Running head: IEP CASE STUDY

IEP Case Study

Kate Zachar
February 3, 2015
Towson University

IEP CASE STUDY

Part I. IEP Process

I.A.I and I.A.2
I discussed the IEP process with my mentor teacher and the IEP Coordinator,
who are responsible for contacting parents and compiling IEP documents. The IEP
process at St. Elizabeth School begins when all IEP meetings are scheduled early in the
year between local school system (LSS) representatives and the IEP office. Meetings
are recorded in a year-long online IEP schedule, but changes are made as needed.
After an IEP meeting has been scheduled with the LSS representative, a date is then
set for a Program Review Meeting (PRM), which should occur several weeks before the
IEP meeting. During the PRM, teachers and related services personnel meet to talk
about student progress and issues that may be discussed in the IEP meeting.
Following the PRM, teachers are expected to submit their IEP paperwork to the online
file within 3 weeks and to the IEP office within 4 weeks, which allows it to be sent home
for review by the family at least 5 business days before the IEP meeting. During the IEP
process, I worked with the IEP team members at St. Elizabeth School and helped to
prepare the proposed IEP items.
The first IEP meeting I observed was for a student named Jennifer; she is 14
years old and diagnosed with Autism. With the guidance of my mentor teacher, I
discussed the learning and behavioral needs of Jennifer as related to her disability and
need for special education and related services. A summary is as follows: as a result of
Jennifers disability, her academic, social and functional skills are greatly impacted. She
has difficulty participating with peers and adults in the school community and
generalizing those social skills to other settings. Due to the nature and extent of

IEP CASE STUDY

services required for Jennifer to benefit from the educational program, her IEP cannot
be implemented in the general education environment. Therefore, a private, separate
day school is appropriate for Jennifer. She participates in a modified general education
curriculum in a school environment with modifications, accommodations, and
therapeutic support. Further information about Jennifers behavioral needs is outlined in
the PLAAFP below.
Her mother was present at the meeting. Also present were Jennifers social
worker, case manager, occupational therapist, speech therapist, behavior support
specialist, a local school system representative from Anne Arundel County, and the IEP
coordinator at St. Elizabeth. This group was in accordance with IDEA regulations,
which state that the IEP Team must include a parent, a Special Education teacher, a
LSS representative, and other related service personnel, as appropriate. Jennifer,
herself, was not present at this meeting, because the team decided it would not be
beneficial to her.
Jennifers mother was very talkative and chatty from the beginning, and seemed
to have a relaxed and friendly relationship with the staff. She talked about some recent
funny moments with her daughter, and everyone laughed and chimed in because they
all know Jennifer so well. Jennifers mother brought brownies, and she encouraged
everyone to take some.
Before the meeting began, an attendance sheet was passed around the table for
signatures. Once everyone was present, the LSS representative asked everyone to
introduce themselves. Following the introductions, the speech therapist asked to speak

IEP CASE STUDY

first because she needed to leave the meeting early. She began by saying that Jennifer
has two 30-minute speech sessions per week. She outlined Jennifers strengths and
weaknesses, and the goals she had achieved, as well as the new goals for the coming
year. One of the past years goals was for Jennifer to use complete sentences, and she
now does that with 70% accuracy. In the upcoming year, Jennifer will be prompted to
add more details to her sentences, and the objective is that she will do this with 80%
accuracy. A new goal for Jennifer is self-advocacy; they will encourage Jennifer to ask
for breaks, use whole body listening, and maintain conversations by asking follow-up
questions. The school speech therapist completed her comments by saying that she
recommends that Jennifer should retain the same services for speech, two 30-minute
sessions per week. The speech therapists comments were in alignment with IDEA,
which states that schools must provide for the review and revision of the IEP to
determine if the annual goals have been achieved.
The next person to speak was the behavior support specialist, and she began by
saying that she loves Jennifer, and that Jennifer always comes by her office to say hi
to her. She said that she noticed a spike in Jennifers behavior at the beginning of the
school year. Jennifer had been transferred to a new classroom, there were new staff
members, and her social worker was out on maternity leave at the time. Now that the
social worker is back and Jennifer has adjusted to her new classroom, her behavior has
been much better. She discussed how it is difficult to get Jennifer to put her things in
her bag and to manage her belongings independently. Her mother then suggested
making Jennifer a checklist to help her remember to put her things in her bag after each
class. The behavior support specialist then talked about how they handle behavior

IEP CASE STUDY

problems with Jennifer. She said that they give her five minutes of quiet time alone in
the counseling room and then they introduce a task so that Jennifer does not escape
her class work. Jennifers mother and staff laughed about how Jennifer used to disrobe
regularly, but that is not an issue anymore.
The LSS representative asked about Jennifers BIP, and the staff said that her
FBA was updated last year. Jennifers mother said that she feels the BIP still captures
Jennifers behaviors and appropriate interventions. Some of the target behaviors are:
disruptions minor (tearing worksheets), and disruptions major (swiping things off desk,
crying, yelling, pushing, kicking, disrobing).
The social worker then spoke to the group and talked about Jennifers counseling
goals. Jennifer has goals for self-management, such as appropriately asking for breaks
and managing her belongings. The social worker said that Art Therapy has been very
good for Jennifer, and that she is now in a small group setting, which encourages her
social interactions. Jennifer has Art Therapy once a week for 45 minutes. The social
worker made the point that art is a real strength for Jennifer and a good outlet for her.
Jennifer is now also beginning to work a job painting trivets in the art room for several
hours a week.
Next, Jennifers case manager spoke, and he said that Jennifer had made good
progress, and achieved 3 out of 6 goals across the academic areas. Jennifer achieved
her Reading Vocabulary goal, which asked her to clarify the meaning of unknown words
with 80% accuracy. She also achieved her Math Calculation goal, which asked her to
represent and solve multiplication and division problems. Finally, she achieved her

IEP CASE STUDY

Math Problem Solving goal, which asked her to solve multiplication word problems and
calculate the cost of items and give change. Jennifer is making sufficient progress on
her Reading Comprehension, Math Problem Solving, and Written Language goals.
Jennifer is on the certificate track, so many of her goals are functional, such as building
descriptive words so she can ask for things she needs. The case manager said that
teachers had often truncated assignments so as not to trigger Jennifers outbursts.
The LSS representative asked Jennifers mother about Jennifers medicine
management, and she listed them off and what they are used for. These prescriptions
include drugs for seizures (Lamictal), stamina, cerebral folate deficiency (Leucovorin),
calming, and social engagement (Oxytocin).
The LSS representative then handed out a Student Evaluation Plan checklist for
the Anne Arundel County Public Schools, which included a long list of potential areas
that Jennifer might struggle with, including Intellectual Cognitive, Academic, and Motor.
She asked the staff to go over the list together, and the group decided whether each
problem area was known, suspected, or no problem.
During this discussion, an area of contention emerged, and Jennifers mother
requested a new formal assessment in the area of occupational therapy and motor
skills. The LSS representative said that an updated assessment could only be done
when they are identifying a disability, identifying a new disability, or if there is difficulty
programming without reevaluation. Jennifers mother was very adamant that she
wanted a new evaluation and that it was her right as stated in IDEA. The LSS
representative argued that they would not learn anything new through re-evaluation.

IEP CASE STUDY

From this discussion, it was revealed that Jennifers mom is concerned that her
daughter does not have the stamina and motor skills to work a job when she begins the
transition to high school and employment in the community. The occupational therapist
said that formal assessments would not test for the types of things Jennifer will be doing
at a job site and the adaptive skills she will need. After some time, the team decided
that there are no demands that Jennifer cannot meet currently. In addition, the
occupational therapist agreed to set up some informal tasks that will help Jennifer build
her fine and gross motor skills.
Finally, the LSS representative verbally confirmed that they are not requesting a
formal re-evaluation because the team did not feel it was necessary and would not
reveal new information. She printed the minutes from the meeting and gave them to
Jennifers mother. The mother signed a document giving her approval for Jennifer to
participate in the ALT-MSA. Others around the room signed some final documents. The
tension was diffused and Jennifers mother began talking about Saturday Night Live and
everyone laughed.
Part II. Content of the IEP
II.B.1 Background Information:
Jennifer is currently in 8th grade and has been enrolled at St. Elizabeth School, a
nonpublic Special Education School in Baltimore City, since the summer of 2013. She
lives in Anne Arundel County with her parents and younger twin sisters. Jennifer is
Caucasian and speaks English as her primary language. There is no history of Autism
in Jennifers family. Jennifers medical history is extensive. She had frequent ear

IEP CASE STUDY

infections as a child, and as a result she had tubes inserted in her ears in 2002. In
addition, she was diagnosed with Celiac Disease and has seasonal allergies. In 2012,
Jennifer had an abnormal EEG that indicated intermittent slowing on one side, however
did not indicate seizure activity. More recently, Jennifer has experienced the onset of
menses, and this has caused an increase in maladaptive behaviors.
Jennifer began receiving various interventions and services at the age of 32
months. Due to perceived delays in language, she was evaluated at Childrens National
Medical Center, and this evaluation yielded moderate receptive and expressive
language delays. As a result, Jennifer was referred for services through the Infants and
Toddlers program. Further evaluation in 2003 rendered a diagnosis of Autism. She was
initially referred to St. Elizabeth School in 2013 following an escalation in her behavior
at her previous public school. This behavior included increased non-compliance,
property destruction, disrobing, and verbal outbursts. Based on Jennifers diagnosis of
Autism, she receives special education services under the federal handicapping code of
14-Autism. Jennifer is seeking a Certificate of Completion and meets the criteria to
participate in Alt-MSA. She receives occupational therapy, speech and language,
counseling, and behavior support services at St. Elizabeth School.

II.B.2 Statement of PLAAFP

Jennifer is currently performing below age/grade level expectations. Jennifer is a
very sweet, endearing, and funny student who enjoys coloring and drawing. She learns
best with repetitive instruction that offers multiple opportunities to practice in a
structured, routine-based environment. Jennifers disability causes her to have difficulty

IEP CASE STUDY

with academic, social, and functional skills. This impacts her ability to participate with
peers and adults in the school community and generalize these skills to other settings
without provision of special education and/or related services. Recently, Jennifers
mood and behavior have affected her progress on goals and objectives, and therefore
certain objectives have been truncated so as not to trigger Jennifers maladaptive
behaviors.
Based on classroom observations, classroom-based assessments, and the
Brigance CIBS-r administered in 2014, Jennifers current functioning level in the area of
Reading Vocabulary is at the late 3rd grade level. Word recognition and decoding are
strengths for Jennifer, but she needs to continue to build vocabulary that she will
encounter in her academic program and her work placements. Jennifers current
performance in Reading Comprehension is also at the late 3rd grade level. She is able
to answer questions about functional texts and answer wh questions in 5 out of 5
trials. She can follow 3-4 step directions and independently use a graphic organizer.
She requires multiple-choice options, usually on a whiteboard. In the area of Reading
Comprehension, Jennifer needs to continue to work on comprehending functional texts,
recognizing inferences, and identifying text features.
Based on classroom observations and the Brigance CIBS-r given in 2014,
Jennifer is working at a beginning to mid 3 rd grade level in the area of Math
Calculation. Jennifer is able to represent basic division facts and two-digit times onedigit multiplication problems with a calculator. Jennifer still struggles with sets of
problems with different operations, and has difficulty identifying equivalent fractions for
measurement. In the area of Math Problem Solving, Jennifer is working at a mid 2nd

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grade level. She is able to add items up to $100 and give the correct currency to a
clerk. She can also solve addition, subtraction, and multiplication word problems.
Jennifer is still working on determining elapsed time in half hour intervals independently
and determining the cost of multiple items through multiplication.
Based on classroom observation and classroom-based assessments, Jennifer is
demonstrating Written Language skills at the 2nd grade level. Jennifer is able to
compose simple complete sentences, and is able to correct most errors when they are
identified for her. She will use the computer, but prefers to write by hand. Jennifer is
still working on adding more detail and description to her simple sentences. She needs
to be able to communicate in writing why an action is taking place.
Based on teacher consultation, data collection, and clinician observation,
Jennifer has demonstrated steady progress toward achieving her Expressive
Language objectives. One area of strength for Jennifer is answering higher-level
questions, such as what if? and how? using a 4-5 word response. Jennifer struggles
to retell events, activities, and stories using complete sentences, as well as verbally
explaining problems and offering solutions. In the area of Speech and Language
Pragmatics, Jennifer has made steady progress toward her objectives. She excels at
greetings and turning her body and establishing eye contact when given a cue. Jennifer
still needs to work on utilizing self-advocacy strategies, such as asking for a break and
asking for help. She also needs to work on maintaining a conversation with peers and
adults by asking follow-up questions.

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Based on observations made throughout 2013 and 2014 in the area of Social
Interaction Skills, Jennifer has made several positive connections with staff and
students, and has demonstrated a good sense of humor when talking with others. She
has also demonstrated increased patience and delayed gratification. In her group Art
Therapy sessions, Jennifer struggles to join in a peer process and share her high
interest area with others. In the area of Self-Management, Jennifer has demonstrated
independence when completing familiar classroom routines, walking to and from her
bus, and transitioning between classes throughout her day. However, Jennifer
continues to require support with requesting and accessing breaks consistently, rather
than resorting to maladaptive behaviors. Jennifer also needs assistance with managing
her belongings.
In the area of Fine Motor skills, Jennifer is currently performing below classroom
expectations when compared to same age peers. Based on Jennifers last occupational
therapy assessment in 2012 (The Beery VMI), Jennifer was found to have delays in
visual motor integration and motor coordination. She is able to grasp a pencil, manage
clothing fasteners, and use scissors and classroom materials. Jennifer can also
complete short written assignments, but her legibility reduces considerably during
longer writing assignments. Based on informal clinical observations, Jennifers
Sensorimotor performance is atypical when compared to same age peers. Jennifer
benefits from sensory activities such as swinging, using a body sock, deep pressure
hugs, weighted objects, using headphones, etc. Jennifer continues to require
accommodations to help her manage her sensory processing difficulties and attend to
her work and reduce anxiety.

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Jennifers disability significantly affects her involvement and progress in general

curriculum. Her academic, social, and functional skills are greatly impacted. She has
difficulty participating with peers and adults in the school community, and often exhibits
maladaptive behavior, which is motivated by a desire to avoid class work. Jennifer has
a Behavior Intervention Plan (BIP), which details her disruptive behavior. This behavior
includes swiping objects from desks, crying, yelling, kicking, disrobing, and urination.
As part of her behavior support plan, Jennifer requires truncated assignments, which
impede her progress toward grade level curriculum and, by extension, her IEP goals.
Jennifer requires access to behavior support, as well as other related services, and
therefore her IEP cannot be implemented in the general education environment.
Therefore, a private, separate day school is appropriate for Jennifer. She participates in
a modified general education curriculum in a school environment with modifications,
accommodations, and therapeutic support.
II.B.3 Statement of Annual Goals
The following goals enable Jennifer to be involved in and make progress in the
general education curriculum by giving her tangible goals and objectives that will guide
her learning and growth. Jennifer requires modified curriculum but her annual goals
give her a pathway to grade level curriculum. The following goals also meet Jennifers
other educational needs, including language development and social/behavioral needs,
in that, there are goals and objectives related to Speech and Language Expressive
Language, Speech and Language Pragmatics, Social Interaction Skills, and SelfManagement. Jennifer does not have educational needs related to cultural differences.

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Progress toward the IEP goals will be measured by classroom-based

assessments, and parents will be provided with progress reports on a quarterly basis.
Jennifers services and modifications have already begun; they occur daily and are
continuous throughout the 11-month (extended) school year, or 40 weeks. Jennifer has
two 30-minute speech therapy sessions per week.
Reading Vocabulary
Goal: Given instructional level words from functional text with accommodations and
modifications, Jennifer will identify the meaning of new functional vocabulary words and
usage of descriptive words with a performance of 80% accuracy as measured by
classroom based assessments.
Objective 1: Given vocabulary words that may be encountered in her work skills
program, functional academic reading, or cross curricular text, Jennifer with
demonstrate understanding of the new word by matching definitions or choosing the
correct multiple choice definition from a field of 3, with 80% accuracy.
Objective 2: Given descriptive words, Jennifer will identify real-life connections
between words and their use by choosing a sentence from a field of 3 in which the word
is used appropriately with 80% accuracy.
Reading Comprehension
Goal: Given informational and functional text with accommodations and modifications,
Jennifer will demonstrate understanding of what she has read by referring specifically to

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the text, using text features, and comparing text, with a performance of 80% accuracy
as measured by classroom based assessments.
Objective 1: Given instructional level text or a functional text, and an inference
from the text, Jennifer will identify a clue in the text that would help her make that
inference with 80% accuracy.
Objective 2: Given an instructional level or functional text that includes text
features, Jennifer will identify the text feature and how it relates to the text by choosing
multiple-choice options, with 80% accuracy.
Objective 3: Given two short informational texts related to functional or work
based skills, Jennifer will compare the two texts for similarities and differences by
sorting in a graphic organizer, with 80% accuracy.
Math Problem Solving
Goal: Given grade level content with accommodations, modifications, and a calculator,
Jennifer will determine elapsed time in half hour intervals based on real-world situations
accurately during 4 out of 5 occasions as measured by classroom-based assessments.
Objective 1: Given visual cues and a timeline, Jennifer will independently
determine the end time when given the start time and elapsed time (using half hour
intervals) based on a real-world situation accurately during 4 out of 5 opportunities.
Objective 2: Given visual cues and a timeline, Jennifer will independently
determine the start time when given the end time and elapsed time (using half hour
intervals) based on a real-world situation accurately during 4 out of 5 opportunities.

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Goal: Given grade level content with accommodations, modifications and a calculator,
Leah will calculate the cost of items and change using multiplication, addition and
subtraction accurately during 4 out of 5 opportunities as measured by classroom-based
assessments.
Objective 1: Given visual cues Jennifer will multiply the price of an item by the
quantity needed (i.e. 3 packs of raspberries for $3.55 each, 3 X 3.55 = $10.65) to find
the total of the items up to $200.00 accurately during 4 out of 5 opportunities.
Objective 2: Given visual cues Jennifer will add up to 5 items together to find the
total of the items up to $200.00, given the correct money to the clerk and determine the
change of the purchase accurately during 4 out of 5 trials.
Written Language Content
Goal: Given functional and academic text with accommodations and modifications,
Jennifer will compose text that conveys information clearly and accurately, by expanding
sentences, providing personal information in a variety of formats, and producing
functional reports, in 4 out of 5 opportunities, as measured by classroom based
assessments.
Objective 1: Given a text related to a functional task and a word bank of
transition words such as because, to and so, Jennifer will compose expanded
sentences to tell why an action is happening with no more than 1 verbal prompt in 4
out of 5 opportunities.

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Objective 2: Given a variety of adapted documents or work applications,

Jennifer will type or write her personal information with the given space, in 4 out of 5
opportunities.
Objective 3: Given research material and text, Jennifer will produce a short
writing project that demonstrates how to complete a functional or work-based task, in 4
out of 5 opportunities.
Speech and Language Expressive Language
Goal: Given structured settings, Jennifer will use compare/contrast terms, sequentially
retell events and explain a given problem and potential solution in 80% of opportunities
given one visual or verbal cue.
Objective 1: Given pictures, events, or functional situations, Jennifer will utilize
compare and contrast terms to describe similarities and differences with 80% accuracy
given 1 visual or verbal cue.
Objective 2: Given a story or event, Jennifer will sequentially retell events,
activities, and stories using a complete sentence response containing appropriate
syntax and grammar with 80% accuracy given no more than 1 visual/verbal cue.
Objective 3: Given a story, event, picture, or hypothetical event related to
school, home, or the community, Jennifer will explain a given problem and state 1-2
possible solutions in 80% of opportunities given 1 verbal/visual cue.

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Speech and Language Pragmatics

Goal: Given structured or unstructured settings, Jennifer will demonstrate use of
targeted self-advocacy, whole-body listening, and conversational skills in 80% of
opportunities.
Objective 1: Jennifer will appropriately utilize self-advocacy strategies (e.g.
asking for a break, asking for help, asking to rest) when presented with difficult or
challenging tasks in 4 out of 5 opportunities, with no more than one visual and verbal
cue.
Objective 2: Given conversational and group settings, Jennifer will
independently demonstrate whole body listening as demonstrated by having her body in
the group, eye contact throughout the conversation, and turning her body to face the
speaker, in 4 out of 5 opportunities.
Objective 3: Given conversational and group settings, Jennifer will maintain a
non-preferred topic of conversation with peers and/or adults for 3-4 conversational
turns, including asking a follow-up question, in 4 out of 5 opportunities given no more
than 1 visual/verbal cue.
Social Interaction Skills
Goal: Given activities in her interest area, Jennifer will actively engage and participate
in therapeutic experiences with peers in 3 out of 4 opportunities.
Objective 1: Jennifer will demonstrate flexibility by varying her use of art
materials and media to join with peers utilizing those same materials.

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18

Objective 2: With support from her group leaders, Jennifer will demonstrate her
ability to reach out to a peer by sharing at least two comments about her product and at
least one comment about a peers product.
Self-Management
Goal: Given cueing and support from staff, Jennifer will consistently access identified
coping strategies in various situations in the classroom and general milieu in 3 out of 4
opportunities.
Objective 1: With ongoing cueing and support from staff, Jennifer will
appropriately request a break at first sign of distress (i.e. verbal protest) prior to and in
replacement of engaging in behavioral regression (i.e. tearing work, throwing materials,
etc.).
Objective 2: With cueing and support from staff, Jennifer will efficiently manage
and maintain her items and belongings across school settings (i.e. shoes, keeping pants
pulled up, folder of coloring pages, transitional object, etc.).
Transition Services
St. Elizabeth School used the information from the Home Transition Planning
Inventory (TPI) and a team meeting to assess Jennifers interests and abilities. Jennifer
has a variety of interests, including art, swimming, and electronics. Jennifer has been
participating in the SES Work-Based Learning Program since April 2014, earning her
Service Learning Hours by sharpening pencils for various teachers throughout the
school building during one period a week. She has also begun adding another work

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period in the SES Artisans Program where she assists in clay trivet making. Upon
completion of high school, Jennifer will obtain employment in a supported job market in
an art-related area.
Employment Training:
1. Jennifer will participate in the St. Elizabeth School Work-Based Learning
Program to receive employment skills training and work-related social skills training for
no more than 120 hours per work-based learning assignment.
2. Jennifer will work two periods a week on campus, increasing in independence
as she comprehends responsibilities.
3. Jennifer will practice work skills and demonstrate appropriate work behaviors
such as being flexible with change, following a task list, and carefully reading
instructions.
4. Jennifer will participate in Educational Technology class, practicing basic
computer skills needed for future employment.
5. Jennifer will participate in Mathematics class, practicing money management
skills to increase independence.
6. Jennifer will participate in SES daily routine and will travel with a homeroom
class, practicing social skills needed for future independence in the community.

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II.B.4 Statement of Special Education and Related Services

Supplementary Aids, Services, Program Modifications and Supports
Nature of Service

Frequency

Begin Date

End Date

Duration

Provider(s):

01/11/2016

40 Weeks

Sped
Teacher

Instructional Support(s)
Modified paper

Daily

01/12/2015

and worksheets
with added visual

Instructional
Assistant

supports
Clarify location and manner:

Jennifer benefits from a variety of adapted writing paper with clearly defined lines or
boundaries when handwriting is required on any assignment. This instructional support
will be used across all school settings.
01/12/2015
Gain student
Daily
attention before
giving directions/
presenting verbal

01/11/2016

40 Weeks

Sped
Teacher
Instructional
Assistant

information, staff
repeat/paraphrase
or have student
repeat/paraphrase
directions/informati
on.
Clarify location and manner:
To focus Jennifer on the specific task at hand, directions should be given clearly and
repeated and paraphrased, as well as asking Jennifer to repeat the directions to be sure
she is paying attention. This instructional support will be used across all school

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settings.

Frequent and/or

Daily

01/12/2015

01/11/2016

40 Weeks

immediate
feedback

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifers teachers, classroom staff, and providers will provide frequent and immediate
feedback to limit frustration when completing assignments. This will be used as needed
and across all school settings.
Provide alternative Daily

01/12/2015

01/11/2016

40 Weeks

ways for students

to demonstrate

Sped
Teacher
Instructional
Assistant

learning
Clarify location and manner:

Jennifers providers will provide alternate ways for her to demonstrate learning such as
drawing, speaking, pointing, and other forms when Jennifer is not comprehending the
material as presented or if she is getting frustrated. This instructional support will be
used as needed and across all school settings.
01/12/2015
Check for
Daily

01/11/2016

40 Weeks

understanding

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifers teachers, classroom staff, and providers will check for understanding before,
during, and after Jennifer completes an assignment. This support will be provided
throughout Jennifers day and across all school settings.
01/12/2015
01/11/2016
Use of visuals for
Daily
content materials,
instructional

40 Weeks

Sped
Teacher
Instructional

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materials,

Assistant

directions,
schedules (picture
schedules), and/or
behavior
management
systems
Clarify location and manner:
Jennifer responds to visual support and will be provided visuals to supplement content
material, schedules, and behavior management systems. This support will be provided
across all school settings.
Allow use of
Daily

01/12/2015

01/11/2016

40 Weeks

manipulatives

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifer requires the use of manipulatives to assist with comprehension of material.
Jennifer requires different modes of learning and hands-on activities to maintain focus
and interest on tasks. Jennifer requires this instructional support across all school
settings as needed.
Monitor
Daily
independent work

01/12/2015

01/11/2016

40 Weeks

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

It is often advantageous to allow Jennifer to work independently after she understands
the task that is given. When working independently, teachers, classroom staff, and
providers will monitor her work by observation, checking after completion for accuracy,
and asking questions for comprehension. This support will be provided across all

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school settings.

Use of sentence

Daily

01/12/2015

01/11/2016

40 Weeks

starters/fillin/the/blanks/phon

Sped
Teacher
Instructional
Assistant

ological cues for

difficult questions
Clarify location and manner:

If Jennifer is struggling with difficult questions or tasks, Jennifer will be provided with
sentence starters, fill in the blank sentences, or a field of answer choices. This support
can be provided with a white board or on paper or with technology. This support will be
provided across all school settings.
01/12/2015
Break down
Daily

01/11/2016

40 Weeks

assignments into
smaller units

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifer needs assignments broken down into smaller units to limit frustration and
maintain focus on tasks. Jennifer can be easily frustrated by lengthy assignments,
which can affect accuracy on those assignments. She requires this program
modification across all school settings as needed.
01/12/2015
01/11/2016
Delete extraneous Daily
information on
assignments and
assessment, when

40 Weeks

Sped
Teacher
Instructional
Assistant

possible
Clarify location and manner:
Jennifer requires extraneous information to be deleted when possible to limit frustration
and confusion. This modification will be used as needed and across all school settings.

IEP CASE STUDY

Use pictures to

24
Daily

01/12/2015

01/11/2016

40 Weeks

support reading
passages,

Sped
Teacher
Instructional
Assistant

whenever possible
Clarify location and manner:

Picture support benefit Jennifers comprehension and focus on reading materials.

Pictures should be provided to supplement the reading as well as to provide context for
difficult vocabulary or passages. This support should be provided across all school
settings.
Reduce number of

Daily

01/12/2015

01/11/2016

40 Weeks

answer choices

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifer benefits from a reduced number of answer choices when given multiple-choice
options. The number of options should be reduced from 4 to 3 on quizzes, tests, or
checks of comprehension. This modification will be provided when needed across all
school settings.
Remove except

Daily

01/12/2015

01/11/2016

40 Weeks

and not
questions, when

Sped
Teacher
Instructional
Assistant

possible
Clarify location and manner:

When checking for comprehension on worksheets, tests, quizzes, etc., remove or omit
any questions containing the words except or not to avoid unnecessary confusion.
This modification will be provided across all school settings.
01/12/2015
01/11/2016
Simplified
Daily
sentence structure,
vocabulary, and
graphics on

40 Weeks

Sped
Teacher
Instructional
Assistant

IEP CASE STUDY

25

assignments and
assessments
Clarify location and manner:
Sentence structure and vocabulary will be simplified to Jennifers instructional level.
Confusing graphics will also be omitted during instruction or assessment. This
modification will be provided across all school settings.
01/12/2015
01/11/2016
Allow extra time for Daily

40 Weeks

oral and/or written

responses

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

After being sure that Jennifer understands the instructions of the task at hand, extended
wait time should be given to Jennifer as she completes the task. This support should be
provided across all school settings.
Social/Behavioral Support(s)

Crisis Intervention

Daily

01/12/2015

01/11/2016

40 Weeks

Behavior
Support
Specialist
Sped
Teacher
School
Social
Worker
Instructional
Assistant

Clarify location and manner:

The above identified staff implement Jennifers behavior intervention plan in crisis
situations across all settings throughout the school day. Jennifer currently requires a full

IEP CASE STUDY

26

continuum of behavioral support including exclusion, seclusion, and restraint (not

needed to date, this school year), after all less restrictive interventions have been tried
or deemed inappropriate, and Jennifer is an imminent risk of harm to self or others. Any
incident of seclusion or restraint will be documented on an incident report, parent will be
notified, and the report will be filed in the school record for parent and LSS review, per
COMAR 13A.08.02. Please refer to her FBA/BIP for extensive preventative and
response interventions and complete details.
01/12/2015
School Wide
Daily

01/11/2016

40 Weeks

Behavior Support
Program

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifer requires a School Wide Behavior Support Program to help minimize target
behaviors and teach pro-social, expected behaviors in all environments in the school
setting.
Provide
manipulatives
and/or sensory
activities to

Daily

01/12/2015

01/11/2016

40 Weeks

Sped
Teacher
Speech/Lang
uage
Pathologist

promote listening
and focusing skills

Occupational
Therapist
Physical
Education
Career and
Technology
Teacher
School
Social
Worker

IEP CASE STUDY

27
Speech and
Language
Assistant

Clarify location and manner:

Jennifer benefits from movement and other sensory breaks. These may include:
swinging, using weighted objects, body sock, deep pressure hugs, headphones, taking
walks, use of fidgets, opportunities to color, etc. OT will consult in this area. This
support will be provided across all school settings.
01/12/2015
01/11/2016
Non-contingent
Daily

40 Weeks

access to a
transitional object
e.g. individual-

Sped
Teacher
Instructional
Assistant

sized white board,

colored pencils,
etc.
Clarify location and manner:
Jennifer should be provided non-contingent access to a transitional object e.g.
individual-sized white board, colored pencils, etc. These are items that reduce
Jennifers anxiety. They will be provided across all school settings.
01/12/2015
01/11/2016 40 Weeks
Advance
Daily
preparation for
schedule changes

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Jennifers staff will inform her in advance, when possible and known, of any schedule
changes that might impact her. This support will be provided verbally and with visual
schedule. This support will be provided across all school settings.
01/12/2015
01/11/2016 40 Weeks
Use
Daily
positive/concrete
reinforcers

Sped
Teacher
Instructional

IEP CASE STUDY

28
Assistant

Clarify location and manner:

Jennifer benefits from the use of positive/concrete reinforcers when completing tasks.
She has highly preferred activities (i.e. drawing, break room rest, scooter, etc.) that she
can earn after work completion. This support will be provided across all school settings.
01/12/2015
01/11/2016 40 Weeks Sped
Provide instruction Daily
Teacher
in a small group
setting

Instructional
Assistant

Clarify location and manner:

Jennifer requires a small group setting to ensure increased attention and focus in the
classroom and in other group settings.
01/12/2015
Occupational
Daily
therapist consult

01/11/2016

40 Weeks

Sped
Teacher
Instructional
Assistant

Clarify location and manner:

Occupational therapy services will be provided indirectly 30 minutes per month, or more
if needed, to address fine motor and sensory needs throughout the school environment.
OT indirect services may include, but are not limited to, collaboration with team
members, attendance at meetings, documentation, and student observation.
Occupational therapy will work closely with the transition specialist to support Jennifer
with her job demands. OT will be able to pre-screen Jennifer for potential work sites
and pre-train her for fine motor tasks. The therapist will be able to consult with staff on
the best ways to assist Jennifer with readiness activities and modifications to ensure her
success with her vocational skills.

IEP CASE STUDY

29

Documentation to Support Decision:

These supplementary aids, services, program modifications and supports are necessary
for Jennifer to succeed in her acquisition, maintenance, and generalization of academic,
functional and social skills.

Instructional and Testing Accommodations

In order to succeed in the classroom setting and during assessments, Jennifer is
to be provided with a variety of accommodations. Jennifers Presentation
Accommodations include a Human Reader or Audio Recording of Selected Sections
of Test and Visual Cues. Jennifer struggles with reading fluency and decoding and she
requires visual cues and a human reader for selected reading assignments. Jennifers
Response Accommodations include the use of a Scribe, as well as Mathematics Tools
and Calculation Devices and a Visual Organizer. Jennifer struggles in the area of
mathematics and requires the use of calculation devices and visual organizers. She
also can become extremely frustrated by any extended writing assignments and would
require a scribe to record information. Jennifers Timing and Scheduling
Accommodations include Extended Time and Multiple or Frequent Breaks. Due to her
inability to focus, Jennifer requires 1.5 extended time and multiple breaks when testing.
Jennifers Setting Accommodations include Reduce Distractions to the Student and
Reduce Distractions to Other Students. Due to Jennifers academic needs as related to

IEP CASE STUDY

30

her identified difficulty and inability to focus, she requires reduced distractions in order
to maximize her performance.
Student Participation in District/Statewide Assessments
Jennifer is seeking a Certificate of Completion, and meets the criteria to
participate in the Alt-MSA. Jennifer has a significant cognitive disability, and therefore
requires extensive and substantial modification of general education curriculum. She
also has substantial deficits in adaptive behavior and has difficulty demonstrating
independence in everyday living skills. In school, Jennifer is learning skills that focus on
emerging, readiness, and/or functional application of general curriculum. Therefore, her
IEP team made the decision that the Alt-MSA was the most appropriate state
assessment. She will participate in Alt-MSA during the 2014-2015 school year as an 8 th
grader.

Part III. Reflection

Did the IEP notice include all of the relevant information?
Yes, Jennifers parents were given important sections of the IEP (with goals and
objectives) and all additional reports and paperwork 5 business days prior to the IEP
meeting.
Were the appropriate persons in attendance in the meeting?

IEP CASE STUDY

31

All of the appropriate individuals were present at the meeting, except the primary
Behavior Support Specialist was absent, and she had another Behavior Support staff
member attend the meeting in her place.
Were the timelines for evaluation, eligibility, and the IEP development followed?
Yes, St. Elizabeth School followed the standard timeline, which requires IEPs to be
updated annually, and for parents to be notified 5 business days prior to the meeting, as
mandated by Maryland law. Re-evaluation was not necessary this year. Teachers
submitted their goals and objectives by the scheduled deadlines.
Was a copy of the procedural safeguards shared with the family, and when?
A copy of the procedural safeguards is given to all parents at the start of the school
year.
Did the meeting start on time?
The meeting started within 10 minutes of the scheduled start time. Jennifers mother
arrived a few minutes late, and the staff at St. Elizabeth School waited until she arrived.
In what environment/setting was the meeting held?
The meeting was held in the conference room at St. Elizabeth School. The room has a
large u-shaped conference table with comfortable seats. St. Elizabeth provided coffee
and snacks during the meeting, and Jennifers mother brought brownies.
What was the seating arrangement of personnel during the meeting?

IEP CASE STUDY

32

There was no formal seating arrangement, although the St. Elizabeth School IEP
coordinator sat beside the LSS representative, and they were both using laptops.
Everyone else sat around them on one end of the Conference room. Jennifers mother
was seated in between everyone else.
Was the agenda followed?
There was no printed agenda, but the LSS representative led the meeting and dictated
the order in which staff members spoke.

What were the roles of the team members, and what interactions of the team were
significant?
The LSS representative began and led the meeting. She called upon staff members to
speak at the appropriate time. The role of the staff members was to communicate the
information from the IEP that pertained to their area of expertise, such as speech and
language goals, which were reported by the speech language pathologist. There were
very few interactions between the team members during the meeting except when the
LSS representative asked them to speak or to support a certain point. Everyone
present was highly professional and they were well prepared to give their information.
Jennifers mother was very friendly, and so the atmosphere was light and talkative at
most of the time.
What was the degree of collaboration at the IEP meeting?

IEP CASE STUDY

33

I did not witness much collaboration during the meeting because everyone
communicated their information independently, but several weeks prior to the meeting,
staff met at the Program Review Meeting to review student progress and prepare what
they would say at the IEP meeting. During the IEP meeting itself, the coordinator from
St. Elizabeth School and the LSS representative spoke together often as they entered
information into two laptops.
Provide a critique of your role during the meeting:
My role during the meeting was very minimal. I sat silently and observed the
proceedings, and I recorded the events on my laptop. I thoroughly enjoyed the
opportunity to observe the IEP meeting, and I was very grateful that Jennifers mother
agreed to allow me to be there, because it is such a personal and revealing process.
Jennifers mother was very knowledgeable about Autism and her rights as a parent, and
she has clearly done everything possible to provide Jennifer with the best educational
experience and related services. Every time I have the opportunity to interact with
parents of students with special needs, I am amazed at their dedication despite many
challenges.