IEP Case Study

PART I:
Background Information

I. A. Student Background:
Karon Korey Kamal St. Louis is a 12 year old boy at Arundel Elementary Middle School.
He is diagnosed with other health impairment (more specifically ADHD based on teacher notes
and observations). He is currently in 5th grade general education classroom at Arundel
Elementary. Karon is the youngest of three children. Karon lives with his mother, grandmother
and two older brothers. Karon was born in the United States and English is the primary language
spoken at home. Karon is an African-American student, with no medical complication at this
time.
The reason for referral of this meeting was an annual review, where the team would
discuss his progress and educational program for the current IEP year. Pre-referral strategies
and timeline of the process are not noted, as this was not an initial IEP meeting.
Karon currently is diagnosed with other health impairment with characteristics of ADHD.
He presents with limited alertness in the educational environment due to his attention deficit
hyperactivity disorder which is interfering with his academic performance. Karon had been
receiving Special Education services at Arundel Elementary since September 2012. Karon also
receives counseling services at Arundel Elementary. Karons disability of other health
impairment affects his involvement in the general education curriculum with remaining on tasks,
remaining attentive and participating during instructional lessons. Review of assessments,
teacher progress report, classroom observation and parental input suggest Karon continues to
meet the criteria for a disability. He receives special education services, academic, and
socialization support in the classroom from the Special Education teacher, counselor and general
educator. Karon is a happy child and enjoys laughing at things that are funny to him. He enjoys
interacting with the Adults in his classroom and has friends with other students in his classroom.
Karon enjoys hands-on activities including putting objects together and drawing.

I. B. IEP Process:
Karon is the student selected for my case study. Ten days before the annual IEP meeting
(1/7/2016), an invite to the annual IEP meeting was sent home with Karon. His guardian signed
and returned the notice to school. Five days before the annual IEP meeting a copy of the draft
IEP, the Special Education classroom teacher report and the counselor report was sent home with
Karon.
At Arundel Elementary Middle School, the IEP chair is the special education coordinator.
As the IEP chair his job is to invite, organize and schedule all special education meetings. At
Arundel Elementary, a weekly schedule with meetings dates and times are emailed and reviewed
by all parties involved. All students information is kept online through MD online, with a hard
copy provided to all parties involved.
The IEP chair began the meeting by asking the team to introduce themselves to the parent
and asking everyone to sign the IEP participant signature form. The team members that were
included in this meeting were the team chair, General Education teacher, Special Education
teacher, counselor, assistant principal, and Karons mother. The parent is provided with a copy of
the Procedural Safeguards Parental Rights document because this was an annual IEP meeting, as
required by the Individuals with Disabilities Education Improvement Act of 2004 (IDEA). The
team chair stated the purpose of the meeting and had the general educator, Special Educator and
counselor review their reports on Karons progress towards his goals and objectives. Throughout the meeting the parent was given opportunities to express any questions, comments or
concerns that may arise. Karons mom stated she does not have any specific concerns and the
teams noted that Karons behavior has improved this school year. After all report are completed,
the team chair started going over the draft IEP page by page. Karons mom was asked to double
check the student information page to ensure all information was correct. The Present Levels of
Academic Achievement and Performance were reviewed along with the students Goals and
Objectives. After, the conclusion of going through the entire IEP, Karons mom was asked if she
had any more concerns so the IEP can be finalized.

PART II:
Content of the IEP

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

Academic- READING
Phonemic awareness

Sources: Classroom based observation, informal procedures, phonics inventory assessment,

Brigance Comprehensive Inventory of Basic Skills
Instructional Grade Level Performance: Below age/grade expectancy, mid 2nd grade
Summary of Assessment Findings
Assessment: Observation, Brigance Comprehensive Inventory

Date: 01/07/2016

Results: Karon is currently a mid-year fifth grader. Based on the Brigance Comprehensive
Inventory of Basic Skills-Revised given on 12/9/15, Phonics Inventory on 10/9/15 and teacher
observation, Karon is currently working at a mid-second grade level in the area of reading
phonics/decoding. Karon can produce and blend sounds. He can identify the initial, medial and
final sounds in words. Karon can identify onsets and rimes to blend phonemes. He can blend the
tr sound to word chucks such as ick and ain to make the words trick and train. Karon has
difficulty applying phonics skills to unfamiliar multisyllabic words. When provided with support,
Karon can focus on a given task.
Strengths:

Identifies sight words up to

mid-second grade
Matches colors
Matches identical pictures
Matches letters
Identifies and Blends multisyllabic words

Needs:

Identifying all sight words up to

fifth grade -35%
Sequence 3 or more events from a
story-50%

Academic- Reading Fluency

Sources: Formal assessment, data collection, observation, teacher input, and parent input.

Instructional Grade Level Performance: Mid-second grade

Summary of Assessment Findings
Assessment: Informal Assessment, Observation, Brigance Comprehensive Inventory
Date: 01/07/2016
Results: Karon is currently a mid-year fifth grade student. Based on the Brigance
Comprehensive Inventory of Basic Skills-Revised given on 12/9/15, phonics Inventory on
10/9/15 and teacher observation, Karon is working at a mid-second grade level in the area of
reading fluency. Karon can read to obtain understanding of a text passage. Karon does not like to
practice reading aloud to practice fluency, but is given opportunities to read one-on-one. Karon
struggles with reading orally at an appropriate rate. When provided with supports, Karon can
focus on a given task. Based on Common Core Standards, at this point in the year of fifth grade
his peers are expected to be able to read text at a conversational rate.
Karon will benefit from the following supports: Verbatim reading and calculation devices for all
assessments, extended time and frequent breaks, reduced distractions, visual and
Graphic organizers, frequent and or immediate feedback, chunking of text, and strategies to
sustain attention, preferential seating, peer tutoring. Karon continues to meet the criteria for
Other Health Impairment. Karons disability of Other Health Impairment impacts his
involvement in the general education curriculum with: remaining on tasks; remaining
attentive and participating during instructional lessons; completing curriculum related
assignments independently; participating in oral classroom discussions; and expressing his
feelings and ideas appropriately. He presents with limited alertness in the educational
environment.
Strengths:

Orally state what text passage

states

Needs:

Fluently read at a conversational

rate

Academic- READING
comprehension

Sources: Formal assessment, data collection, observation, teacher input, and parent input.

Instructional Grade Level Performance: Below age/grade expectancy

Summary of Assessment Findings
Assessment: Informal Assessment, Observation, Brigance Comprehensive Inventory
Date: 01/07/2016
Results: Karon is currently a mid-year fifth grade student. Based on the Brigance
Comprehensive Inventory of Basic Skills-Revised given on 12/9/15 and teacher observation,
Karon is working at a mid-year second grade level in the area of reading comprehension. After
reading a passage, Karon can refer to the text and locate answers to questions. Karon can use
prior knowledge and make predictions about text. Karon has difficulty with understanding
meaning of text during, and after reading. When provided with supports, Karon can demonstrate
success. Based on Common Core Standards, at this point in the year of fifth grade, his peers are
expected to be able to understand grade level text.
Needs:
Strengths:

Identifying sigh words-80%

Answering simple yes/no
questions-60%
Sequence at least 3 events from a
story-70%

Understanding meaning of text

before, during and after text

Behavioral: Social/Emotional/Behavioral

Sources: Classroom based observations

Instructional Grade Level Performance: Below grade level/age expectancy

Summary of Assessment Findings

Assessment: Observation

Date: 01/07/2016

Results: Karon is easily distracted during instructional periods. He is either provided one to one
instruction or works with only one other child to reduce distractions. Karon has had a very
difficult time regulating his emotions in the classroom. He frequently shuts down and refuses to
complete a task that he is capable of doing. During this period of shutting down, Karon refuses to
speak to anyone. He does not respond to teacher direction and at the present time is only
completing about 10% of his work. It may take Karon the entire class period before he will
attempt another task. Karons strong point is his math but he does not complete his work. In all
other subjects, Karon is very disrespectful to the teacher and will use inappropriate behaviors
such as sitting on the window sill, walking around the class, not responding to teacher direction
or request.

Strengths:

Good with familiar routines

Engages with favorite objects

Needs:

Remain in designated area-20%

Initiate task with minimal
prompting-36%
Remain on-task for 6-8 minutes26%

II. B. Instructional and Testing Accommodations:

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

1-F: Human Reader or Audio Recording for Verbatim Reading of the Entire Test (I,A2)
1-L: Text to speech Software for Verbatim Reading of Entire Test ( I, A3)

Document basis for decision: Karon meets the criteria for verbatim reading accommodation for all
assessment including PARCC due to significant decoding deficits. If the assessments given are
computerized he/she would need text to speech for verbatim reading.
Timing and Scheduling Accommodations (I covers all instruction/intervention including Bridge
Plan)

3-B:Multiple or Frequent Breaks (I, A)

3-A: Extended Time (I, A)

Document basis for decision: Based on informal assessments, work samples, parent input and
observation, Karon requires the accommodations to address his processing speed. These accommodations
will provided on all assignments and assessments across all subjects and settings.
Setting Accommodations (I covers all instruction/intervention including Bridge Plan)
4-A: Reduce Distraction to the Student (I,A)
4-B: Reduce Distraction to other Students (I,A)
Document basis for decision: Karon meets the criteria for setting accommodation for all assessment
including PARCC due to Karon becoming easily distracted by noises and movement around him. He
should be tested in a small group setting whenever possible.

II. C. IEP Goals and Objectives::

Below is a list of goals and objectives that are Universally Designed for Learning (UDL)
to meet Karons specific learning and instructional needs. UDL incorporates three main
principles. They are multiple means of representation, multiple means of action and expression,
and multiple means of engagement. Karons goal and objectives meet UDL principle multiple
means of representation by providing the same information through different modalities,
providing manipulatives, counting trays, and visuals of sight words. His goals and objectives
meet multiple means of action and expression by providing using manipulatives, using a number
line, and matching number. Lastly his goals and objectives meet multiple means of engagement
by providing him with different manipulatives, using different counting tools, providing rewards
and breaks, and providing hands on activities.
Reading Phonemics Awareness

GOALS

Goal: By January 2017, Karon will apply decoding and phonics skill to unfamiliar words up to
grade level with 80% accuracy as measured by informal procedures.
Evaluation Method: Observation Record
With: 80% Accuracy
ESY Goal? No
MCCRS: RL1 Ask and answer questions about key details in a text.

Objective 1: Given direct instruction, opportunities for practice, and visual supports, Karon
will understand relationships between words and common roots.
Evaluation Method: Observation Record
With: 70% Accuracy

Objective 2: Given direct instruction and various presentation of task, Karon will increase
knowledge of parts of speech.
Evaluation Method: Observation Record
With: 70% Accuracy
Reading Fluency GOALS

Goal: By January 2017, Karon will read from familiar text at an appropriate rate up to grade
level text with a 80% accuracy as measured by classroom observation and informal procedures.
Evaluation Method: Observation Record
With: 80% Accuracy
ESY Goal? No.
Objective 1: Karon will read at a familiar text at a rate that is conversational and consistent.
Evaluation Method: Observation Record
With: 70% Accuracy
Objective 2: Karon will reread text multiple times to increase familiarity with words.
Evaluation Method: Observation Record

With: 70% Accuracy

Reading Comprehension GOALS

Goal: By January 2017, Karon will write informative/explanatory texts to examine a topic,
convey ideas and information clearly with 80% accuracy as measured by informal procedures.
Evaluation Method: Observation Record
With: 80% Accuracy
ESY Goal? No.
Objective 1: Karon will introduce a topic and group related information together to aid in
comprehension of text.
Evaluation Method: Observation Record
With: 70% Accuracy
Objective 2: Karon will use linking words and phrases to connect ideas within various
categories to information given.
Evaluation Method: Observation Record
With: 70% Accuracy

Social/Emotional/Behavioral GOALS

Goal: By January 2017, Karon will develop coping skills that will allow him to participate fully
in the classroom and school environment.
Evaluation Method: Observation Record, Behavior management plan (BIP)
With: 70% Accuracy
ESY Goal? No

Objective 1: Karon will identify and practice appropriate coping skills that he can use when
he becomes frustrated or angry.
Evaluation Method: Observation Record
With: 60% Accuracy

Objective 2: Karon will ask an adult staff member for assistance when he is becoming
frustrated by words or signals.
Evaluation Method: Observation Record
With: 60% Accuracy

Objective 3: Karon will attempt to complete at least 50% of his assignments in class
and home.
Evaluation Method: Observation Record
With: 50% Accuracy
Description of how childs progress will be measured:
As indicated in the goals and objectives, Karons performance will be evaluated by using
informal procedures and observation records. The criterion for measuring Karons performance
accuracy is either at 50% and 70% accuracy.
When Periodic reports will be provided to parents:
Quarterly progress reports will be written and provided to Karons parents. The progress reports
will share information regarding Karons progress towards his IEP goals and objectives.
Projected date of services:
see charts in next section (including frequency, location, and duration)
II. D. Supplementary Aids and Services, Program Modifications, and Supports:

Instructional Supports:
Service Nature

Service Description

(Indirect)

Anticipated Frequently

Peer
tutoring/pairing
work
arrangement

Weekly as needed

Begin Date

End Date Duration

Provider

01/07/2016 01/07/2016 36 weeks Special Education

Classroom Teacher
And
General Educator
teacher

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications
and Supports to or, on behalf of, the student will be provided: Due to Karons difficulty
attending to tasks, comprehending directions, and completing work independently it is
recommended that he be provided with the support of a Peer tutor or work study buddy. Teachers
should choose and train a student who can be patient with Karon while also helping him stay on
task without giving him any answers.

Service Nature

Service Description

Begin Date

Anticipated Frequently
Frequent and/or
immediate
feedback

Daily

Repetition of
Directions

Daily

End Date Duration

Provider

01/07/2016 01/06/2017 36 weeks General Educator

Special Educator
01/07/2016 01/06/2017 36 weeks General Educator
Special Educator

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications
and Supports to or, on behalf of, the student will be provided: Due to Karons difficulty
attending to task, comprehending directions and completing work, it is recommended that he be
provided with support of frequent and immediate feedback. This support can be provided by
praising Karin for effort, correct answers and appropriate behavior.

Service Nature

Service Description
Anticipated Frequently

Altered/modified
assignment

weekly

Chunking of text

Daily

Begin Date

End Date Duration

Provider

01/07/2016 01/06/2017 36 weeks Special Education

General Education
01/07/2016 01/06/2017 36 weeks Special Education
General Education

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications
and Supports to or, on behalf of, the student will be provided: The teacher should alter and
modify assignment in reading as often as needed to demonstrate understanding of concepts.
Karon will also benefit from reading passages chucked to help him focus and understand smaller

sections of material. Karon displays difficulty remembering large sections of text or instruction.

School Personnel/Parental Supports:

Service Nature

Service Description

Begin Date

Anticipated Frequently

Classroom
instructional
consult

monthly

End Date Duration

Provider

01/07/2016 01/06/2017 36 weeks Special Education

Classroom Teacher
General Educator

Clarify the location and manner in which Supplementary Aids, Services, Program Modifications
and Supports to or, on behalf of, the student will be provided: Special Educator will provide
monthly consults with general educator to monitor progress towards goals and objectives. He
requires this support during all areas of the school day in both special education and regular
education setting.
Documentation to support decision(s): In order to support Karons needs in these areas, he
requires the above supports to increase his school success.

PART III
Reflection

In my opinion, the IEP meetings I observed at Arundel Elementary Middle School were
very professional and followed the required procedures stated in the IDEA of 2004. Ten days
before the IEP meetings an invitation to attend the IEP meetings were sent home to the parents of
the students. The parents of the students signed and returned the invite letting the IEP chair know
that the parents have received the invite and were going to attend the meetings in person. Five
days before the IEP meetings all reports, Draft IEP, and any other necessary documents were sent
home to the parents of the students. Both meeting started on time and all IEP members were of
attendance during the meetings. All team members including the parents signed the IEP
participant signature form. When necessary the parent of the student was provided with a copy of

the Procedural Safeguards Parental Rights document, a verbal and written explanation of the
parents rights and responsibilities in the IEP team process, and provided with verbal and written
information about access to habilitative services, including a copy of the Maryland Insurance
Administrations Parents Guide to Habilitative Services. At the end of Karons meeting all IEP
team members including his mother signed the finalized IEP. A copy of the signed IEP as well as
the team notes were sent home Karons mother. In conclusion all timelines were followed
throughout with the development of the IEP and notifications and appropriate documents sent
home to the parents.

Throughout this IEP process, I observed great collaboration between the IEP team. The
IEP team participants introduced themselves to the students parents. An explanations of the
agenda of the IEP meeting was stated and every participant was given time to go over their
report. Throughout the meeting the IEP chair asked the parent if they had any questions and all
questions were addressed appropriately in a parent friendly explanation. When needed visuals
and examples of what they were specifically talking about.
My presentation throughout this process was, in my opinion, very professional. Prior to
the meeting, I reintroduced myself to Karons mother and shared what my role as his 5th grade
teacher at Arundel Elementary Middle School. I expressed how much I enjoy working with
Karon and watching him grow. I provided his mother with some stories of personal experiences
I have had with Karon in the classroom. I was able to share some positive and negative
observations of Karon. This learning experience has provided me with a great deal of knowledge
and experience. I will use the knowledge gained from this experience in the near future, as a
special education teacher.