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IEP Reflection

I used the assessment report given in order to determine important


information that needed to be addressed on Carries referral form, eligibility
form, and IEP. I determined the reason that the referral was given by the
general education teacher, Mr. Brown, and inferred that he was concerned
with Carries low academic performance in several academic areas, but
particularly reading and math. In the area of reading, she struggles with her
ability to read on grade-level text and is unable to correctly decode
multisyllabic words. In the area of math, she struggles with memorizing her
multiplication and division facts and working out long division problems.
Carrie also has a difficult time understanding addition and subtraction with
regrouping. Based on these observations, I inferred that she has poor
progress acquiring basic reading and math skills and few appropriate
cognitive learning strategies. The general education teacher noted that the
student was doing fine until the end of third grade, which insinuates that her
grade dropped suddenly and her grades are below average because of her
low and failing grades. Based on the considerations mentioned above, Carrie
was accepted for evaluation.
After parent permission was given, assessments were given to Carrie in
order to determine eligibility. The following assessments were given: hearing
and vision screening, environmental, cultural, language, and economic
concerns checklist, Woodcock Johnson Test of Achievement, Wechsler
Intelligence Scale for Children, Fourth Edition, Behavioral Assessment System

for Children, Second Edition, work samples, and observation. Since a


behavioral rating scale was not provided in the assessment report, I had to
research different types of assessments that could be used to assess
behavior and what assessment is the most appropriate to use for children
with a Specific Learning Disability. I determined that her T-scores would fall
within 43-55, which are average, and indicate she exhibits normal behavior
and it does not get in the way of her academic performance. I also
completed an observation by Mr. Brown and gave examples of work samples
that were taken by Mr. Brown. All areas in the code were addressed in the
eligibility form. I also found that there was a nineteen-point discrepancy in
ability and achievement. Using the areas of assessment and the
documentation of a severe discrepancy, I found that this student is eligible
under the area of a Specific Learning Disability.
After working on referral and eligibility, I began to focus on the
different aspects of the IEP. On the IEP profile page, I filled in the gaps where
needed with information that was not provided in the case study that was
given. I determined that the student would take the regular bus with other
students from her school and she does not require this transportation as a
required service. Carrie will have the opportunity to participate in
nonacademic activities with her nondisabled peers.
I spent a majority of my time focusing on the annual goal pages for
Carrie. Based on the deficits that this student has, I determined that she
would benefit the most from goals addressed in the areas of reading and

math. Carrie showed the greatest deficits in these areas according to the
assessments given and observations by the general education teacher. In the
area of math, Carrie seemed to struggle particularly on long division and
multiplication involving 2-3 digits and she also struggled with addition and
subtraction with regrouping. According to the Woodcock Johnson assessment
report, Carrie did not attempt to multiply 2-3 digit numbers. This seemed to
be an area that I felt needed to be addressed in her IEP because she
struggles not only with multiplication involving 2-3 digit numbers, but also
with long division and memorizing her multiplication and division facts. I
chose a goal that was meant to help this student with both multiplication and
division by learning about the relationship these operations share. I kept the
skill the same in each of the benchmarks, but slowly increased the amount of
opportunities given and the percentage of accuracy so the student could
receive practice increasing the skill of multiplication and division.
In the area of reading, I found that she struggled with decoding
multisyllabic words as well as reading on grade-level text. In order to help
improve this area, I determined that it would be beneficial for the student to
learn how to apply grade-level phonics and word analysis skills when
decoding multisyllabic words. By keeping the skill the same in the
benchmarks, I was able to increase the accuracy and opportunities given so
that the student is given multiple opportunities to practice this skill.
Considered Carries struggle in the areas of reading and math, I
determined that it would greatly impact this student to receive research-

based instruction in reading and math in the resource room daily for an hour
total, thirty minutes in each area. In order to help this student reach her
annual goals, I determined that she would benefit from the allowed use of
multiplication charts, additional time to finish assignments, preferential
seating, using manipulatives, and checking for understanding by the teacher.
Carrie will also receive additional time on assessments and may have
assessments read to her since she has a lack of knowledge with reading on
grade-level text. The least restrictive environment is 80-100% inside of the
regular education classroom with opportunities to receive additional support
in the resource room for reading and math.
I believe that all aspects of this child were covered in the IEP and that
this child will receive appropriate services in order to help improve her in the
areas of reading and math.