IEP Case Study

IEP Case Study

Monti C. Katrib
Towson University
Spring Semester 2017
IEP Case Study

Part 1: Background Information

Information on Case Study Student
Dat is a sixth-grade student at Sudbrook Magnet Middle School, who has an

Individualized Education Plan for a specific learning disability. Dat receives access to the general

education curriculum in general education settings throughout the school day, in addition he also

attends an English for Students of Other Languages (ESOL) class every other day and a resource

class every other day. Dat is an English Language Learner (ELL) student and receives ESOL

services along with accommodations and modifications listed in his IEP. Dat and his family are

still relatively new to the United States, and moved here from Vietnam in 2014. Dat has three

older brothers who are all also learning English as a second language, his mother and father are

also learning English as well, but have indicated that they have not had as much progress

because they are not in school like their sons. However, his parents are very supportive of him

and his academic and social well-being in school! In terms of the medical history of Dat and his

family, there are no apparent health issues. In terms of academics, Dats mother and father went

to school through high school, and he and his three older brothers are all on track to receive

Maryland high school diplomas once they graduate their respective high schools.

Initially Dat first started his academic career in the United States, in Baltimore County

Public Schools, he knew little to no English and his proficiency in English was a leading concern

to Dats teachers in class. This limitation affected Dats success in reading, writing,

communication, and mathematics and continues to affect these subject areas. After many tests

specifically assessing decoding, listening, and reading skills Dat was referred for a Maryland

Individualized Education Plan. Further assessments were conducted in the areas of mathematics

and communication as well, and the data further supported Dats need for an IEP. According to

past teachers and other professionals at Dats elementary school, they wanted to make sure that
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his learning differences were not strictly linked to his recent arrival in the United States and his

limited English proficiency in written and verbal communication. However, after thorough

analysis of data and classroom observations of the student, it was concluded that a specific

learning disability was in fact impacting Dats learning and success with the general education

curriculum. Comparatively Dat was performing significantly lower than his peers in the ESOL

setting and otherwise, when tested and observed for his initial IEP. Dat was not able to retain

what he was learning, and would often need reminders of things he had learned the previous day

from teachers or para-professionals. During the most recent testing in February of 2017, Dat had

improved in many skills, however he is still significantly below grade level in the areas of

reading, writing, communication, and mathematics. Dats official pre-referral procedures began

in fourth-grade about six months after he moved to the United States with his family from

Vietnam, and his initial IEP was put into place March 9, 2015. Dat was eligible for IEP services

based on results from i-Ready results, MAPs scores, and informal teacher observations and data

collection. After the official IEP was put into place, Dat immediately started to receive services

identified in his IEP. Among these services were verbatim reading, a scribe periodically when

needed, picture supports, preferential seating, calculator access, and extended time (50%). Based

on the results of the Woodcock Johnson IV test administered on March 23, 2016, Dat continues

to be eligible for his IEP.

Out of all the subjects Dat takes at Sudbrook, he has claimed to enjoy his world cultures

class the most, and likes learning about different countries. In terms of performance, Dat

performs best in his math class, which shows in his grades and test scores. Comparatively, Dat

performs at a third-grade level without a calculator, and a fifth-grade level with a calculator, one

one-step problems. While with written language and reading, he performs at a first-grade level,
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so it is safe to say that Dat performs better in math. I think this may be because math does not

require as much reading and writing as other subjects do, however when word problems are at

hand Dat struggles to solve these independently, and verbatim reading is provided to him, as well

as a scribe to record his answers. In other subjects Dat is usually always willing to try his best

with classwork, however it becomes very difficult for him at times due to the language barrier

when instructions are given, and Dats ability to retain what he has heard. Due to this, Dat

benefits from having instructions repeated multiple times and in terms that he may understand

more easily. Also, picture supports help comprehend instructions better, or stories that he is

required to read. In some of the more difficult classes Dat attends, the classwork or assessments

are modified meaning that he must answer fewer questions or in the case of multiple choice there

are fewer answers that he needs to choose from. Along with these modifications, Dat is also able

to utilize word banks when given.

Behaviorally, Dat is a very well-mannered young man, who has had no documented

disciplinary referrals or interventions. While, Dat is frequently doing the right thing Dat does

show off-task tendencies especially in some of his more difficult classes, however this behavior

is almost always non-disruptive to his peers or teacher. The root of this behavior, has proved to

be that he is either bored because he does not want to do what is assigned or he does not know

how to tackle the assignment given, and occupies his time with something else.

Culturally and socially, Dat has a lot to offer to his peers and teachers! Dat and his family

came to the United States from Vietnam a little over three years ago, yet it is apparent that

Vietnamese culture still plays a huge role in Dat and his familys lives. Dat often talks about his

life in Vietnam and what he misses from Vietnam, he talks of being outside more and having a

bigger house with pets. However, he has stated that he likes the United States and says that some
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parts are even more fun than Vietnam! Socially, he gets along with his peers and has a few

friends, however Dat gets nervous when meeting new people and sometimes becomes timid

when introduced to a student or adult he is not familiar with. Also, his communication skills

when in social settings (at lunch, on the bus, with friends) come more easily to him, as he is more

comfortable in those settings and the pressure is lowered because his language proficiency is not

being evaluated, tested, or judged. Dat is particularly comfortable in his ESOL class with his

peers whose second language is also English. In this class, especially, Dat shines socially and

loves sharing about Vietnam and the experiences he had there. Linguistically, Dat is different

than many of his peers. He is still working on decoding words, forming simple sentences, and

proper English grammar. For example, instead of saying What is that?, Dat would say What

that is?. Dat works closely with the speech pathologist, ESOL teacher, and para-professionals to

practice his decoding skills, and listening comprehension skills, both of which are negatively

impacted by his disability. Dat has made progress since his initial IEP and continues to progress

in his communication and reading skills, along with writing and mathematics. Recently, he has

been has taken an interest in cursive writing, and it has become an impetus for him to practice

copying and constructing simple sentences!

Dat continues to work with the professionals at Sudbrook to reach his IEP goals, and

while he is significantly below grade-level, he never gives up and he continues to make steady

progress towards his goals. I have been able to make this conclusion based on several informal

observations of Dat in the classroom, data collection, working with him one-on-one, and

anecdotal data from his teachers. The following two observations were conducted inside the

general education setting during two different periods. During the first observation Dat is
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working independently on a math assignment, and during the second observation Dat is working

in a small group with a para-professional and two other students.

Observation #1: Mrs. Allens Math Class, period 2, A-day

Dat worked independently on an activity requiring him to plot points on a coordinate

plane. He seemingly enjoyed this activity, and occasionally asked for my assistance to check his

work, before moving on to the next problem. When he was unsure about a certain plot that

needed to be plotted he used his background knowledge of the 4-quadrants of the plane to figure

out what quadrant the point could logically go in. His use of background knowledge from the

previous class, was an indicator that he was able to retain foundational skills from the

introductory unit lesson. During this activity, after plotting three points Dat had to connect the

dots to make a diagonal line. When extended, the line points to a letter and whatever the letter is

goes into a corresponding box with the number of the question over it. After all the points have

been plotted, and each line has been extended, the letters come together to answer a riddle. Dat

was very excited to finish and solve the riddle! I think activities like this are fun for the kids and

allows them to self-check, because if the answer to the riddle does not make sense, then they

know that at some point they made a mistake. Dat usually thrives with these types of activities,

depending on the mathematical concept being assessed. Dat enjoys graphing, so this proved to

be a successful activity for him.

Observation #2: Ms. Davis World Cultures class, period 4, A-Day

Dat worked in a small group with Ms. Ashley, a para-professional, and two other

students during this class to complete a series of questions to be answered using an online

textbook. During this observation, I noticed that Dat would occasionally click on another tab on
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his computer away from the textbook, and onto another website. When Ms. Ashley noticed she

gently redirected him to go back to the textbook tab and he complied immediately. The

assignment at hand was difficult, as it required lengthy texts, and a significant amount of typing.

While Ms. Ashley read the required text to Dat and the other students, Dat had trouble relaying

back information that he heard from the text, and could not really follow along on his screen.

The group ended up turning in the assignment together, however I do not think Dat completely

comprehended the subject of the text read to him. Dats skills in typing are still developing,

however he enjoys typing when it is just for fun. This observation indicated that Dat would

highly benefit from modified text, and he would have been more successful with word banks and

fill-in-the-blank questions.

Relevant Information on the IEP Process

The IEP process at Sudbrook Magnet Middle School requires extensive testing of the

student, including informal observations and data collection/analysis. The process also requires

collaboration among the school professionals in which the student works with directly. In Dats

case, the members involved with the IEP process included Dats case manager, who is the

inclusion teacher at Sudbrook, the special education department chair, the speech pathologist,

ESOL teacher, Dats general educators, his parents, myself (intern), and a translator. Each

member played an important role in the testing process, development of the IEP, and the

implementation of services identified within Dats IEP. The ESOL teacher is crucial in letting the

case manager know Dats progress with English, and making the other team members aware of

any drastic changes in Dats performance. The general educators also provide information on

Dats progress in their specific content areas. Along with the case manager, Mrs. Fortunato, as

well as para-professionals, and myself assist Dat in his general education classes and can observe
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him in these settings. The case manager, and para-professionals assess, specifically, Dats

progress towards his IEP goals, while the general educators test him in their subjects, and the

ESOL teacher assesses his English language development. All of the data collected by these

members is then taken into account while writing the actual IEP, which for some parts I was

partially responsible for with the guidance of my mentor teacher, who is Dats case manager.

The IEP meeting at hand was not, an initial IEP meeting but rather an annual review

where adjustments to the IEP were discussed with the IEP team members, and Dats father.

Before holding the meeting, Dats parents were contacted by the case manager, through a

Baltimore County Public Schools (BCPS) Vietnamese translator to notify them of the upcoming

meeting that would occurring on March 9th, this occurred two weeks before the meeting. A

formal invitation to the IEP meeting was sent to Dats mother and father 10 business days before

the meeting, which is school protocol as well as BCPS protocol. The draft of the updated IEP

was sent home 5 business days prior to the meeting, so that the parents would have the

opportunity to look at it prior to attending the meeting. The translator also received a copy so that

she could help explain the document to the parents who speak very little English. The

notification to the parents took place after observing Dat, testing him informally through iReady,

and goal-probes, and formally through a conducted Brigance assessment.

The IEP process at Sudbrook strictly follows the regulations specified in the Individuals

with Disabilities Education Act of 2004 (IDEA). During the first stage of the IEP process which

is pre-referral, the main objectives include monitoring the students development in the school,

analyzing the setting in which the student is receiving their education and identifying/evaluating

the productivity of classroom changes and accommodations. This stage also includes

documenting the challenges that the student faces in his or her current educational setting. This
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stage of the IEP process correlates with the least restrictive environment (LRE), regulation under

the IDEA, as it assesses whether the student can best access the curriculum in the general

education setting. If the student cannot, then the general education setting is not their least

restrictive environment. The next stage, stage 2, of the IEP process is referral which can be done

by a school professional, parent, or other individual given that they provide the appropriate

support and justification that the student is eligible for special education services. These reasons

can include low-performance in class, behavioral difficulties, or other disruptions to their success

in the general education setting. The 3rd stage of the process is the identification stage, where a

special assessment is conducted to identify the students disability if applicable. Various

assessments, both informal and formal, can lead to the identification of a students disability and

once they are diagnosed with a disability, under IDEA, they are guaranteed a free and

appropriate public education. The 4th stage, which is the stage my mentor, I, and other

professionals in the school started with for Dats IEP, development is the eligibility stage. We

started with this stage, because the IEP meeting was an annual review, so the pre-referral,

referral, and identification stages had already been completed when the initial IEP was

developed. The last three steps which are 5. Development of the IEP, 6. Implementation, and 7.

Evaluation, also directly relate to IDEA, and were all parts of the IEP process that I was able to

participate in and gain knowledge from.

To prepare for the actual IEP meeting, collaboration with the other team members was

crucial to developing SMART goals for Dat, and accommodations and modifications that would

best suit his individual needs in school. The general educator who participated in the meeting

was Dats reading teacher, who could share iReady data and MAP scores with us, before the

meeting and during the meeting. Communicating with the general educator was very helpful in
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developing meaningful and individualized reading goals for Dat. Similarly, it was equally crucial

to communicate often with Dats ESOL teacher who shared Dats level of performance with

phonics and decoding skills, she was also able to share informal observations on Dats social

skills within the ESOL classroom setting. Dat works with a speech pathologist, in addition to his

classes, and she was able to provide extremely valuable information on Dats current level of

communication, and appreciate goals that would be achievable for Dat within the span of a year.

Those three individuals were able prepare for the meeting, by collaborating with my mentor and

I, as well as the department chair who was in charge of the meeting itself and organizing the

logistics of the formal meeting itself. The parents participation in this process was also very

important and appreciated, despite some language barriers that slightly affected direct

communication with the parents, they were on board with scheduling, participation, and

agreement.

Part 2: IEP Content

1: Present Level of Academic Achievement and Functional Performance (PLAAFP 1)

Academic: Reading Sources of Assessment:

-Instructional Grade Level Performance: Below- -Classroom Performance

Grade level expectations (1st grade level) -Teacher Report/Team Input

-Informal Assessment

-Formal Assessment
Summary of Assessment Findings (Including dates of administration):

Formal Assessment: Brigance, administered 02/24/17, grade equivalent score: 1st grade

Other Results:

-Brigance Comprehension Passage: Independent Level- Upper 1st grade (4/5 questions)
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Instructional Level- Lower 2nd grade (3/5 questions)

With verbatim reading accommodation- Lower 2nd grade (4/5 questions)

-Brigance Listening Comprehension: Independent Level- Lower 2nd grade (5/5 questions)

Instructional Level-Upper second grade (3/5 questions)

-Brigance Oral Reading: Independent Level- Primer/Pre-primer (read with 0% errors)

Instruction Level- Lower 1st grade (4 reading errors)

Winter 2017 MAP Score: 167/Lexile Rangel BR

Literature: Low
Informational Text: Low
Vocabulary Acquisition and Use: Low

SIPPS: Grade Level- Kindergarten

iReady: Data collected from January 2017- Overall performance- Grade level 1

Dolch Sight Word List: Pre-Primer- 85% accuracy, Primer- 55%, as of February 2017

Woodcock-Johnson IV Form A: Administered-February 2016

Broad Reading: Standard score <40, Grade Equivalent- K.1

Letter-Word Identification: Standard score <40, Grade Equivalent-K.4
Passage Comprehension: Standard score <40, Grade Equivalent-K.4
Oral Reading: Standard score <40, Grade Equivalent-K.0
Sentence Reading Fluency: Standard score <40, Grade Equivalent-K.0
Word Attack: Standard score <40, Grade Equivalent-K.1

Strengths:

-Eager to learn, enjoys looking at books, short sight words

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Needs:

-Long sight words-Baseline 40%

-Decoding- Baseline 70%

-Comprehension- 15%
This area impacts the students academic achievement and functional performance.

Academic: Writing Sources of Assessment:

Instructional Grade Level Performance: Below-Grade -Classroom Performance

level expectations: 1st grade level (1.5) -Teacher report/Team input

-Informal Assessment

-Formal Assessment
Summary of Assessment Findings (Including dates of administration)

Formal Assessment: Brigance Sentence Writing Fluency, administered 02/22/17, Grade Equivalent

score: 1.5

Other Results:

-Unit #1 PBA (Performance Based Assessment): 52/70 (with verbatim reading and scribe)

-Unit #2 PBA: 52/70 (with verbatim reading and scribe)

-Woodcock-Johnson IV Form A: Administered February 2016

Broad Written Language: Standard score <40, Grade Equivalent: K.1

Spelling: Standard score <40, Grade Equivalent: K.2
Writing Samples: Standard score <40, Grade Equivalent: 1.1
Strengths:

-Eager to learn, motivated to write through his love of cursive

-Has good ideas to write about

-Wants to communicate his ideas through writing

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Needs:

-Spelling: Baseline 20%

-Communicating Ideas through pictures/writing: Baseline 20%

This area impacts the students academic achievement and functional performance.
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Academic: Mathematics Sources of Assessment:

Instructional Grade Level Performance: Below- -Classroom performance

Grade Level expectations: 2nd grade (2.5) -Teacher report/Team input

-Informal Assessment

-Formal Assessment
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Summary of Assessment Findings (Including dates of administration)

Formal Assessment: Brigance, administered 02/24/2017, Grade Equivalent: 2nd grade (2.5)

Other Results:

-Brigance Computational Grade-Level Placement Test: Grade Equivalent 2.5 (without

calculator), Grade 3 (with calculator)

-Brigance Problem Solving Grade-Level Placement Test: with verbatim reading, Grade

Equivalent: 3 (without calculator), with verbatim reading, Grade Equivalent: 5 (with

calculator)

-Winter 2016 MAP: Score 191

Operations and Algebraic Thinking: Low

Geometry: Low
Real and Complex number systems: Low

-Woodcock-Johnson IV, Form A: February 2016

Broad Math: Standard score 66, Grade Equivalent 2.0

Calculation: Standard score 76, Grade Equivalent 2.7
Applied Problems: Standard Score 52, Grade Equivalent K.8
Math Facts Fluency: Standard Score 76, Grade Equivalent 2.5
Strengths:

-Basic math facts

-Basic graphing skills

Needs:

-Multi-Step Problems: Baseline 35%

-Computation: Baseline 35%

-Problem Solving: Baseline 35%

This area impacts the students academic achievement and functional performance.
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Academic: Communication Sources of Assessment:

Instructional Grade-Level Performance: Dats -Clinician-devised Language

language skills in English are moderately-to- Assessment

severely delayed, and are significantly below-age -Parent Questionnaire & Teacher

and grade-level expectations. Questionnaire

NOTE: Dat is in ESOL and arrived in the United -Therapy Observation & Classroom

States from Vietnam in 02/2014 Observation

-Record Review
Summary of Assessment Findings (Including dates of administration)

Formal Assessment: Clinician-devised Language Assessment, administered 02/06/2017

Other Results:

-Current Speech/Language Services & Progress: Goal- by March 23rd, 2017, after one-on-one

discussion on a topic of interest (i.e. pet dog, Minecraft) and after viewing a video on the topic

to reinforce concepts, when provided with pictures or photos related to the topic, Dat will

demonstrate understanding of the topic by orally responding to at least 2 questions on that topic

in (3 out of 5) speaking opportunities.

*The following objectives were meant with _% accuracy as described in the data below.*

Objective 1: After listening to the teacher read a grade-level oral narrative, when

provided with picture scenes described in oral narrative, Dat demonstrates

understanding by orally answering (3) closed-ended questions (e.g. who, what, where,

when) on the oral narrative, in (4 out of 5) questions asked with 25% proficiency.
Objective 2: After listening to a read aloud from a pattern or predictable book, Dat

responds to a series of 4 draw a conclusion questions which require the student to

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interpret information in the text (e.g. What is the purpose of ___in the story? or Why

did this character ____?) correctly for (3 out of 4) questions asked for (2 out of 3

books) with 20% proficiency.

Objective 3: After spending 1 minute observing a person or object, Dat verbally asks

questions that inquire about the physicality or purpose of the person or object, asking at

least 2 questions for (4 out of 5) observations with 20% proficiency.

-Observation of students communication performance in class/non-academic setting: Dat

communicates similarly across school settings. He typically produces a single basic sentence in

response to a question, when asking a question, or when commenting. Dats sentences do not

often contain modifiers (adjectives, adverbs) spontaneously, but when prompted by his clinician

to describe a picture in more detail, Dat will produce modifiers that relate to the picture (color,

size, number terms). Dat is resistant to answering questions asked by general educators unless

he volunteers himself, but will engage in conversation with peers about non-academic topics

like video games. Dat is most comfortable communicating in his ESOL class.

Strengths:

-Very friendly

-Will attempt to model sentences produced by his clinician

-Uses sentences more often than previously

Needs:

-Receptive Language skills: Baseline 20%

-Expressive Language skills: Baseline 20%

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Present Level of Academic Achievement and Functional Performance (PLAAFP) 2:

What is the parental input regarding Dats educational program? March 9, 2017: Parent

shared that the special education services have helped Dat a lot and has assisted Dat with his

English acquisition.
What are Dats strengths, interest areas, significant personal attributes, and personal

accomplishments? Dat is a polite young man who is eager to learn. With regard wo

academics, Dat is confident in his subtraction and addition skills and his favorite subject is

World Cultures. Dat is kind to his friends at school, works well with his peers and has a

friendly and humorous personality. In his free time, Dat enjoys playing video games, looking

at picture books, and drawing. Also, Dat has shown recent interest in practicing cursive and in

learning how to cook! Dat is proud of the progress he is making with English.
How does Dats disability affect his involvement in the general education curriculum? Dats

disability affects his involvement in the general education curriculum in many ways. Dat has

difficulty comprehending curricular material and expressing his ideas in complete sentences,

as well as sharing during classroom discussions. Dat has problems with classroom tasks that

require him to sequence or put things in order. He also struggles with multi-step directions and

organization. Dat is unable to read grade-level texts or communicate in written language on

grade-level.

2. Instructional and Testing Accommodations

ACCOMMODATION: DESCRIPTION:
-Human Reader or Human Signer for the A test administer reads aloud or signs the test

Mathematics Assessments. to a student. A human reader can read

(Accessibility Features Identified in Advance) selected sections of the mathematics

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assessments.
Document Basis to Support Due to Dats gaps with decoding and reading fluency he will

Decision: be able to access the verbatim reader for the PARCC test.

Dats level of performance in relation to local and state

academic standards indicates a need for the accommodations

above.
-Small Group Testing Student is in a separate location with a small

(Setting Accommodations) group of students with matching accessibility

features, accommodations, or

testing/instructional needs as appropriate.

-Frequent Breaks There are four categories of frequent breaks

(Timing and Scheduling Accommodations) which include medical breaks, individual

bathroom breaks, in-chair stretch breaks, and

other frequent breaks.

Document Basis to Support Dat is currently working significantly below grade level in

Decision: reading, writing, and mathematics. Dat requires a human

reader in order to better comprehend written text and a scribe

in order to effectively communicate his thoughts. Dats need

for a human reader and scribe make it necessary for him to

test in an area of reduced distractions; a small group. Dat

needs the opportunity to take breaks in order to remain

focused.
-Human Reader/Human

Signer for the ELA/Literacy

Assessments, including items,

response options, and

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passages

(Presentation

Accommodations)

Visual Cues

(Presentation

Accommodations)
Document Basis to Due to Dats gaps with decoding and reading fluency he will be able

Support Decision: to access the verbatim reader for the PARCC test. Dats level of

performance in relation to local and state academic standards indicates

a need for the accommodations above.

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-Calculation Device and Mathematics Tools (on non-calculator sections of mathematics

assesments)

(Response accommodations)
-Mathematics Response Human Scribe

(Response accommodations)
-ELA/Literacy Constructed Response Human Scribe

(Response accommodations)

-Graphic Organizers

(Response accommodations)
Document Basis to Support Decision: Dat is currently working significantly below grade

level in math and requires calculation devices in order to solve mathematical problems. This

may include but is not limited to a calculator, number-line, number chart, or hundreds chart.

Dat is currently working significantly below grade level in writing and requires a scribe in

order to effectively communicate his thoughts.

-Extended-Time Students have until the end of the school day to

(Timing and scheduling accommodations) complete a single test unit administered during

the prescribed testing window.

Document Basis to Support Decision: Dat is currently working significantly below

grade level in reading, writing, and math. Dat

requires verbatim reading for the entire test and

requires a scribe. These accommodations create

the need for extended time.

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3. Supplementary Aids, Services, Program Modifications and Supports

Instructional Supports: Description

-Have student repeat and/or paraphrase -Periodically as needed

information Begin Date: 3/09/2017

End Date: 3/09/2018

-Allow use of organizational aids -Periodically as needed

Begin Date: 3/09/2017

End Date: 3/09/2017

-Use of word bank to reinforce vocabulary -Periodically as needed

and/or when extended writing is required Begin Date: 3/09/2017

End Date: 3/09/2017

Program Modification Description
-Break down assignments into smaller units -Periodically as needed

Begin Date: 3/09/2017

End Date: 3/09/2017

-Chunking of oral information presented -Periodically as needed

Begin Date: 3/09/2017

End Date: 3/09/2017

-Altered/Modified assignments -Periodically as needed

Begin Date: 3/09/2017

End Date: 3/09/2017

-Revise format of tests (fewer questions, fill-in- -Periodically as needed

the-blank) Begin Date: 3/09/2017

End Date: 3/09/2017

-Pictures to support reading whenever possible -Periodically as needed

Begin Date: 3/09/2017

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End Date: 3/09/2017

Phyiscal/Environmental Supports Description
-Preferential Seating -Periodically as needed

Begin Date: 3/09/2017

End Date: 3/09/2017

4. IEP Goals and Objectives

Reading-Decoding GOAL

Goal: By March 2018, when given 10 words on instructional level with up to three sounds,

both long and short vowels, Dat will blend the sounds orally into words (cat, mat, man, save)

stating 9 out of 10 words correctly in (3 out of 4 blending activities) as measured by (teacher-

charted observations)

Baseline: 70%

With: 90% Accuracy in 3 out of 4 targeted trials.

ESY Goal: Yes

Objective 1: When given 10 word, Dat will blend and segment onsets and rimes of single-

syllable spoken words stating 9/10 words correctly in 3 out of 4 trials.

Evaluation Method: Informal Procedures

With: 90% Accuracy in 3 out of 4 targeted trials.

Objective 2: When given 10 words with three sounds, Dat will isolate and pronounce the

initial, long vowel, and final sounds (phonemes) in four-phoneme words stating 9/10 words

correctly in 3 out of 4 trials.

Evaluation Method: Informal Procedures

With: 90% Accuracy in 3 out of 4 targeted trials.

Reading- Comprehension GOAL
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Goal: By March 2018, given orally presented text at grade-level, Dat will underline 1 claim

and write 1 sentence that explains whether or not the claim is supported by evidence from the

text (underlining a piece of supporting evidence), for 3 out of 4 targeted trials.

Baseline: 15%

Evaluation Method: Informal Procedures

With: 40% Accuracy in 3 out of 4 targeted trials

Objective 1: By June 2017, given orally presented text at grade-level Dat will be able to

identify and underline the authors claim.

Evaluation Method: Informal Procedures

With: 40% Accuracy in 3 out of 4 targeted trials

Objective 2: By October 2017, given orally presented text at grade-level Dat will be able to

identify and underline the authors claim and underline at least two pieces of supporting

evidence.

Evaluation Method: Informal Procedures

With: 40% Accuracy in 3 out of 4 targeted trials

Reading-Sight Word Knowledge GOAL

Goal: By March 2018, when given a set of flashcards containing the Dolch grade 1 and grade

2 sight words, Dat will read the words aloud with 80% accuracy in 3 out of 4 sight-word trials.

Baseline: 40%

Evaluation Method: Informal Procedures

With: 80% accuracy 3 out of 4 targeted trials

Objective 1: By June 2017, when given a set of flash cards containing the Dolch grade 1 sight

words, Dat will read the words aloud with 60% accuracy in 3 out of 4 trials.

Evaluation Method: Informal Procedures

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With: 60% accuracy 3 out of 4 targeted trials

Objective 2: By January 2018, when given a set of flash cards containing the Dolch grade 2

sight words, Dat will read the words aloud with 60% accuracy in 3 out of 4 trials.

By June 2017, when given a set of flash cards containing the Dolch grade 1 sight words, Dat

will read the words aloud with 60% accuracy in 3 out of 4 trials.

Math-GOAL

Goal: By March 2018, given 5 multi-step, real-life problems, Dat will identify and highlight

the steps needed to solve the problem, make a plan to solve the problem, and use the properties

of operations and a calculator to solve the problems correctly for 3 out of 4 problems in 2 out

of 3 problem sets.

Baseline: 35%

Evaluation Method: Informal Procedures

With: 50% accuracy in 2 out of 3 problem sets

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Objective 1: By October 2017, given orally presented or written multi-step math problems at

grade-level, direct instruction, modeling and opportunities to practice, Dat will identify and

highlight the steps needed to solve the problem and make a plan to solve the problem.

Evaluation Method: Informal Procedures

With: 50% accuracy in 2 out of 3 problem sets

Objective 2: By March 2018, given orally presented or written multi-step math problems at

grade-level, direct instruction, modeling and opportunities to practice, Dat will solve multi-

step problems using a calculator.

Evaluation Method: Informal Procedures

With: 50% accuracy in 2 out of 3 problem sets

Written Language GOAL

Goal: By March 2018, given orally presented grade-level text or shown a picture, Dat will be

able to write at least 3 complete descriptive sentences about the text or picture using at least

one adjective in each sentence.

Baseline: 20%

Evaluation Method: Informal Procedures

With: 60% accuracy in 3 out of 4 writing activities

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Objective 1: By June 2017, given orally presented grade level text or shown a content related

picture, Dat will be able to list adjectives and descriptive words about the text or picture.

Evaluation Method: Informal Procedures

With: 80% accuracy in 3 out of 4 writing activities

Objective 2 : By October 2017, given orally presented grade-level text or shown a content

related picture, Dat will be to construct 1 complete descriptive sentence using one adjective in

the sentence about the text or object.

Evaluation Method: Informal Procedures

With: 60% accuracy in 3 out of 4 writing activities

Objective 3: By March 2018, given orally presented grade-level text or shown a content

related picture, Dat will be to construct 3 complete descriptive sentences using one adjective in

each sentence about the text or object.

Evaluation Method: Informal Procedures

With: 60% accuracy in 3 out of 4 writing activities

Communication- Receptive Language GOAL

Goal: By March 2018, during a one-on-one or small group discussion about an orally

presented curricular text of 2-3 sentences, Dat will answer 1 question about text details, make

1 on-topic comment about the text using, a complete sentence, and ask one on-topic question

about the text, during 4 out of 5 opportunities:

Baseline: 20%

Evaluation: Observational Record

With: 50% Accuracy for 4 out of 5 trials

Objective 1: By March 2018, given an orally presented curricular text of 2-3 sentences, Dat
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will be able to answer 1 question about the text with a complete sentence, and specific text

details (i.e. setting) in a small group discussion or one-on-one, in 4 out of 5 opportunities.

Evaluation: Observational Record

With: 60% Accuracy for 4 out of 5 trials

Objective 2: : By March 2018, given an orally presented curricular text of 2-3 sentences, Dat

will be able to ask 1 question about the text with a complete sentence or share his opinion on

the text with a complete, and specific text details (i.e. setting) in a small group discussion or

one-on-one, in 4 out of 5 opportunities.

Evaluation: Observational Record

With: 60% Accuracy for 4 out of 5 trials

Part 3: Reflection

After participating in the IEP meeting, which was an annual review of Dats IEP, I

learned a significant amount. The meeting started right-on time and Dats father was brought into

the meeting with the Vietnamese translator; they were both greeted at the office and were

escorted by the department chair of special education. The meeting took place in a professional

conference room and the IEP was documented on a large screen, visible to all members. The

level of collaboration among all team members was impressive (general educator, case manager,

speech pathologist, department chair, ESOL teacher, parent, intern, and translator). I think this

was the case, because of the level of cohesiveness in developing the revisions to the IEP, and all

of the members cohesively implementing the IEP accommodations in the past. Looking back,

however, I do think that some members talked more than others and I would have especially

liked to hear more from Dats father who was translated by the BCPS translator. I also wish that I
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had participated more than I did, I shared the objectives and goals with at the meeting along with

Dats interests and personal accomplishments. It was a very comfortable meeting, and it was

apparent that all of the other team members were in compliance to the IEP and all agree that Dat

is a phenomenal young man, with so much potential. At the meeting, the speech pathologist

addressed my individual interactions with Dat, and stated that he clearly enjoys working with

the intern, myself. This was a honor to hear, as I am committed to helping Dat succeed in

school!