IEP

By: Abby Diamond, Katherine Laatsch, and Victoria

Rivera

Clark Gable
Age: 9 year old boy
Grade: 3rd grade at AL Elementary
Parents: Stephen and Abigail Gable
Siblings: Two year-old sister
Other: Diagnosed with Down Syndrome as a baby

Initial Referral for Special Education:

Initial Referral was in 2011, before Clark entered Kindergarten.
Based on Clark's diagnosis of Down Syndrome given to him by his
Pediatrician, he was referred for evaluation.
In pre-k, Clark showed slow progression acquiring pre-literacy and
numeracy skills, basic reading and math skills, used few appropriate
learning strategies, and showed poor progress acquiring
communication skills.
Clark had limited adaptive behavior skills and showed signs of poor
attention and concentration.
The IEP Team considered him to be eligible for services.

Reevaluation Eligibility Form:

Clark passed his vision and hearing screening.
Clark meets the AAC criteria for the suspected area of disability.
The disability has an adverse affect of academic performance.
Clark needs specifically designed instruction in order to be apart of
the general education classroom.
Areas of Assessment: -Intelligence -Achievement -Vision -Hearing
-Environmental, Cultural, Language, and Economic Concerns
Checklist -Adaptive Behavior -Documentation of Appropriate
Instruction
Based on these considerations, Clark has still been found eligible in

Strengths:
Nine year-old who lives at home
Smart boy who loves to read
Clark is an enthusiastic reader
Diligent student when presented with tasks of specific interest to him
in the classroom
When Clark is prompted, he is typically able to attend to schoolwork.
Once he is given both written and verbal directions, he is able to
focus more on the task that is at hand
Social boy and enjoys interacting with his peers, especially during
recess.

Parental Concerns:
A parent survey was given to identify any concerns that Clark's parents
may have about his performance in the classroom. Mrs. Gable is
concerned with her son's performance in the classroom, specifically in
the areas of math and reading comprehension. His parents are
concerned with his low grades in math. Although Clark enjoys to read,
they are concerned with his comprehension abilities of what he reads.
When they read with him at home, he is not able to answer questions
about what he reads. She also is concerned with his weakness in
writing, especially since he will be asked to write more now that he is in
third grade.

Student Preferences and Interests:

Clark enjoys reading simple texts, listening to music, and playing on
the computer.
Loves fiction texts; his favorite book is Chrysanthemum by Kevin
Henkes.
Loves watching movies, he especially loves the movie "The Minions"
Loves playing outside on the playground or at his house.
Enjoys spending time with his family, especially his little sister
Learns best when he has one-on-one attention with the teacher and is
provided with hands-on experiences and opportunities

Results of Recent Evaluations:

WISC-IV:
Verbal Comprehension Index: 62
Perceptual Reasoning Index: 60
Working Memory Index: 67
Processing Speed Index: 65
Full Scale IQ: 64
Clark's intelligence score on the Wechsler
Intelligence Scale for Children, Fourth Edition,
was a 64, which is two standard deviations from
the mean. His score falls in the low range.

KTEA-II:
Letter/word recognition- 80 Reading
Comprehension- 60
Math concepts and application- 62 Math
computation- 63
Written expression- 66 Spelling- 63
Written language total- 65 Listening
comprehension- 75
Oral expression- 68 Oral language total- 69
Total Standard Score: 70
His overall score was a 70, which falls in the
borderline range compared to his peers.
According to the KTEA-II Score report, Clark's
scores indicate that he performs well in the area
of letter-word recognition and listening
comprehension. The test results show areas of
need in math concepts and application, math
computation, reading comprehension, and
written expression.

Results of Recent Evaluations Continued:

Vineland-II Adaptive BehaviorInterview Edition (Teacher Form)
Communication: 65
Daily living skills: 69
Socialization: 66
Adaptive Behavior Composite: 68

Vineland-II Adaptive Behavior Scales

(Parent/Caregiver Rating Form):
Communication: 69
Daily living skills: 70
Socialization: 69
Adaptive Behavior Composite: 70

Clark was assessed on adaptive behavior

using the Vineland Adaptive Behavior
Scale (Teacher Form). Deficits were found
in the areas of communication, daily living
skills, and socialization. All of his standard
scores fell within the below average range
compared to other children in his age
range.

Clark scored a 70 on the Parent/Caregiver

Form. This score indicates that Clark falls
in the low range for Adaptive Behavior.
The results from this assessment given to
the parents are similar to the results of
the Vineland-II conducted by the teacher
and confirm that there are deficits in
Clark's adaptive behavior.

Needs of Clark:
Clark's performance in the classroom indicates several specific areas of
need to be addressed: math computation and concepts, reading
comprehension, and written expression.
In the area of math, Clark struggles specifically with multiplication
and how to apply multiplication to repeated addition problems. [3OA1]
In the area of reading comprehension, Clark tends to struggle with
answering questions to a related text. He shows deficits in being
able to respond to both verbal and written questions that are based
around a grade-level text [RL.3.1]. He has a difficult time grasping
more difficult concepts in a story.
In the area of writing, Clark struggles writing complete sentences. He

Reading
Annual Goal: By September 2016, Clark will be able to answer
simple "who, what, where, when, why, and how to" questions
when reading a passage or story with 80% accuracy on 3 out of
4 opportunities.
Benchmarks:
By December 2015, Clark will be able to identify all who, what, where, when, why
and how to questions when given a passage or story with at least 60% accuracy
on 3 out of 4 opportunities.
By February 2016, Clark will be able to identify all who, what, where, when, why
and how to questions when given a passage or story with at least 70% accuracy
on 3 out of 4 opportunities.
By May 2016, Clark will be able to identify all who, what, where, when, why and
how to questions when given a passage or story with at least 80% accuracy on 3
out of 4 opportunities.

Math
Annual Goal: By September 2016, Clark will be able to solve
simple multiplication problems with single-digit numbers
through the use of manipulatives, skip counting, and repeated
addition (M. 3.1.5) with 80% accuracy in 4 out of 5
opportunities.
Benchmarks:
By December 2015, Clark will be able to solve simple multiplication problems with singledigit numbers through the use of manipulatives, skip counting, and repeated addition with
70% accuracy in 2 out of 5 opportunities.
By February 2016, Clark will be able to solve simple multiplication problems with singlenumber numbers through the use of manipulatives, skip counting, and repeated addition
with 80% accuracy in 3 out of 5 opportunities.
By May 2016, Clark will be able to solve simple multiplication problems with single-digit
numbers through the use of manipulatives, skip counting, and repeated addition with 80%
accuracy in 4 out of 5 opportunities.

Writing
Annual Goal: By September 2016, Clark will write 4/5 sentences
using correct capitalization and punctuation when given 5
simple, teacher-dictated sentences on 3 out of 4 opportunities.
Benchmarks:
By December 2015, Clark will write 2/5 sentences using correct capitalization and
punctuation when given 5 simple, teacher-dictated sentences on 2 out of 4
opportunities.
By February 2016, Clark will write 3/5 sentences using correct capitalization and
punctuation when given 5 simple, teacher-dictated sentences on 2 out of 4
opportunities.
By May 2016, Clark will write 4/5 sentences using correct capitalization and
punctuation when given 5 simple, teacher-dictated sentences on 3 out of 4
opportunities.

Special Education and Related Services:

Special Education:
Direct Instruction in Writing- Daily, 30 minutes in Resource Room
Direct Instruction in Reading- Daily, 60 minutes in Resource Room
Direct Instruction in Math-Daily, 60 minutes in Resource Room

Special Education and Related Services:

Supplementary Aids and Services:
Space for breaks, as needed-Daily
Allow use of multiplication chart and manipulatives to solve math problemsDaily
Short pencil to help with handwriting-Daily
Additional time to finish assignments in math and reading-Daily

Special Education and Related Services:

Accommodations Needed for Assessments:
Directions will be read orally by teacher/aide- Daily
Testing format (larger font, reduced number of problems, additional blank
space)- Weekly
Additional time-Daily
Private testing with teacher/aide-Weekly

Special Education and Related Services:

Assistive Technology: None
Support of Personnel: None
Program Modifications: None
Related Services: None

People in Attendance in the meeting to

develop
the IEP:
Parents: Stephen and Abigail Gable
General Education Teacher: Kelly Hall
Special Education Teacher: Victoria Rivera
LEA Representative: Grace Smith
Result Interpreter: Victoria Rivera

Thank you!
Abby Diamond, Katherine Laatsch, and Victoria Rivera