IEP Case Study

Sam Fladd
Towson University
EDUC 798
April 3, 2017
Part 1: Background Information

I. Student Background:

Shaun is a fourteen-year old boy attending Linwood School in Howard County. Linwood

School is a non-public school with self-contained classrooms. Shauns home school is Sykesville

Middle School. He is diagnosed with Autism Spectrum Disorder and requires a one-to-one aide

throughout his academic day. Shaun lives in Carroll County with his mother, father, grandmother

and brother. He is the oldest sibling. Shauns primary language is English. Shaun has no

history of medical complications.

Shaun has received Special Education services while attending Linwood since March 2015.

He has been assessed and diagnosed with Autism in 2006. Shaun has challenges related to

academics, behavior, and communication skills. These challenges include the development of

academic skills related to reading, writing, and math, as well as demonstrating appropriate

and safe behaviors consistently throughout the school day. Based on formal measures and

language therapy, Shaun exhibits challenges in the domains of receptive, expressive, and

pragmatic language skills. He requires adult support to maintain consistency and enhancement

in skills. Shaun receives 2, 30 minute sessions with a Speech and Language Pathologist and 1, 30

minute session (plus consult) with an Occupational Therapist. Shaun also has a Behavioral

Intervention Plan based on data collected throughout the day.

Shaun's autism impacts his ability to communicate effectively with peers and teachers in

activities throughout school settings. Typical patterns of communication such as those required

for greetings, request to engage in classroom activities, and spontaneous conversational turn

taking with peers are compromised for Shaun. In the school setting, Shaun has difficulty
performing educational tasks that require fine motor skills and maintaining self-regulation to

attend to activities throughout the school day. Shaun also has difficulty at times managing his

behavior and self-control (i.e. leaving location within the classroom, not following verbal

commands) which impact his ability to participate in the general education curriculum.

He is a very unique student with very specific interests and styles of doing activities. Shaun

enjoys producing Power Points of his favorite Disney scenes (i.e. Shrek talking to Donkey in the

wagon) or reciting Dora in Spanish. He has an ear for musical notes and rhythms. He has

recently started to play the piano. He has a unique sense of humor and can easily burst out into

laughter all by himself. Shaun is a student who is motivated and determined to finish a task.

Shaun has made great connections with a handful of staff and students at school and continues to

bring that living, joyous side to school every day.

The IEP meeting that will be discussed in this case study was Shauns annual review on

March 24th, 2017. The reason for referral was to discuss the progress he has made at school

and upcoming programming for the next year. Pre-referral strategies and a timeline of the

process were not noted as this was not an initial IEP for Shaun.

II. IEP Process:

Prior to the IEP meeting there is a process in which to prepare for the annual review.

Linwood School has two IEP facilitators that begin each meeting. Only one IEP facilitator is

needed at the meeting. The county in which the student resides has an IEP Liaison present at the

meeting. Since Shauns current residency is in Carroll County, the IEP Liaison from the county

leads the IEP meeting.

 The first internal step of the IEP process is gathering information from formal/informal

assessments conducted within that year span. Linwood conducts a pre-IEP meeting with staff

who work directly with Shaun. Shaun receives services from a Special Educator, Speech

Language Pathologist, Occupational Therapist and Behavioral Specialist. Each discipline is

responsible for providing the most recent data, progress and projected goals for the upcoming

year. The Speech Language Pathologist provides information on Shauns expressive and

receptive language goals. The Occupational Therapist provides information on Shauns sensory

protocol and areas of focus. The Behavioral Specialist provides an updated BIP along with

charts to justify the behavior/social goals. The Special Educator provides information on

progress in each subject area along with future areas of need.

The annual review that I attended for Shaun was to discuss current progress and future goals

for the upcoming school year. Linwood IEP Chair gives a written notice home to Shauns

parents ten days prior to remind them of the upcoming meeting. Shauns mother and father

said they would both be present at the meeting. Five days prior of the annual review, copies of

the IEP are made and sent home to the parents for them to review and prepare for discussion at

the meeting.

Each participant is asked to sign their name and title (relevant to the student) on a sheet that

is sent around. The meeting would begin by introductions from all participants in the meeting.

IDEA regulations are discussed with the parents at IEP meetings. The meeting will officially

begin with each area discussing the students present levels. Each area is documented in the IEP.

Then, each area outlines and reviews the measurable goals and objectives in the students IEP.

After the servicing school (Linwood) IEP chair reviews and discusses the students disability

and how it enables Shaun to be involved in and make progress in the general education
curriculum or why the students needs cannot be met in the general education curriculum. After,

the IEP chair discusses graduation requirements, and standardized testing. The next step is to

review and discuss instructional/testing accommodations needed for state testing. Then the

supplementary aids and services are reviewed and discussed. After, the team discusses,

reviews, and develops an appropriate transition plan. Shaun is 14 years old so this needed to be

discussed according to IDEA. The related services department and team would discuss the

amount of services needed. Then, the team will discuss transportation for Shaun. Shaun

requires a safety harness to protect himself along with his peers on the bus. Shaun gets a ride to

school but rides Carroll County bus home. Lastly, the team discusses and reviews if Shaun is in

the least restrictive environment. These are the steps that need to be taken at an annual IEP

meeting with the parents according to IDEA regulations.

Part 2: Content of the IEP

III. Present Levels of Academic Achievement and Performance
Academic: Reading Comprehension
Sources: Informal assessments, UNIQUE Learning System and data collection
Instructional Grade Level Performance: Shaun is below expected grade level performance in
the area of reading comprehension.
Summary of Assessment Findings
Assessment: Teacher reports Date: 03/15/2017
Area Discussion: Shaun has mastered his Reading Comprehension Goal for the 2016 2017
school year with 85% accuracy. Shaun identified the main idea with 85% accuracy, comparing
and contrasting characters with 90% accuracy and identifying two details from the text with 81%
accuracy. Shaun made great strides in the area of reading comprehension because of his excellent
memorization skills. While reading, Shaun would frequently be asked questions for clarity and
understanding. Stories that Shaun read would have picture-to-word text that helped navigation
and progress through the readings. Shaun enjoyed reading passages about characters that he was
familiar (i.e. family member, animation characters). Reading passages were at times about eight
pages and would mandate that they be chunked to avoid more challenging behaviors.
Throughout the year, Shaun showed a lot of independence while reading and during the
comprehension portion when looking back in the text.
Strengths:
- Highly motivated
- Capable of independence work
Needs:
- Frustrated when more challenging material is presented.
- Needs multiple prompts to stay on task.

Academic: Math Calculation

Sources: Informal assessments, UNIQUE Learning System and data collection
Instructional Grade Level Performance: Shaun is below expected grade level performance in
the area of math calculation.
Summary of Assessment Findings
Assessment: Teacher reports Date: 03/15/2017
Area Discussion: Shaun has mastered his Math Calculation Goal for the 2016 2017 school
year with 85% accuracy. Shaun solved multiplication problems with 86% accuracy; solving
division problems with 82% accuracy; and determining the amount needed when multiple items
are being purchased with 88% accuracy. Shaun mastered this goal by his ability to memorize and
work through math problems one step at a time. Shaun was quick to pick-up on the concept of
skip counting and understands how that would help him with solving multiplication problems.
With the use of manipulatives, Shaun grasped the concept of grouping and how each group held
a certain amount of manipulatives (i.e. blocks). He would gravitate towards using the calculator
and did this to check his work. When determining how much money was needed to purchase
items, Shaun did use the calculator. He went to the grocery store with the class one a month to
purchase items for the school. This was an enjoyable area since Shaun loves grocery stores. He
would use a grocery list and a guided sheet to help determine the total amount of money.
Strengths:
- Strong foundation skills
- Knows how to use a calculator
Needs:
- Challenged when transitioning from task-to-task
- If he missed a lesson much of the material previously studied would have to be re-taught
Academic: Speech and Language Expressive Language
Sources: Informal assessments, classroom observation and data collection
Instructional Grade Level Performance: Shaun is below expected grade level performance in
the area of expressive language.
Summary of Assessment Findings
Assessment: Speech Language Pathologist and Teacher reports Date: 03/15/2017
Area Discussion: The following information was gathered during individual sessions and
through classroom observations, specifically during the months of July, August, and September.
Shaun did not meet his expressive language goal, however, good progress was made
throughout this years therapy. He met 1 out of 2 objectives (objective 1was met). Shaun utilizes
verbal communication mainly to request items of high motivation. Spontaneous utterances are
typically in one word utterances or short phrases, however, he requires minimal verbal cueing to
expand utterances with use of carrier phrases e.g. Can I have, may I have, I want, etc. Phrase
cards were prepared and remain at his desk with scripted functional phrases which he can utilize
to improve his functional communication. With moderate to maximal prompting, Shaun
intermittently utilizes these cards effectively to request items and actions at this time. Even
phrases which Shaun demonstrates abilities to utilize with minimal cueing during low intensity
activities demonstrate significant difficulty for him during high intensity behaviors (or
progression toward). Shaun requires auditory or written model to deny actions/items rather than
use inappropriate nonverbal gestures to communicate. Some improvements have been noted in
his abilities to decrease behaviors with use of cards and model of denial statements; however,
further therapy targeting use of verbal communication is needed for further overall improved
communication.
Shauns abilities to provide simple sentences during structured activity are dependent on
the activity and vocabulary associated with the activity. He demonstrates abilities to formulate
simple sentences to describe pictures including verbs, prepositions, and/or nouns. Increased
difficulty is observed to formulate simple sentences regarding pictures of personal experiences
and with use of adjectives. He provides simple sentences to create a story regarding his trip to
Walmart to 15% I, 45% with moderate verbal/written cueing and 85% with maximal verbal
cueing. His abilities to provide simple sentences to describe actions/nouns in picture stimuli,
however, is demonstrated by 90% with minimal verbal cueing. In addition, Shaun's abilities to
utilize sentences to deny or request alternative actions is limited and is a skill that (with maximal
cueing) decreases frustrations. For example, during reading group Shaun is able to ask "Maddy,
can you read please?" when provided written choices rather than providing no response when
demands are placed and becoming frustrated.
 Shaun demonstrates difficulty understanding conversational turn taking (to wait for
response) after formulation of questions. Shaun requires faded written cues or modeling to
formulate repetitive questions in structured activities. After asking question to listener, Shaun
often provides verbal response for what he believes is the correct answer instead of listening for
response provided by speaker. The ability to formulate questions and utilize information to
complete activities/actions is an important functional skill and will continued to be targeted
during the upcoming school year
Strengths:
- Developing simple sentences
- Utilizes sentences to deny or request alternative actions
Needs:
- Often guesses for the answer
- Difficulty turn taking

Academic: Self-Management
Sources: Informal assessments and daily data collection
Instructional Grade Level Performance: Shaun is below expected grade level performance in
the area of self-management.
Summary of Assessment Findings
Assessment: Behavioral Specialist/Teacher reports Date: 03/15/2017
Area Discussion: Shaun has demonstrated significant improvement in many target behaviors
over the last year. Current daily average of elopement (0.04), aggression (1.65), property
destruction (0.70). On strategy has been to increase communication and to identify the need for a
break. The focus has been to honor these requests to avoid maladaptive behaviors and the
subsequent escalation. On average Shaun spends approximately 75 minutes accessing either the
quiet room, walks, the music room, or other self-identified breaks. Over the next IEP year the
team will focus on reducing the amount of time spent on these breaks while still maintaining
reductions in target behavior.
Strengths:
- Using picture cards to identify when he needs a break
- Utilizes sensory objects during heightened arousal periods
Needs:
- When in a heightened arousal state, he has a challenging time returning to a baseline
behavior and could show aggression
- Challenges with communicating during heightened arousal
What is the parental input regarding Shauns educational program?
Today is an annual review meeting for Shaun. Mrs. Dill participated in person and reports
she received the drafted IEP in advance.
Mrs. Dill explained to the team that Shaun's behaviors are severe and she is concerned.
She reports that she and her husband have tried several interventions, and Shaun participated in
the NBU two days a week for three hours and this provided no help. Mom reports that the family
would like impatient, but KKI will not allow Shaun to be impatient. Mom and Dad are trying to
figure out the outbursts, and will be trying a change in Shaun's diet (Glutton free).
Mrs. Dill reports that she is appreciative of Linwood and his teacher and she really
appreciates the consistency and partnership.
What are Shauns strengths, interests areas, significant personal attributes, and personal
accomplishments?
Shaun continues to lighten up the hallways of Linwood School. He is a very unique
student with very specific interests and styles of doing activities. I would consider him a trend
setter. Shaun still enjoys producing Power Points of his favorite Disney scenes (i.e. Shrek
talking to Donkey in the wagon) or reciting Dora in Spanish. He has an ear for musical notes and
rhythms. He has recently started to play the piano. The music teacher noticed that he was
producing very challenging cords and if he was getting lessons somewhere else. He has a unique
sense of humor and can easily burst out into laughter all by himself. Shaun is a student who is
motivated and determined to finishes a task. He will put his heart (and sometimes a little more)
into something that his mind is set on. Shaun has made great connections with a handful of staff
and students at school and continues to bring that living, joyous side to school every day.
How does Shauns disability affect his involvement in the general education curriculum?
Based on the severity of Shaun's disability, he is unable to access the general education
curriculum appropriately because of academic, behavioral, communication, sensory, and safety
concerns. Shaun's autism impacts his ability to communicate effectively with peers and teachers
in all activities throughout all school settings. Typical patterns of communication such as those
required for greetings, request to engage in classroom activities, and spontaneous conversational
turn taking with peers are compromised for Shaun. In the school setting, Shaun has difficulty
performing educational tasks that require fine motor skills and maintaining self-regulation to
attend to activities throughout the school day. Shaun also has difficulty at times in managing his
behavior and self-control (i.e. leaving location within the classroom, not following verbal
commands) which impact his ability to participate in the general education curriculum.

IV. Instructional and Testing Accommodations

*I Conditions for Instructional Use
*A Conditions for Assessment Use
Presentation Accommodations
Human reader or Audio Recording for Verbatim Reading of Entire Test (I,A)
Visual Cues (I,A)
Document Basis for Decision: Shaun requires a human reader when longer passages are
presented because he is challenged when reading from line to line and losses his place. Also,
when passages are longer Shaun may exhibit maladaptive behaviors.
Implementation of Accommodations: During instructional time Shaun will be read out loud to
for all reading passages. He will also be given visual cues paired with text to help with
comprehension and guiding through the passage.
Response Accommodations
Respond on Test Book (I,A)
Mathematics Tools and Calculation Devices (I,A)
Document Basis for Decision: Due to fine motor difficulties, Shaun requires assistance
responding on the test booklet. Shaun also relies on mathematics tools and calculation devices to
better assess the curriculum material.
Implementation of Accommodations: During mathematics and science, Shaun will utilize
mathematics tools such as 100s charts, number lines, manipulatives, and calculators to solve
math calculation problems.
Timing and Scheduling Accommodations
Extended Time (I,A)
Multiple or Frequent Breaks (I,A)
Document Basis for Decision: Shaun requires frequent reinforcement and breaks throughout his
school day to maintain attention and manage behaviors. In addition, due to difficulties with
processing and all of the accommodations needed to access the curriculum, Shaun should be
provided extended time.
Implementation of Accommodations: While testing Shaun will have his communication
break card that allows him to take a break when needed. He will then be given a three minute
break. Shaun will also have extended time to honor those breaks and assure the best performance
while testing.
Setting Accommodations
Reduce Distractions to the Student (I,A)
Reduce Distractions to Other Students (I,A)
Document Basis for Decision: Shaun exhibits loud vocalizations and maladaptive behaviors that
distract other students. Shaun is also in a classroom that peers share similar maladaptive
behaviors and is easily distracted.
Implementation of Accommodations: Shaun will be placed in a resource room that reduces
distractions from others and reduces distractions to self. Behavior management techniques will
also be implemented to reduce maladaptive behaviors therefore increasing his focus.
V. IEP Goals and Objectives
Below is a list of goals and objectives that are designed and created around Shauns
educational and behavioral needs. The goals and objectives were designed around a modified
or adapted way of learning better known as universal design for learning or UDL. UDL
incorporates three principles to help meet Shauns needs: engagement, action and expression and
multiple means of representation. Shauns goals and objectives use multiple means for him to
master them. For example, Shaun is using online and text to locate word definitions that he is
unfamiliar with in the text. During math related goals he is given access to templates and graphic
organizer to help keep various numbers retrieved from a word problem organized. Much of the
instruction related to these goals are related to things of interest to Shaun which keeps Shaun
motivated to keep learning more challenging ideas and concepts. These following four goals
align to incorporate Shauns PLAAFP as well as the MCCRS standards. The following IEP
goals are SMART: Specific, Measurable, Achievable, Relevant (to the needs of the student),
and Timely.

Reading Comprehension Goal

Goal: RL4 CCR Anchor Standard: Shaun will expand his reading vocabulary by using
multiple reading sources based on current events.
Evaluation Method: Informal assessments and daily data collection
Accuracy: 80%
ESY Goal: No
Objective #1: Given a gestural prompt, Shaun will use various resources to define four
words in the text.
Objective #2: Given a gestural prompt, Shaun will match a new vocabulary word to the
definition.
Objective #3: Given a gestural prompt, Shaun will use the new vocabulary word in a
sentence.

Math Calculation Goal

Goal-Major Standard: 1.OA.A.1: Shaun will use various math operations to solve functional
living skills scenarios in the area of mathematics.
Evaluation Method: Informal assessments and daily data collection
Accuracy: 80%
ESY Goal: No
Objective #1: Given a gestural prompt, template, short story and calculator, Shaun will
read the short story and determine how many hours a specific character worked in a given week.
Objective #2: Given a gestural prompt, template, short story and calculator, Shaun will
read the short story and determine how much money a specific character earned an hour.
Objective #3: Given a gestural prompt, template, short story and calculator, Shaun will
read the short story and determine how much money a specific character earned in a given day.

Speech and Language Expressive Language Goal

Goal: Shaun will communicate with familiar adults and peers by asking questions and providing
information during 3-5 exchanges in 80% of opportunities when provided minimal to moderate
multisensory cues.
Evaluation Method: Informal assessments and daily data collection
Accuracy: 80%
ESY Goal: No
Objective #1: Shaun will utilize complete sentence lengths during unstructured activities
to request, comment, or describe to 80% accuracy given minimal verbal/visual cues to utilize
visual prompts (via phrase cards or other compensatory strategies) in 80% of opportunities in 3
out of 4 sessions.
Objective #2: Shaun will formulate questions to retrieve information to 80% accuracy
across 5 structured activities when provided minimal to moderate verbal/written cueing.
Objective #3: Shaun will verbally deny items/actions or request alternative items/actions
with complete thoughts (e.g. no thank you, I dont need that, can you read?, etc) in 80% of
opportunities with minimal verbal cueing across 3 sessions.

Self-Management Goal
Goal: Given the supports identified in his behavior intervention plan along with 1 to 1 adult
support, Shaun will reduce the amount of out of class break time that he requires on average per
day by 25%.
Evaluation Method: Daily data collection
Accuracy: Reduce by 25%
ESY Goal: No
 Objective #1: Shaun will access break time for 71 minutes or less on average per day.
Objective #2: Shaun will access break time for 67.5 minutes or less on average per day.
Objective #3: Shaun will access break time for 63.7 minutes or less on average per day.
Objective #4: Shaun will access break time for 60.4 minutes or less on average per day.
Objective #5: Shaun will access break time for 56.25 minutes or less on average per day.

Tracking of childs progress:

As stated in the above goals and objectives, Shauns progress will be measured by daily
data collection, informal assessments. The criterion for mastery of a goal various. Academic and
Speech related goals are measured out of 80% accuracy and the Behavioral goal is measured by
the reduction of 25%.
Progress Reports:
Progress reports are provided to the parent of guardian quarterly. Each area of study has
to be reported on and provided to the parent or guardian. The parent or guardian will receive the
progress report via mail.

VI. Supplementary Aids and Services, Program Modifications, and Supports

Instructional Support
1.) Nature of Service: Monitor independent work
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun will be given the opportunity for
independent work but may need monitoring and prompting of the direction to
complete the task.
2.) Nature of Service: Picture Schedule
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun will be provided with a picture schedule of
tasks that to be completed throughout the school day to help ease transition from
subject to subject.
3.) Nature of Service: Frequent and/or immediate feedback
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
 Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun will be provided immediate behavior
specific verbal praise for displaying desired, positive behaviors.
4.) Nature of Service: Allow use of manipulatives
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun benefits from the use of manipulatives and
guided worksheets to aid him with math concepts.
5.) Nature of Service: Allow use of highlighters during instruction and assignments
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun will be given a highlighter or marker to
help gauge his attention and to help better target the key words/concepts.
Program Modifications
1.) Nature of Service: Use pictures to support reading passages
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun will be provided picture to text vocabulary
in all assets of the day, whenever possible. This will help Shaun clarify rules,
comprehend text, follow given directions, etc.
2.) Nature of Service: Altered/modified assignments
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun requires a multi-modal approach to
instruction so assignments in general education special areas classes show visual
supports, hands-on activities, and allow for multiple responses. This provides more
outlets of learning for Shaun.
Social/Behavioral Supports
1.) Nature of Service: Crisis Intervention
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
 Discussion of Service Being Delivered: At times, Shaun may require exclusion (either to
the quiet room or other) or seclusion as per his BIP and for the safety of Shaun and
others. Restraint is allowed only in the form of lifts or transports.
2.) Nature of Service: Adult support
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun requires one to one adult support at all
times throughout his day to ensure safety as well as to implement all components of
his BIP. Shaun requires 1:1 adult support 30 hours a week daily.
School Personnel/Parental Supports
1.) Nature of Service: Occupational therapist consult
Anticipated Frequency: Daily
Begin/End Date: 3/24/2017 - 3/23/2018
Duration in Weeks: 50
Provider: Special Education Classroom Teacher and Instructional Assistant
Discussion of Service Being Delivered: Shaun requires (1) indirect 30 minute a session a
quarter of occupational therapy services. Shaun has challenges in the area of fine
motor skill activities.

Parts 3: Reflection
From my experiences participating in meetings at Linwood, I have gained knowledge

along with confidence when discussing to a panel. While teaching at Linwood School I have sat

in on numerous IEP meetings. At Linwood, the IEP chair schedules all the meeting that

follow the components stated in IDEA 2004. Linwoods IEP chair looks over all documents

before meeting, and discusses the meeting briefly with the county liaison to ensure a smooth

meeting. At Shauns IEP meeting, both parents were able to participate and played an active role

before the meeting to help prepare the material needed. Shauns parents were given a 10 day

notice prior to the meeting and a draft IEP and other pertinent documents 5 days prior.

This meeting was held in large conference room in the front section of Linwood. The

meeting started with introductions of everyone participating at in the IEP. Shauns parents were
then reminded of the Procedural Safeguards Parental Rights and given a copy. The county

liaison briefly discussed the packet. Shauns parents stated that they were familiar with the

Safeguards. Each area of Shauns IEP was discussed and progress stated. After, the Linwood

IEP Chair discussed the agenda of the meeting. Each progress area was discussed then each

area (LRE, Supplementary aids, etc) of the IEP was briefly discussed.

After the content of the IEP was addressed, Shauns mother wanted to discuss with the

team some of her feelings. Mrs. Dill explained to the team that Shaun's behaviors are severe and

she is concerned. She reports that she and her husband have tried several interventions, and

Shaun participated in the NBU two days a week for three hours and this provided no help. Mom

reports that the family would like impatient, but KKI will not allow Shaun to be impatient. Mom

and Dad are trying to figure out the outbursts, and will be trying a change in Shaun's diet

(Glutton free). Mrs. Dill reports that she is appreciative of Linwood and his teacher and she

really appreciates the collaboration, consistency and partnership. At the end of the meeting,

each team member agreed that Linwood was the most appropriate placement for Shaun.

Since I am Shauns Special Education Teacher my role was very important during

his annual review. I discussed the strengths and needs along with future areas that I would like

to target in the next year. After collaborating with the whole team (parent included) we look at

areas in which could be most beneficial for Shaun in the future. Throughout the meeting I was

professional and used appropriate verbiage when discussing Special Education. As I have sat in

an IEP meeting before, this specific parent provides a lot of insight about Shaun and helps me

with developing the most appropriate IEP for him. This kind of collaboration has a direct positive

impact on Shaun.