Program (IEP)

Maryland State Department of Education (MSDE)
Division Of Special Education/Early Intervention Services
IV. Goals
Name: JJ
Agency: Baltimore County Public Schools IEP Team Meeting
Date: 04/07/2016
Behavior GOAL
Goal: By April 7, 2017, when given a modified set of sharing questions
with a peer buddy and/or teacher during a group activity, JJ will
verbally express his thoughts using (1-2) complete sentences and allow
the peer buddy and/or teacher to share on his/her behalf with the
whole group and will refrain from passing for (3 out of 5) class periods.
Evaluation Method: Observation Record
With: 3 out of 5 targeted trials Baseline 1 out of 5
ESY Goal? Yes
Objective 1:
When asked "How are you feeling today?" JJ will
verbally express his thoughts using 1-2 sentences.
Evaluation Method: Observation Record
With: 3 out of 5 targeted trials
Objective 2:
When sitting with
a peer buddy and/or teacher, JJ will continue the conversation by
asking the other person "How are you feeling today?".
Evaluation Method: Observation Record
With: 3 out of 5 targeted trials
Objective 3:
Evaluation Method:
With:
Objective 4:
Evaluation Method:
With:
Progress
Toward
Goal
Progress
Report 1
Date
Progress Code:
Description of Progress:
Progress
Report 2
Date
Progress Code:
Description of Progress:
Progress
Report 3

Date
Progress Code:
Description of Progress:
Progress
Report 4
Date
Progress Code: Making sufficient progress to meet goal
Description of Progress:
Progress
Report 5
Date
Progress Code:
Description of Progress:
How will the parent be notified of the student's progress toward the IEP
goals? Progress Reports
How often? QUARTERLY
(Form approved by MSDE for use July 1, 2015)
Individualized Education Program (IEP)
Maryland State Department of Education (MSDE)
Division Of Special Education/Early Intervention Services
IV. Goals
Name: JJ
Agency: Baltimore County Public Schools IEP Team Meeting
Date: 04/07/2016
Reading GOAL
Goal: By April 7, 2017, after reading and/or listening to a singleparagraph informational text at his/her instructional level, JJ will write
and/or verbalize a brief summary (3-5 sentences) using a graphic
organizer and/or open notes that identifies at least (2) key ideas
represented in the text and at least (2) examples of how those ideas
relate to individuals or events in the text for (4 out of 5) passages.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 4 out of 5 targeted trials Baseline 60%
ESY Goal? Yes
Objective 1:
Identify and explain what is directly stated in the text
(details, key ideas)
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 4 out of 5 targeted trials
Objective 2:
Johny will write
and/or verbalize a brief summary of the text.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 4 out of 5 targeted trials
Objective 3:
Evaluation Method:
With:
Objective 4:
Evaluation Method:
With:
Progress
Toward
Goal
Progress

Report 1
Date
Progress Code:
Description of Progress:
Progress
Report 2
Date
Progress Code:
Description of Progress: .
Progress
Report 3
Date
Progress Code:
Description of Progress:
Progress
Report 4
Date
Progress Code:
Description of Progress:
Progress
Report 5
Date
Progress Code:
Description of Progress:
How will the parent be notified of the student's progress toward the IEP
goals? Progress Reports
How often? QUARTERLY
(Form approved by MSDE for use July 1, 2015)

Individualized Education Program (IEP)

Maryland State Department of Education (MSDE)
Division Of Special Education/Early Intervention Services
IV. Goals
Name: JJ
Agency: Baltimore County Public Schools IEP Team Meeting
Date: 04/07/2016
Mathematics GOAL
Goal: By April 7, 2017, when given (10) word problems involving
addition or subtraction with numbers within 100, JJ will write a
numerical expression to represent the problem then write the correct
answer scoring (8 out of 10) correct responses in (4 out of 5) word
problem activities.
Evaluation Method: Informal Procedures Classroom-Based Assessment
With: 4 out of 5 targeted trials 1 out of 5
ESY Goal? Yes
Objective 1:
Given word problems involving addition with
numbers within 100, JJ will write a numerical expression to represent
the problem then write the correct answering.
Evaluation Method: Classroom-Based Assessment Informal Procedures

With: 4 out of 5 targeted trials

Objective 2:
Given word
problems involving subtraction with numbers within 100, JJ will write a
numerical expression to represent the problem then write the correct
answering.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 4 out of 5 targeted trials
Objective 3:
Evaluation Method:
With:
Objective 4:
Evaluation Method:
With:
Progress
Toward
Goal
Progress
Report 1
Date
Progress Code:
Description of Progress:
Progress
Report 2
Date
Progress Code:
Description of Progress:
Progress
Report 3
Date
Progress Code:
Description of Progress:
Progress
Report 4
Date
Progress Code:
Description of Progress:
Progress
Report 5
Date
Progress Code:
Description of Progress:
How will the parent be notified of the student's progress toward the IEP
goals? Progress Reports
How often? QUARTERLY
(Form approved by MSDE for use July 1, 2015)

Individualized Education Program (IEP)

Maryland State Department of Education (MSDE)
Division Of Special Education/Early Intervention Services
IV. Goals
Name: JJ
Agency: Baltimore County Public Schools IEP Team Meeting
Date: 04/07/2016

Written Language GOAL

Goal: Grammar: 5. D. 2. JJ will be able to apply conventional spelling in
written language at grade level.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 70% % Accuracy
ESY Goal? Yes
Objective 1:
Given instructional level material with 10 orally
dictated words, JJ will use letters to represent phonemes in words.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 70 % Accuracy
Objective 2:
Given instructional level
material with 10 orally dictated words, JJ will use temporary spelling to
attempt unknown words.
Evaluation Method: Classroom-Based Assessment Informal Procedures
With: 30 % Accuracy
Objective 3:
Evaluation Method:
With:
Objective 4:
Evaluation Method:
With:
Progress
Toward
Goal
Progress
Report 1
Date
Progress Code:
Description of Progress:
Progress
Report 2
Date
Progress Code:
Description of Progress:
Progress
Report 3
Date
Progress Code:
Description of Progress:
Progress
Report 4
Date
Progress Code:
Description of Progress:
Progress
Report 5
Date
Progress Code:
Description of Progress:
How will the parent be notified of the student's progress toward the IEP
goals? Progress Reports
How often? QUARTERLY
(Form approved by MSDE for use July 1, 2015)

Part III. Reflection

After having sat through the IEP meeting, it became clear that there were
many aspecta of the IEP process and meeting that were not done properly. First off,
the appropriate persons were not in attendance of the meeting. The parents should
have been in attendance either in person or by phone for the meeting. Also neither
the guidance counselor or a general education teacher had been invited to the
meeting and therefore were not in attendance. The procedural safeguard should have
been shared at the team meeting but since the parents were not present, the
safeguards were not shared. There was also no agenda planned for the meeting.
Although the meeting was scheduled for 8:15, the phone call to the parents was not
made until 8:40, which ended up being a bad time for the parent and she was unable
to stay on the line for the meeting.
The team meeting was held in the Special Ed. Office (not a conference room), sitting
around a large table, with the phone in the middle. The professionals present at the
meeting were the special education teacher (JJs teacher was out for the day so the
other FALS teacher sat in), the IEP chair, the parent (on the phone) and I (student
intern). The Special Education teacher sat on one side, the IEP chair on the other
while I sat at the head of the table.
Upon calling the parents, the mother notified us that is was a bad time for her
because she was getting her other children ready for school. She then gave us
permission to complete the meeting with out her. Before hanging up the phone the
Special Ed teacher gave the mother a short synopsis of the growth she has seen in
student JJ through her observations, in comparison to her experiences as Johnys
math teacher 2 years ago. Although not able to really discuss the students growth
the Mom was happy to hear JJ is doing well and has progressed in his social skills and
interactions. The IEP chair then informed the parent that she completed the forms for
JJ to attend ESY (Extended School Year program). It was then that the mother had to
hang up the phone. This was then the end of the meeting. The IEP was not discussed
any further.
I was not able to really play a role during the meeting as the mom was not
able to stay on the phone and the IEP was not discussed after we hung up with mom.
If the meeting had gone as planned, I was ready to discuss my experiences working
with student JJ and the improvements Ive seen in him in my time working with him,
especially in his social skills and interactions. I was able to do this by debriefing and
discussing the students IEP and goals prior to meeting with my teacher. I believe that
if the meeting had gone as planned, I would have been capable of playing an active
role in the meeting.