Documente Academic
Documente Profesional
Documente Cultură
EDUC 614
Case Study and IEP Max Fuentes
Educational Needs
The case study I chose was for a ninth grader named Max. The narrative is written by a history
teacher who will be teaching Max in the coming year. Max is a bright young man diagnosed with
PDD-NOS. Overall he is performing on grade level, but he has challenges in the areas of executive
functioning, social skills, and sensory integration.
Executive functioning:
While Max understands the academic material he is presented with, the Special Education team
describes that His weaknesses were in knowing what to study, remembering due dates, completing
assignments, and keeping track of his work and materials. These are typical of someone who has
poor executive functioning skills. The teachers reflection noted that they had an assignment
calendar and an electronic organizer on which teachers could record verbal directions. While these
are good tools to have, at present it is the responsibility of the teachers and staff to ensure that the
tools are being used. The goals I wrote are intended to help Max increase his independent use of
these tools instead of being reliant on others to organize his life for him. This will develop his
executive functioning skills in the areas of organizing, self-monitoring, and working memory.
For this IEP I would have liked to see an executive functioning specific assessment like the
Comprehensive Executive Functioning Inventory. The goals and interventions I wrote were based
on what was already available to Max. Using the CEFI would allow us to approach this issue from a
better angle. We would start by identifying the base skills that need developing and work up from
there, instead of guessing based on what tools are at hand.
Social Skills:
In this reflection, Maxs parents note that he has seemingly little interest in the people around him,
family or peers. There werent any inappropriate social behaviors listed, so it seems that there is
either a lack of social skills that is preventing him from forming bonds with others, or there is just a
lack of desire to do so. Given that PDD-NOS is part of the autism spectrum it is possible that one or
both are true. The goals I wrote are intended to help develop basic conversational skills on the
assumption that the desire to communicate is there, but knowledge of social conventions is missing.
As with the Executive Functioning, it would also have been helpful to have an assessment done in
this area, such as the TRIAD Social Skills Assessment. Identifying the specific skill gaps in social
communication would yield more productive goals and objectives.
Having typically developing peers as role models for appropriate social interactions is vital, so I have
kept Max in the regular education classroom for nearly all of his education. The only time I have
him pulled out is to do vocational planning with the schools career counselor.
Sensory:
The challenge continues in the area of sensory integration. Max has shown that he has sensory
needs, but there has only been anecdotal evidence as to exactly what those needs are. Parents noted
that as a youth Max had routines he needed to follow in new open spaces to feel comfortable there.
Perhaps Max was pinging and needed to physically walk the space to understand the size of the
places he was visiting. Whatever the issue may be, it is impacting his ability to navigate the school
as he will only follow one path through the building, regardless of destination.
Max also shows sensitivity to wearing socks and shoes he says that they are too hot. Again,
without a clear understanding of his needs it is challenging to create meaningful goals and objectives.
A sensory needs profile would help identify the issue so that more targeted interventions could be
implemented.
A Broader Look
The history teacher Gerry Calvin - who is describing Max seems overwhelmed at the potential time
and energy he would have to spend on Max. He is accustomed to making small changes in lesson
format as accommodations, and clearly hasnt dealt with teaching executive functioning skills. I
believe that having Max in his class will help this teacher improve how he teaches, as having
effective organizational skills is something that everyone can benefit from.
To address the teachers concerns about these interventions taking too much time, I have included
training time in the IEP. Gerry noted that in the past the district has provided a substitute for him
when he is in IEP meetings, so the intent is that the same thing will happen when he receives training
on the assistive technology as well as with executive functioning disorders.
In the description of the IEP meeting, the parents are described as hostile, but open to talking about
their sons diagnosis. Given that their son is higher functioning I could see this being a situation
where Maxs issues had been dismissed as occurring due to laziness or poor parenting. Hopefully
the dynamic between the school and family would improve with relevant training on Maxs
educational needs.
Chileda Institute
[If you need this invitation in a different language or communicated in a different way, or have
questions about this invitation, please contact_Terri Knothe___ at _608-555-6480.]
Date _11/1/15__
You are a participant on the IEP Team which will meet to address the educational needs of your child,
____Max Fuentes______________. IEP team meetings must be held at a mutually agreeable time and place.
An IEP team meeting has tentatively been scheduled for the following date __12/16/15___, time _1:00 PM_
and location _Chileda Institute 1825 Victory St, La Crosse, WI If these meeting arrangements are not
agreeable to you, please call _ Terri Knothe___ at __608-555-6480___. You may bring other people who you
believe have knowledge or special expertise about your child to the meeting with you. If your child is
transferring from a Birth to 3 Early Intervention Program we will, at your request, send to the Birth to 3
coordinator or other representative an invitation to the IEP meeting.
The purpose of this IEP team meeting is (check all that apply):
EVALUATION AND REEVALUATION
Determine initial eligibility for special education
Determine continuing eligibility for special education
INDIVIDUALIZED EDUCATION PROGRAM (IEP) (if student is eligible)
Develop an initial IEP
Develop an annual IEP
Review/revise IEP
Transition the consideration of postsecondary goals and transition services
(required for students beginning at age 14)
If at any point during this meeting you or other IEP team participants believe that additional time is needed to
permit your meaningful involvement, additional time will be provided. Decisions related to the purpose(s)
checked above may be made in one meeting or may require more than one meeting, depending on individual
circumstances. In addition and upon request you may receive a copy of the IEP teams most recent evaluation
report.
The following individuals have been appointed as IEP team participants and will attend the meeting.
__Gerry Calvin_______________________
Name/Reg. Ed. Teacher
__Christopher Ries_______________________
Name/Sp. Ed. Teacher
________________________________________
Name &Title
__Aaron Fuentes_______________________
Father
________________________________________
Name & Title
___Sylvia Swift________________________
Step-Mother
________________________________________
Name & Title
_____________________________________
Name & Title
________________________________________
Name & Title
You and your child have protection under the procedural safeguards (rights) of special education law. The
school district must provide you with a copy of your procedural safeguards once a year.
You received a copy of your procedural safeguard rights in a brochure about parent and child rights
earlier this year. If you would like another copy of this brochure, please contact the district at the
telephone number above.
A copy of the parent and child rights brochure is enclosed with this invitation.
In addition to district staff, you may also contact _Chris Neson- Student Rights Advocate__ at _608-555-6480
ext. 249____if you have questions about your rights.
Sincerely,
Scott Hahn Vice Principal 608-555-6480 ex. 222
Name and Title of District Contact Person
Chileda Institute
[If you need this notice in a different language or communicated in a different way, or have
questions about this notice, please contact _Terri Knothe_________ at _608-555-6480___.]
Dear ___Aaron Fuentes_____________________________
Date _11/1/15_____________
A purpose of your childs upcoming individualized education program (IEP) meeting is to discuss his / her
post high school goals and the transition services needed to achieve those goals. We would like to invite
individuals or representatives from the following agencies who may assist with the transition planning
for your child.
Name, if known
Agency
___Aaron Rasch________________
________________________________
____________________________________
________________________________
____________________________________
Before we can invite these individuals or representatives the district needs your written consent
(permission).
Sincerely,
_ Scott Hahn Vice Principal 608-555-6480 ex. 222_____
Name and Title of District Contact Person
----------------------------------------------------------------------------------------------------------------------------- ------------------I understand the action proposed by the school district and
(Please check the appropriate box below, sign, date and return one copy of this request to the school
district)
I give my consent for all of the above identified individuals or representatives to be invited to
my childs IEP meeting. I understand that my consent is voluntary and may be revoked at
any time before the identified individuals or representatives have been invited.
I give my consent for the following above identified individuals or representatives to be invited
to my childs IEP meeting
_________________________________________________________________.
I do not give my consent for any of the above identified individuals or representatives to be
invited to my childs IEP meeting.
__Aaron Fuentes__________________________________
Signature of parent or legal guardian or adult student
__11/10/15__________
Date
You and your child have protection under the procedural safeguards (rights) of special education law. The school
district must provide you with a copy of your procedural safeguards once a year. Enclosed is a copy or earlier this
year you received a copy of your procedural safeguard rights in a brochure about parent and child rights. If you
would like another copy of this brochure, please contact the district at the telephone number above. In addition to
district staff, you may also contact _Chris Nelson Student Rights Advocate_ at _608-555-6480 ex.249_____ if you
have questions about your rights.
Name of Student
Max Fuentes
DOB
March 20, 2001
Sex
M
Telephone (area/number)
608-577-6275
Grade
9
District of Residence
La Crosse
Address
1500 Cass Street, La Crosse, WI
IEP review/revision
Placement
Manifestation determination
Alternate assessment
Other: _____________________________
Other: _____________________________
If a purpose of this meeting is IEP development, review, and/or revision related to the academic,
developmental and functional needs of the child, the IEP team considered the results of:
Initial or most recent evaluation
Statewide assessments
District-wide assessments
Yes
Yes
Yes
Not applicable
Not applicable
Not applicable
LEA Representative/Title:
Other:
Other:
Other:
Other:
Other:
If the parent did not attend or participate in the meeting by other means and did not agree to the time and place of the IEP
team meeting, document 3 efforts to involve the parents:
Due to his diagnosis, Max is unable to use planning, self-monitoring, planning and prioritizing, and
organizational skills. This impacts his ability to learn independently and at the same pace of his peers.
Will the student be involved full-time in the general education curriculum or, for preschoolers, in ageappropriate activities? Yes
No
(If no, describe the extent to which the student will not be involved full-time in the general curriculum or,
for preschoolers, in age-appropriate activities)
SPECIAL FACTORS After consideration for special factors (behavior, limited English proficiency, Braille
needs, communication needs including deaf/hard of hearing, and assistive technology), is there a need in any
of the areas?
Yes No (If yes or student has a visual impairment, attach I-5, Special Factors page)
Note: For any need(s) identified below, there must be a statement of the service(s) to meet that need (including
amount/frequency, location, and duration) on the Program Summary page (I-9).
C. If visually impaired, does the student need instruction in Braille or the use of Braille?
Yes
No
Cannot be determined at this time
(If yes, include Braille needs; if no or cannot be determined, attach ER-3, Determining Braille
Needs from the latest evaluation/reevaluation)
D. Does the student have communication needs that could impede his/her learning?
(If yes, include communication needs)
Yes
No
{If yes and the student is deaf or hard of hearing, identify the communication needs including (a) the students language;
(b) opportunities for direct communication with peers and professional personnel in the students language and
communication mode; and, (c) academic level and full range of needs including opportunities for direct instruction in the
students language and communicative mode}:
Yes
No
Will the student participate in an alternate assessment aligned with alternate achievement standards for
students with disabilities in any subject area? Yes No
(If yes, include benchmarks or short-term objectives for the student)
When will reports about the students progress toward meeting the annual goal be provided to parents?
Teacher will provide weekly updates via email about how Max has been using his organizational strategies and social
skills in class. Data collected will be provided quarterly.
in
PARTICIPATION IN STATEWIDE ASSESSMENTS
Reading without
accommodations
English
English without
accommodations
Writing
Writing without
accommodations
Mathematics Mathematics
without
accommodations
Science
Science without
accommodations
in
PARTICIPATION IN STATEWIDE ASSESSMENTS
district-wide assessments
Alternate Assessment* If the student does not take the regular district-wide assessment, describe why the
student cannot participate in the regular assessment and an alternate district-wide assessment is appropriate.
ELA without
accommodations.
Mathematics
(for students in
grades 3-11)
Science
(for students in
grades 4 and
8-11)
Science without
accommodations.
Verbal
Additional information the IEP team may wish to include related to the students
education or training goal:
Postsecondary employment goal (Please select from Appendix B of the PTP Manual. Responses
not selected from Appendix B are subject to review by the Department of Public Instruction and may result
in identified noncompliance.)
No
Does the students IEP contain at least one annual goal or short-term objective that will help
the student make progress toward meeting all of the stated postsecondary goals?
Yes
No - The IEP Team must develop an annual goal(s) to be included in the annual goals section
of the IEP that will help the student make progress toward meeting the stated postsecondary
goals.
Record the relevant annual goal(s) here (optional):
List at least one transition service that will assist the student in achieving their postsecondary
goals. (Please select from Appendix C of the PTP Manual. Other responses are subject to review by the
Department of Public Instruction and may result in identified noncompliance.)
Category
Transition Service
Instruction
Instruction
School
Year
2015
Person(s) responsible
2015
Max
Max
Will other agencies likely be involved in providing or paying for any transition services during
the term of this IEP?
Yes
No
If yes, did the local education agency obtain the written consent of the parents or the
adult student to invite a representative(s) of the outside participating agency(ies) to
attend the IEP Team meeting?
Yes
No
Parent or adult student refused consent, or the LEA was unable to obtain consent
after three good faith attempts.
If consent was obtained, was a representative(s) of the outside participating agency(ies) invited
to the IEP Team meeting?
Yes
No
School Year
Will the student reach his/her 17th birthday during the timeframe of the IEP or has the student
reached the age of 18?
Yes
No
(If yes, specify how the student and parents have been informed of the rights which will
transfer or have transferred to the student at age 18 if no legal guardian has been
appointed)
Will the student be exiting school because of graduation or exceeding the age of eligibility for a
Free Appropriate Public Education (FAPE) at the conclusion of the current academic school
year?
Yes
No
If yes, eligibility for a Free Appropriate Public Education (FAPE) ends when a student is
granted a regular high school diploma, or at the end of the school term in which the
student turns age 21. Under these circumstances, the local education agency must
provide the child with a summary of the childs academic achievement and functional
performance, including recommendations on how to assist the child in meeting the
childs postsecondary goals. 34 CFR 300.305(e)(2) and (3), IDEA
The summary of performance must be provided at a reasonable point prior to
graduation. It is not necessary to conduct an IEP meeting to develop the summary of
performance.
Physical education:
Regular
Vocational education: Regular
Specially designed
Specially designed
Include a statement for each of I, II, III and IV below to allow the student (1) to advance appropriately toward
attaining the annual goals; (2) to be involved and progress in the general education curriculum; (3) to be
educated and participate with other students with and without disabilities to the extent appropriate, and (4) to
participate in extracurricular and other nonacademic activities. Include frequency, location, & duration (if
different from IEP beginning and ending dates).
I. Special education
Vocational Planning
Social Skills development
Executive functioning instruction
Frequency/
Amount
30
min/week
Location
Career
counselors
office
Duration
Duration of
IEP
60
min/week
90 minutes/
week
Regular Ed
classroom
Regular Ed
classroom
Duration of
IEP
Duration of
IEP
II. Related services needed to benefit from special education including frequency, location, and
duration (if different from IEP beginning and ending dates).
Audiology
Counseling
Educational Interpreting
Medical Services for Diagnosis and Evaluation
Occupational Therapy
Orientation and Mobility (VI only)
Physical Therapy
Psychological Services
Recreation
Rehabilitation Counseling Services
School Health Services
School Nurse Services
School Social Work Services
Speech / Language
Transportation
Other: specify
Freq / Amt
Location
30 min/week Classroom
Duration
Duration of
IEP
Location
Regular
Education
classroom
Duration
Length of
IEP
Administration
offices
Length of
IEP
The student will participate full-time with non-disabled peers in regular education
classes, or for preschoolers, in age-appropriate settings.
The student will not participate full-time with non-disabled peers in regular education
classes, or for preschoolers, in age-appropriate settings. (If you have indicated a
location other than regular education classes or age-appropriate settings in the case of a
preschooler in I, II, or III above, you must check this box and explain why full-time
participation with non-disabled peers is not appropriate.)