Jillian Gallogly

IEP Case Study

SPED 498: Spring 2017 Internship

March 28, 2017

Part One: Background Information

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In my internship I observed the Individualized Education Program process for one

student at New Town High School, in the self-contained Communication Learning

Supports (CLS) class. This student is sixteen years old and has had an IEP since she was

five years old. The student has been in the Baltimore County School System since the age

of three. The student was initially referred for an IEP at the age of three (2004) but did

not receive one until she was five in 2006. There is no reason to refer K.A for an IEP

since she has had one for so long. Every three years the student is re-evaluated by the

case manager. For confidentiality purposes students name will not be used. Student will

be referred to as: K.A, she, her, and student. I observed the annual meeting for this

student on March 28, 2017. I have been present through the whole IEP process for this

student during my spring internship. The annual IEP process at New Town consists of;

informally testing the student, parent interview, collecting data, having a meeting, and

updating the IEP document.

The IEP meeting is composed of the following people: Case Manager, Service

Providers (Speech Therapist/ Assistive Technology), IEP Chairperson, Transition

Facilitator, General Educators (Music& Gym teachers), DORS Representative, Guidance

Counselor, and Parent/Guardian. In the meeting, the team will collaborate together to

decide if progress is being made and what needs to be updated. This was the first IEP

done for the student at New Town High School. The students parent, Gym Teacher,

Assistive Technology Representative, DORS Representative, and Speech Therapist all

did not attend the meeting. The Speech Therapist provided a full report to the team but

no one else who was absent did. The students parents gave consent for the meeting to

occur with their absence and for me to attend.

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The student lives with her mother and two sisters. Her mother stated in a phone

conference that she spends a great deal of time at Integrated Care Management (ICM)

center and not a lot of time at home with the family. When the student was in middle

school she began having seizures. K.A takes medicine to help prevent seizures.

The student is on the Autism Spectrum. She is a member of the Communication

and Learning Supports classes at New Town. K.A rotates between music and gym every

other day. For her community based instruction the student goes on trips in the

community. The student is friendly, smart, and a polite young lady. She enjoys drawing

pictures, interacting with classmates, using the computer, and listening to music. The

students participation has increased. Student will read out loud when repeating after an

adult. She answers WH (who/what/when/where/why) questions when stated directly in

the text when working one to one. K.A can identify vocabulary words seen in a text.

Student often rushes through morning work to receive a reward. We are working with her

to slow down and take her time. It has been noted by staff the student follows directions

well in music and gym. When there is change in her routine she gets upset. Student will

yell, hit, and bite herself with change in her schedule.

After conducting interviews and reviewing pertinent documents I have learned

about the IEP process at New Town. The Special Educator is the Case Manager. She

keeps a binder of all the important documents for that individual. The Case Manager

explained the timeline of the IEP process and important dates. She showed me the

existing IEP for the student. She showed me the existing data on the student, services

provided, goals, and other information on the IEP. Then we decided on which informal

assessments to use to assess K.A. Ten days prior to the IEP meeting the IEP Chair would
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send a letter home to remind the family of the meeting coming up. The Case Manger

conducted a phone interview with the students mother. She asked the parent if she had

any questions or concerns about her daughter. The Case Manger then asked the parent if

she has any goals for her child. The Case Manager and I wrote a Case Manager Report,

and sent it out with the IEP draft to the students parent five days prior to the meeting.

The Case Manager explained that you send it out five days prior so if the parents have

questions or concerns with the IEP draft you can adjust accordingly. Then we had another

phone conference with the parent to see if she would like anything added or taken away

from the IEP. All of these steps New Town follows meets the compliance part of

Individuals with Disabilities Education Act 2004 (IDEA).

Part Two: IEP Content

The student, whos IEP I worked on, is a sixteen-year-old African American

female. K.A has had an IEP since she was five years old. The student has been in the

Baltimore County School System since the age of three. She is diagnosed with being on

the Autism Spectrum, and seizures. The annual IEP meeting I attended was on March 28,

2017. My mentor and I decided to use the Brigance Early Childhood informal

assessments to collect data. In addition to the Brigance Early Childhood assessment, we

used classroom observations, and classroom based assessments. The student attends

school regularly and shown progress in her classwork. The student is friendly, smart, and

a polite young lady. K.A enjoys drawing pictures, interacting with classmates, using the

computer, and listening to music. The students participation has increased in the class.

This student is in the CLS program and receives supports from the Special Educator

regularly. The accommodations that this student receives are communication, assistive
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technology and instructional and testing accommodations such as timing and scheduling:

multiple or frequent breaks and setting accommodations: reduce distractions to the

student.

Present Level of Academic Achievement and Functional Performance I:

Academic: Communication
Strengths: Student follows directions and class routines. Student is aware of nonverbal
cues (facial expressions, body language, voice intonation). She is making progress with
independent picture choices. It is also noted she has recently improved in verbally
answering simple questions and class participation.
Needs: Functional, academic, and social communication.
Behavioral: Social/ Emotional/ Behavioral
Strengths: She follows directions well from familiar staff. She additionally interacts well
with familiar students. Student follows a familiar, daily, classroom, and weekly routine
well. The student follows an individual and classroom schedule well. She understands
classroom rules and procedures.
Needs: This student needs to work on adapting to changes in her routine or schedule.
Student also needs to improve on developing coping strategies for managing anxiety and
frustration.
Academic: Reading Informal Assessments, Classroom Based Assessments
Strengths: Reading and identifying Primer and Pre-Primer sight words (Dolch list)-100%.
Reading and identifying First Grade sight words (Dolch list)- 100%.
Reading and identifying Second Grade sight words (Dolch list)- 100%.
Writes basic sentence with high frequency words and picture supports- 80%.
Spelling of high frequency words (Dolch lists, Pre-Primer, Primer, First, and Second
Grade)- 100%.
Reading a visual schedule- 100%.
Reading a menu- 100%.
Needs: Student needs to work on identifying details from a grade level adapted text
including characters, setting, main idea and sequence of events- 60%.
Academic: Mathematic: Informal Assessments, Classroom Based Assessments
Strengths: Solving three digit addition and subtraction problems using a calculator -100%
Solving two digit multiplication problems using a calculator
-100% Solving two digit division problems using a
calculator -100% Telling time to the hour
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with answer choices- 100%

Telling time to the hour with answer choices- 80%
Finding the sum of whole dollar amounts when bills are sorted in decreasing order (using
ones and fives only) -90%
Generating one digit addition and one digit subtraction equations -100%
Adds decimals with a calculator -100%
Needs: Student needs to work on using the Dollar Up Method to make a purchase- 40%
Physical: Physical Education
Strengths: She follows classroom and daily routines well. The student completes basic
physical activities and participates in daily routines.
Needs: The student would benefit from improving her spatial awareness.
Academic: Community
Strengths: The student can state her first and last name. She follows rules and basic street
safety on community trips. The student uses a choice board to order or select items.
Needs: The student would benefit on improving locating items in the store from a pre-
determined list and using the Dollar Up Method.
Academic: Career/ Vocational: Informal and Classroom Based Assessments:
Observations
Strengths: The student does a good job of completing classroom jobs. When doing
vocational activities she works from right to left. She knows where to put her belongings
in the proper places. The student works well sitting, standing, and working in a sequence.
The student works well, she follows cues, schedules, and directions.
Needs: The student would benefit from following 2-3 step directions (25%). She also
needs to work on requesting assistance (50%).
Present Level of Academic Achievement and Functional Performance II:
What is parental input regarding the students educational program?
The parent states she is transitioning well into high school. Her mom is pleased with her
progress at home with her communication. The mother states she would like to see her
daughter focus on independence, functional, and communication skills. The parent also
states her daughter finds the computer motivating.
What are the students strengths, interest areas, significant personal attributes, and
personal accomplishments? (Include preferences and interests for post school
outcomes, if appropriate.)
The student is friendly, smart, and a polite young lady. She enjoys drawing pictures,
interacting with classmates, using the computer, and listening to music. The students
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participation has increased. Student will read out loud when repeating after an adult. She
answers WH (who/what/when/where/why) questions when stated directly in the text
when working one to one. Student can identify vocabulary words seen in a text. Student
often rushes through morning work to receive a reward. We are working with her to slow
down and take her time. It has been noted by staff the student follows directions well in
music and gym. During vocational, she completes a list of assigned tasks without
prompting.
How does the students disability affect her involvement in the general education
curriculum?
The students significant disability impacts her ability to participate the general education
curriculum in her inability to comprehend complex concepts, follow multi-step
directions, language use and auditory processing. Her disability significantly impacts her
performance across the general education curriculum. She requires a highly structured
setting, consistent visually modified environment and activities, and embedded life skills
instruction combined with the need for highly structured positive behavior supports and
adult supervision in all areas. The student requires the use of visual schedules and picture
supports in order to aid transitions and change in routines.

Instructional and Testing Accommodations

1. Presentation Accommodations: 1-F Human Reader or Audio Recording Verbatim

reading of Entire Test. Multi-Sensory Presentation: Text to Speech Software for
Verbatim Reading of the entire test and 1-O Visual Cues.
2. Response Accommodations: 2-A Scribe. Materials or Devices Used to Solve or
Organize Responses (2-J Mathematics, 2-L Visual Organizers, 2-M Graphic
Organizers)
3. Timing and Scheduling Accommodations: 3-A Extended Time 100% and 3-B
Multiple or Frequent Breaks.
4. Setting Accommodations: 4-A Reduce Distractions to student, 4-B Reduce
Distractions to Other Students.
Goals
Communication Goal: By March 2018, K.A will demonstrate effective functional and
academic communication skills in order to access and participate in her curriculum and
community.
Evaluation Method: Informal Procedures With: 70% Accuracy
Objective 1: After listening to a speakers presentation on an academic topic with visual
supports, K.A will respond to questions by selecting the correct answer given 4-5 picture
choices.
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Evaluation Method: Informal Procedures With: 70% Accuracy

Objective 2: Given fading prompts and cues, K.A will provide 2-3 on topic comments/
questions/ responses during classroom instruction in response to wh-questions.
Evaluation Method: Informal Procedures With: 70% of targeted trials
Objective 3: Given fading prompts and cues, K.A will elaborate and/or clarify a response
providing 1-2 additional verbal/visual details to her statements or questions without
agitation.
Evaluation Method: Informal Procedures With: 70% of targeted trials
Objective 4: K.A will verbally/ nonverbally ask for assistance as needed when
completing an academic or functional task.
Evaluation Method: Informal Procedures With: 70% of targeted trials
Reading Goal: By March 2018, after reading an instructional- leveled text, K.A will
identify 2 details/ events of the story, and the main idea of the story, directly stated in the
text, and given a field of three answer choices for 3 out 5 texts.
Evaluation Method: Classroom Based Assessment With: 3/5 of targeted trials
Objective 1: By March 2018, after reading an instruction- level, K.A will identify 2
details/events of the story directly stated in the text given a field of three choices, in 3 out
of 5 texts.
Evaluation Method: Classroom Based Assessment With: 3/5 of targeted trials
Objective 2: By March 2018, after reading an instruction-level text, K.A will identify 1
character out of the story directly stated in the text given a field of three choices, in 3 out
of 5 texts.
Evaluation Method: Classroom Based Assessment With: 3/5 of targeted trials
Objective 3: By March 2018, after reading an instruction-level text, K.A will identify the
main idea of the story directly stated in the text given a field of three choices, in 3 out of
5 texts.
Evaluation Method: Classroom Based Assessment With: 3/5 of targeted trials
Math Goal: By March 2018, given a word problem involving 2 double- digit number
and 1operation options, K.A will identify the operation, develop a corresponding number
sentence, and correctly solve using a calculator, in 6 out of 10 math problems.
Evaluation Method: Classroom Based Assessment With: 6/10 of targeted trials
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Objective 1: By March 2018, given a word problem involving one- digit numbers and 1
addition or subtraction operation, and given operations, K.A will identify the operation,
develop a corresponding number sentence, and correctly solve using a calculator, in 8 out
of 10 math problems.
Evaluation Method: Classroom Based Assessment With: 8/10 of targeted trials
Observation 2: By March 2018, given a word problem involving two- digit numbers and
1 addition or subtraction operation, and given operations, K.A will identify the operation,
develop a corresponding number sentence, and correctly solve using a calculator, in 6 out
of 10 math problems.
Evaluation Method: Classroom Based Assessment With: 6/10 of targeted trials
Objective 3: By March 2018, given a word problem involving one- digit numbers and 1
multiplication or division operation, and given operations, K.A will identify the
operation, develop a corresponding number sentence, and correctly solve using a
calculator, in 6 out of 10 math problems.
Evaluation Method: Classroom Based Assessment With: 6/10 of targeted trials
Functional Learning Goal: By March 2018, when in a variety setting and told the cost
of item (e.g. $5.04), and given a reference chart, K.A will round a dollar up and provide
the correct the amount of money (e.g. $6) to make a purchase and then count the amount
of change received in 2 out of 4 opportunities.
Evaluation Method: Informal Procedures With: 2/4 of targeted trials
Objective 1: By March 2018, when in a variety setting and told the cost of item (e.g.
$5.04), and given a reference chart, K.A will round a dollar up and provide the correct the
amount of money needed to make a purchase and then count the amount of change
received in 2 out of 4 opportunities.
Evaluation Method: Informal Procedures With: 2/4 of targeted trials
Objective 2: By March 2018, when in a variety setting and told the cost of item (e.g.
$5.04), and given a reference chart, K.A will round a dollar up and provide the correct the
amount of money given manipulatives in 2 out of 4 opportunities.
Evaluation Method: Informal Procedures With: 2/4 of targeted trials
Objective 3: By March 2018, when in a variety setting and told the cost of item (e.g.
$5.04), and given a reference chart, K.A will round a dollar up to purchase an item and
then count change given 2 out of 4 opportunities.
Evaluation Method: Informal Procedures With: 2/4 of targeted trials
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Adapted Physical Education Goal: K.A will improve fundamental movement in

physical education in the area of the body/ spatial awareness as measured by an increase
in the number of skills performed from 1 to 2.
Evaluation Method: Informal Procedures With: 50% Accuracy
Objective 1: Given direct instruction K.A will travel in a group without bumping into
others.
Evaluation Method: Informal Procedures With: 50% Accuracy
Objective 2: Given verbal prompts K.A will travel forward, backwards, sideways
directions changing on cue.
Evaluation Method: Informal Procedures With: 50% Accuracy
Behavior Goal: By March 2018, during a frustrating moment that interrupts a school
activity but not limited to a change in routine or given adult directives, when told to use
pre-taught calming strategy, K.A will use the strategy and begin the activity within 4
minutes, for 2 out of five frustrating moments.
Evaluation Method: Informal Procedures With: 2/5 targeted trials
Objective 1: By March 2018, given verbal prompts and a visual example and models,
K.A will practice the given strategy (count down from 10, take a deep breath, ask for
help, etc.) in 2 out of 5 opportunities.
Evaluation Method: Informal Procedures With: 2/5 targeted trials
Objective 2: By March 2018, K.A will independently use coping strategies (count down
from 10, take a deep breath, ask for help, etc.) to remain calm on- task when faced with a
change in schedule, given an adult directive, or other frustrating activity.
Evaluation Method: Informal Procedures With: 2/5 targeted trials
Career/ Vocational Goal: By March 2018, after receiving 3 verbal prompt from the
teacher to complete a 2-3 step task in a variety of settings, within 3-5 minutes, K.A will
initiate and complete the steps of the task in the appropriate order for 3 out of 5 task
completion opportunities.
Evaluation Method: Observation Record With: 3/5 targeted trials
Objective 1: By October 2017, after receiving 5 verbal prompt from the teacher to
complete a 2-3 step task in a variety of settings, within 5 minutes, K.A will initiate and
complete the steps of the task in the appropriate order for 3 out of 5 task completion
opportunities.
Evaluation Method: Observation Record With: 3/5 targeted trials
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Objective 2: By January 2018, after receiving 4 verbal prompt from the teacher to
complete a 2-3 step task in a variety of settings, within 3-5 minutes, K.A will initiate and
complete the steps of the task in the appropriate order for 3 out of 5 task completion
opportunities.
Evaluation Method: Observation Record With: 3/5 targeted trials
Objective 3: By March 2018, after receiving 3 verbal prompt from the teacher to
complete a 2-3 step task in a variety of settings, within 3-5 minutes, K.A will initiate and
complete the steps of the task in the appropriate order for 3 out of 5 task completion
opportunities.
Evaluation Method: Observation Record With: 3/5 targeted trials

Supplementary Aids, Services, Program Modifications and Supports

Instructional Supports

Service Nature Service Begin Date End Date Duration Provider

Description
Having student repeat or Daily 3/28/17 3/28/18 36 weeks Special Educator,
paraphrase information. Instructional Assistant
Other Instructional Daily as 3/28/17 3/28/18 36 weeks Special Educator,
Supports. Near point and needed Instructional Assistant
or paper copies
Clarify the location and manner in which Supplementary Aids, Services, Program Modifications to or on behalf
of student will be provided: The student will require assistance in all areas communication, functional, and
academic tasks which involve picture schedules, picture/ visual cues to reinforce reading and comprehension.
Explore personal response modes that can be expanded into purposeful means of expression. Provide
opportunities for student to use a variety of responses (movement, vocalizations, facial expressions). Provide
access to voice output switch or computer interface/adaptive keyboard to enable participation information
sharing related to topics for discussion. Student also requires repeated and or paraphrased information. She
requires access to near point and/or paper copies for all computerized instruction and assessments. These
modifications are already part of her CLS programming.

Program Modifications

Service Nature Service Begin Date End Date Duration Provider

Description
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Use pictures to support Daily 3/28/17 3/28/18 36 weeks Special Educator,

reading passages whenever Instructional Assistant
possible.
Altered/ Modified Daily 3/28/17 3/28/18 36 weeks Special Educator,
Assignments Instructional Assistant

Limit amount of required Daily 3/28/17 3/28/18 36 weeks Special Educator,

reading Instructional Assistant

Simplified sentence Daily 3/28/17 3/28/18 36 weeks Special Educator,

structure, vocabulary, and Instructional Assistant
graphics on assignments
and assessments.
Clarify the location and manner in which Supplementary Aids, Services, Program Modifications to or on behalf
of student will be provided: The student will require pictures to support reading passages, altered/modified
assignments, simple sentence structure, vocabulary, and graphics on assignments and assessments, and limited
amount of reading in all educational and testing environments. These modifications are already part of her CLS
programming.

Social/ Behavioral Supports

Service Nature Service Begin Date End Date Duration Provider

Description
Crisis Intervention Other as 3/28/17 3/28/18 36 weeks Special Educator,
needed Instructional Assistant
Provide manipulative Daily 3/28/17 3/28/18 36 weeks Special Educator,
and/or sensory activities to Instructional Assistant
promote listening and
focusing skills.
Clarify the location and manner in which Supplementary Aids, Services, Program Modifications to or on behalf
of student will be provided: Crisis InterventionIn the school environment, the student needs a plan for safety
and intervention if she becomes very anxious. She needs to be removed from the room or other students need to
be removed in times of overwhelming anxiety for de-escalation. She also requires manipulative during short
breaks in order to refocus on instruction. She requires advance notice to changes in routines, structures and
consistent routines throughout the day. These are the necessary supports for the student.
 IEP Case Study 13

Physical/ Environmental Supports

Service Nature Service Begin Date End Date Duration Provider

Description
Adaptive Equipment Daily 3/28/17 3/28/18 36 weeks Special Educator,
Instructional Assistant
Clarify the location and manner in which Supplementary Aids, Services, Program Modifications to or on behalf
of student will be provided: A school staff member currently working with and supporting the student will be
identified as the designee to implement and support the AT equipment. She requires access to a dynamic display
speech-generating device.

School Personnel/ Parental Supports

Service Nature Service Begin Date End Date Duration Provider

Description
AT Consult Periodically 3/28/17 3/28/18 36 weeks Other A

Adult Support Other as 3/28/17 3/28/18 36 weeks Special Educator,

needed Instructional Assistant
Clarify the location and manner in which Supplementary Aids, Services, Program Modifications to or on behalf
of student will be provided: A school staff member currently working with and supporting the student will be
identified as the designee to implement and support the AT equipment. The office of assistive technology is
available for additional support as requested by school personnel. Adult assistance is needed at times to help
with her transitions and changes throughout her school day.

Part III: Reflection

Throughout student teaching I have sat in a number of IEP meetings. However, I

never saw the IEP process from start to finish. My mentor teacher walked me through the

whole process at New Town High School. I was unaware that a student with an IEP gets

re-evaluated every three years. I did not know the timeline of documents and who sends

information to the parent/guardians. I observed the annual meeting for this student on
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March 28, 2017. I have been present through the whole IEP process for this student

during my spring internship. The annual IEP process at New Town consists of; informally

testing the student, parent interview, collecting data, having a meeting, and updating the

IEP document.

Prior to this project, I was unaware of the timeline of documentation. Ten days

prior to the IEP meeting the IEP Chair will send a letter home to remind the family of the

meeting coming up. The Case Manger conducted a phone interview with the students

mother. She asked the parent if she had any questions or concerns about her daughter. The

Case Manger then asked the parent if she has any goals for her child. The Case Manager

and I wrote a Case Manager Report, and sent it out with the IEP draft to the students

parent five days prior to the meeting. By following this timeline we followed IDEA

guidelines and were able to make changes on the IEP.

The IEP meeting was composed of the following people: Case Manager, Service

Providers (Speech Therapist/ Assistive Technology), IEP Chairperson, Transition

Facilitator, General Educators (Music& Gym teachers), DORS Representative, Guidance

Counselor, and Parent/Guardian. In the meeting, the team collaborated together to decide

what needed to be updated and changed. This was the first IEP done for the student at

New Town High School. The students parent, Gym Teacher, Assistive Technology

Representative, DORS Representative, and Speech Therapist all did not attend the

meeting. The meeting was held in New Towns IEP conference room. The IEP chair sat at

the head of the table opposite of the door. Then from right of the IEP chair was the

Special Educator, student (K.A), and transition facilitator. Sitting across the table was the

general educator music teacher, and myself. The meeting did not start on time because the
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music teacher was waiting for coverage. Once she arrived the IEP Chair introduced

herself to the student and explained what the meeting is about. After that we all went

around and did introductions. The IEP Chair ran the meeting. She had everyone sign the

appropriate paperwork and asked members of the team to share their information. My

mentor and I both shared information on the parts we worked on. I talked about the

progress weve noticed and academic goals we included. My mentor discussed all of the

other sections we worked on. Each person who spoke started with a positive and spoke to

the student so she was included. I think that was something I could have done better I

more read off of my notes rather than explaining to the student. Everyone really did a

nice job of building off of each other and explaining what they want to work on. It

seemed like a team effort. Some other meetings I have been to have not always been like

that. The IEP Chair was very organized and had all of the proper documentation in a

folder labeled for the parent to receive.

This project really opened my eyes and taught me a lot about the IEP process. I

was unaware of so many procedures and guidelines that are so crucial to the documents. I

had no idea about the different meetings (annual and tri-annual). I also learned who the

key players are at team and how they balance their roles. I learned about the proper

assessments to use. I had only known about the Woodcock Johnson exam. My mentor

showed me how to appropriately use the data and create goals and objectives to suite the

students needs. This project is something I will appreciate throughout my career as an

educator. Not only did I learn to assess a student I learned how to write an IEP document

and all of the papers that go with it.

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