IEP Case Study Rationale

The IEP Case Study is designed to familiarize the teacher

candidate with the IEP process, including the initiation of an IEP, the
IEP team, the parts of an IEP, and how meaningful and accurate goals
and objectives are written. It helps to show the teacher candidate all
of the work behind the scenes that is often overlooked or not
identified. This project addresses CEC standards 1, 3, 6, and 7:
Learner Development and Individual Learning Differences, Curricular
Content Knowledge, Professional Learning and Ethical Practice, and
Collaboration.
I gained knowledge of learner development and individual
learning differences (Standard 1), by taking time to review the
students educational file. Since I teach high school, most students
receiving special education services have already been identified, and
it is my job to maintain appropriate goals and objectives. During this
project, I had to review a specific students file and I learned when the
student was initially referred to special education. It was interesting to
see how the students elementary school teachers collected data and
read their observations and team notes, especially because I have
never worked in an elementary school setting.
Curricular content knowledge (standard 3) is important while
writing the IEP goals and objectives because the case manager has to
know what the student is learning in their current classes, as well as
what the students equivalency is to write appropriate goals and
objectives. If a student were currently in Algebra, it would be incorrect
to write Geometry goals because they will not be measured in the
current school year, thereby making the goals inappropriate. I gained
the most knowledge of curricular content knowledge by reviewing the
Maryland Career and College Readiness Standards while writing the
goals and objectives for the IEP, especially because they are not the
same as the goals and objectives from previous years.
Professional learning and ethical practice (standard 6) is also
addressed in this project. I gained the most knowledge about this
standard by observing the scheduling process for IEPs and
understanding what needed to be provided to the families of students
with disabilities prior to the team, as well as what needed to be
discussed during team meetings. Providing copies of all available
reports to the parents prior to the team meeting is important and
ethical practice for the IEP team. So much information is presented
during the meeting, and it is important to provide the family time to
process the information so that they can make the best-informed
decision regarding their child. Collaboration (standard 7) is probably

most obvious for this project. During this project, I learned how all of
the team members who provide services the student are involved with
creating the IEP, and it is not just the IEP writer who determines what is
most appropriate for the student to be successful.
By completing this project, my students will benefit in many
ways. By taking the time to review an entire student file, I have
learned about the initial IEP process, which is beneficial to me as a
teacher. I am able to relate to the student on a much deeper level
because I have a better understanding of their previous struggles in
the classroom. Additionally, I will be able to forge a stronger
relationship with the families of students with IEPs because I reviewed
the entire file. I will have a better idea of how to talk to the families
about specific concerns they have had throughout their childs
educational experience, not only the current academic year.