Erika Oertle

IEP Case Study Signature Assessment

SPED 428-Spring 2016

Background Information
The subject of this case study is a 11 year old, 5th grade female enrolled at
Franklin Elementary School located in Reisterstown, Maryland. The student, for which
confidentiality reasons will be referred to by AQ, is African American and of relatively
low economic status. Based on my observations, assessments conducted, a thorough
review of the students pertinent files and respective interviews with team members, I
have compiled the following profile of background information.
AQ is coded Other Health Impairments: Hydrocephalus, Seizure Disorder and
ADHD on her IEP. At the age of 7, AQ was diagnosed with Disruptive Behavior
Disorder/ODD and with a receptive and expressive language delay. At birth, AQ had two
neurosurgeries and currently has a shunt in place. Due to AQs weaknesses in
Social/Emotional/Behavioral development and her related medical and educational
challenges, AQs referral to Special Education took place at the early age of three years
old. AQ was referred to the Child Find Referrals program that was a service provided by
the school system. AQ did not transfer from the Baltimore County Infant/Toddler
Program. It was determined in 2008, after a series of assessments and observations that
AQ would be determined to have a Developmental Delay. At this time, her preschool
teacher felt that she exhibited impulse control issues as well as deficits in social
interaction. She also noted concerns with her fine motor skills and transition abilities.
Since then, she has been placed in the special education inclusion setting upon her
entering the formal education system. She remains there in order to support her
educational and social needs. AQ was also referred by the Office of Assistive Technology
Services to qualify for an assistive technology device. She currently uses this device to

complete written assignments. AQ meets the eligibility requirements in the areas of

Academic Performance in Reading, Mathematics, Written Expression, Behavior
Management, Visual Perceptual Motor, and Communication Performance. It was
determined that her needs
Several different pre-referral strategies were used when assessing AQs needs and
supports. Response to Intervention was used to determine her eligibility and create
baseline data. AQ receives services including Physical Therapy, Occupational Therapy,
Speech/Language Therapy, and psychological services.
AQ was born in Maryland and her first IFSP meeting was at the age of 3.
She was referred to the Childs Find Referrals system. Upon AQs exit from the program,
a requested review in 2008 started the creation of her IEP. The IEP was projected to be
implemented beginning in September 2008 during her first year of elementary school.
The types of services that were provided at the start of her IEP were Adaptive Physical
Education, Related Services, and Special Education transportation. The related services
included Speech and Language and Occupational Therapy, beginning 4 days a week and
lowering to 1 day a week over the course of his enrollment in the education system and as
progress was noted.
AQs category of disability was determined Other Health Impairments.
She was identified at birth as a child with special needs when she was diagnosed with
Hydrocephalus, Seizure Disorder, and ADHD. Throughout the years, she has been
identified under a variety of codes, including Developmental Delay and Other Health
Impairments. Her current coding is Other Health Impairments based on the Diagnostic
and Statistical Manual.

AQs related medical history includes a severe deficit in receptive and expressive
language and a diagnosed disruptive behavior disorder/ODD. At birth, AQ underwent two
neurosurgeries and currently has a shunt implanted. Her family history is that they are
originally from Maryland. She lives with both parents, who are very supportive of the
entire IEP process and her disability. Both parents are involved in her upcoming transition
into middle school and ultimately want the best for her.

AQ is an engaged and active listener. She struggles with participation, however,

loves the social interactions that she creates with her fellow classmates. AQ works well
with the Para-educators and other staff within the room. She has created positive rapport
with her peers. She is often found telling jokes or creating a fun and engaging
environment where she interacts well with her close friends. Amanda has continued to
make progress in the areas of social and emotional development. Her determination of
eligibility and the services she receives are due to her disability, not her cultural
differences.

Information Relevant to the IEP Process

When reviewing the annual IEP before the meeting, appropriate data is collected
from all areas of need. The data is gathered from observations, parent feedback, progress
reports, progress monitoring, related services input, and informal and formal assessments
administered. This data is then used to create appropriate and measurable goals for the
upcoming school year. Upon completion of these goals, the teachers and parents will

discuss the transition into the new and updated goals to ensure that everyone is in
agreement.
The meeting is designed to be a review of decisions, rather than to construct the
IEP document itself. The transition person, special education services, related services
(SLP and OT), parents, and general education teachers are all contacted to be involved in
the update of the document, and are invited to participate in the IEP meeting.
The job of the Special Education teacher is to call and discusses the goals and
services and accommodations with the parent to determine their reactions. The IEP chair
is then responsible for having all relevant documents to the parents 5 days prior to the
IEP meeting, and special educators have to provide the documents to the IEP chair 10
days prior to the meetings. Parents are then notified 10 days prior to the meeting.
All documents are left open in draft form before entering the meeting, and are
finalized at the conclusion of the IEP meeting. The IEP chair drafts the Extended School
Year form, the IEP acknowledgment, and the Request for Special Education. The related
services, in AQs case Speech Language Therapist and Occupational Therapists are
responsible for drafting and completing their sections of the IEP document. They
construct the annual goals, report on quarterly progress, and observe changes that would
result in providing more or less services throughout the school year. Special Education
teachers are responsible for opening and drafting the IEP before, during, and after the
meeting, the IEP acknowledgement form, and the IEP snap shot, as well as the Third
Party Billing form once monthly.
The IEP process at my specific school is regulated by the rules and regulations of
the federal government as stated in IDEA. If these regulations are not followed, there are

legal ramifications to non-compliance. All parents/guardians are required to be in

attendance at the meeting, or give their consent for the IEP meeting to occur without
them. A general educator, a school system representative, special educator, a professional
capable of interpreting evaluation results, and others with knowledge about the child such
as related services are all required to be in attendance at the IEP meeting. Starting at the
age of 14, the student is required to be invited to the meeting. The IEP itself must contain
the childs overall progress, present levels of academic achievement and functional
performance (PLAAFP), annual goals, a statement of the services and supplementary
aids, program modifications or supports, the level of inclusion the child will participate
in, and any individual accommodations that are necessary for the child to demonstrate
their abilities accurately on assessments. The IEP team must also consider special factors
such as disability and language that may prevent the parent or student from fully
participating in the meeting. Accommodations, such as larger printed documents,
technology to present the document, or a translator must also be provided during the
meeting to ensure that all ideas are conveyed appropriately. During the IEP team meeting,
each team member discusses their input on the students progress and needs. They share
ideas for implications in order to better suit the needs of the student. The team then
decides on eligibility for Extended School Year services, assistive technology services,
and interventions, modifications, accommodations to instruction, the students
educational placements, and any other relevant services to support the student throughout
the school setting.

Part III: IEP Content

Due to the legality and confidentiality of the IEP document, I observed my mentor
draft the IEP. I contributed input and information based on the assessment results that I
performed and collected, as well as my observation of AQs needs and abilities. See the
IEP sections below for attached PLAAFP statements, Instructional and Testing
Accommodations, Goals and Objectives, and Supplementary Aids and Services, Program
Modifications and Supports.
Present Level of Academic Achievement and Functional Performance (PLAAFP)
Parts 1 & 2

Individualized Education Program (IEP)

Maryland State Department of
II. Present Level of Academic
Education (MSDE)
Division Of Special
Achievement and Functional
Education/Early Intervention
Performance
Services
Name:
Agency: Baltimore County Public Schools
IEP Team Meeting Date: 04/12/2016

Academic: Reading
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Brigance CIBS II
QRI 5
Informal Assessments
Classroom Observation
Instructional Grade Level Performance Overall, the student if functioning at the second grade level in regards to
reading skills
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: QRI 5
Date: 03/23/2016

Standard Score:

Grade Equivalent:
second grade

Strengths
Letter Word Recognition: sight word vocabulary
Phonemic Awareness: word attack strategies (phonics)
Vocabulary Development: using context clues and a word bank
Needs
Comprehension (addressed in goals/objectives, accommodations and supplemental aids) Baseline-Retelling
=10% (instructional level)
Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Academic: Writing
Source(s):
Classroom observations
Writing Sample

Instructional Grade Level Performance Overall, the student is functioning at the second grade level in regards to
written language skills.
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Informal Assessments
Date: 04/06/2016

Standard Score:

Age Equivalent: second

grade

Strengths
Written Expression/Organization: knowledge of basic sentence structure
Spelling: sight words/words in isolation, in written work
Capitalization/Punctuation: begins sentences with a capital letter, ends sentences with a punctuation mark
Needs
extending writing using descriptive language (addressed in goals/objectives, supplementary aids) Baseline 33%
Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Academic: Mathematics
Document student's academic achievement and functional performance levels in academic areas, as appropriate.

Source(s):
Informal Assessments
Classroom Performance
Brigance
Instructional Grade Level Performance second grade
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Brigance
Date: 04/05/2016

Standard Score:

Grade Equivalent: Second

Other Results:
As documented by the Brigance, AQ is currently at a 2nd grade level in the area of problem solving (75%) with a
reader. AQ demonstrates difficulty with grade level problem solving as evidenced by the Brigance Inventory of
Basic Skills and the EnVision Diagnostic Inventory with a score of both with scores of 0%, with a reader. AQ is
successfully using addition, subtraction, multiplication, and division through the use of a calculator, as evidenced
by the Brigance Inventory of Basic Skills. AQ demonstrates an understanding of money. She is able to accurately
count coins and bills up to $5.
Brigance Comprehensive Inventory of Basic Skills
Placement Tests:
-First Grade Placement Test 12/13=92%
-Second Grade Placement Test 12/16=75% (with accommodations)
-Third Grade Placement Test 8/19=42% (with accommodations)
-Fourth Grade Placement Test 11/20=55% (with accommodations)
-Fifth Grade Placement Test 0/20=0% (with accommodations)
-Representation of Numbers through 999 15/15=100%
-Place Value Concepts with hundreds, tens, ones 9/9=100%
-Addition with up to two-digit numbers 0/10=0% without calculator
-Addition with up to two-digit numbers 20/20=100% with calculator
-Word problems with addition of whole numbers 1/10=10% without calculator
-Word problems with addition of whole numbers 10/10=100% with calculator
-Subtraction with up to two digit numbers 4/20=20% without calculator
-Subtraction with up to two digit numbers 19/20=95% with calculator
-Word Problems with Subtraction of Whole Numbers 2/10=20% without calculator
-Word Problems with subtraction of whole numbers 10/10=100% with calculator
-Fraction Models 11/12=92%
-Reads and writes fractions 12/12=100%
-Word Problems with Addition and subtraction of two and three digit whole numbers 5/10=50% with calculator
-Reads thermometers and describes temperature 7/10=70%
-Describing Temperatures 4/4=100%
-Tells time
-to the hour 5/5=100%

-to the half hour 3/5=60%

-five minute intervals 2/5=40%
-Uses calendars (a month) 5/6=83%
-Uses calendars (a year) 6/10=60%
-Benchmarks to estimate time 4/6=67%
-Problem Solving
Grade 1 problem solving 34% with reader
Grade 2 problem solving 67% with reader
Grade 3 problem solving 30% with reader
Grade 4 problem solving 26% with reader
Grade 5 problem solving 0% with reader
Informal Classroom Assessments:
-Read a calendar 16/20=80%
-Elapsed time to the hour 13/25=58%
-Counting mixed currency up to $15.00- 7/12=58&
-Counting money shopping problems 2/10=20%
Woodcock Johnson III Tests of Achievement Form A, April 23 rd, 2014
-Broad Mathematics 59 SS GE
-Calculation 63 SS GE
-Applied Problems 66 SS, 1.1 GE
-Math Fluency 61 SS K.7 GE
Strengths
computation knowledge of basic facts
Measurement time to the hour
Money identification of coins and bills
Write and identify fractions
Needs
Problem Solving. Money- baseline 20% (addressed in goals, objectives, and supplementary aids)
Problem Solving, elapsed time- baseline 58% (addressed in goals, objectives, and supplementary aids)
Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Academic: Communication
Source(s):
Baltimore County Public School Service Capture Data
Observation within the general education setting
Informal Language inventories
Instructional Grade Level Performance: AQ is performing below normal limits in the areas of pragmatic language
and supra linguists (infferencing, figurative language, etc)
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Informal
Date: 04/12/2016

Standard Score:

Age Equivalent:

Other Results:
AQ has described behaviors within social scenarios as expected or unexpected and how someone may feel as
a result with 70-85% accuracy across multiple sessions. Within small group sessions, AQ is able to identify
whether she is in or out of the group (average 2/4 opportunities) She is accurately able to determine the size of
the problem (big problem/little problem) with 70% accuracy and self-advocate in order to attempt to solve a
problem with 3/6 opportunities.
Strengths
Verbally interactive with adults and peers
Articulation skills
Vocabulary and grammar skills
Needs
Continue to expand her ability to use supra linguistics
Answer higher level questions (e.g. How? Why? When?)

Continue her ability to expand her understanding of expected unexpected behavior within social settings
Use targeted social skills to interact with familiar peers and adults
Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Physical: Visual Perceptual/Motor

Source(s):
informal assessments
Data collection
Therapy logs
Teacher consultations
Work samples
Level of Performance Below age/grade level expectations
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Informal
Date: 04/06/2016

Standard Score:

Age Equivalent:

Other Results:
Progress dated 4/06/2016:
Given a near point, 8 word sentence to copy, AQ demonstrates an average of 80% accuracy with spacing, sizing,
and alignment of letters and words given a targeted typing sample, she is typing 3 words per minute while
simultaneously and accurately using the space, shift, and punctuation keys with ()) verbal cues for task
perseverance. Given a paragraph, with (3) verbal cues, AQ is able to type 5 wpm. AQ will continue to benefit from
structured key boarding practice in an effort to improve keyboarding fluency. As for now, she is writing more
fluently and more efficiently than she types. She continues to require moderate maximum verbal prompts for task
perseverance to complete writing assignments despite whether she is writing or using her laptop.
Strengths
Writes first and last name
Copies sentences from a near point with 80% accuracy
Proficient scissor skills
Functional self-help skills
Needs
keyboarding practice as a potential compensatory strategy for writing (addressed in supplemental aids section)
Motor planning accommodations (address in supplemental aids section)
Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Behavioral: Social/Emotional/Behavioral
Source(s):
Classroom observation
Level of Performance Below age/grade level expectations: the student is functioning below age level expectations
in regards to social/emotional behaviors.
(Consider private, state, local school system, and classroom based assessments, as applicable.)
Summary of Assessment Findings (including dates of administration):
Assessment: Informal Observation
Date: 02/11/2016
Standard Score:

Age Equivalent: below

Other Results:
Based on informal assessments, AQs ability to express her feelings and control her emotions is below age
expectancy. She removes herself from the situation 50% of the time. However, has difficulty expressing her
feeling of frustration and/or anxiety. AQ will rejoin the group within 2 minutes 40% of the time. AQ is able to
transition from one location to another within the school building 60% of the time. However, she is inconsistent
with her ability to move throughout the building.
Strengths
On-task/Work Habits: attention to task in very small group setting, participating in very small group setting
Personal/interpersonal relationships: enjoys interacting with peers
Needs
On-task/Work Habits (accommodations and supplementary aids)
Compliance (addressed through goals/objectives, accommodations, and supplementary aids)
Transitions from one setting to another on her own (addressed through goals/objectives, accommodations, and

supplementary aids- baseline- 60%

Does this area impact the student's academic achievement and / or functional performance?<INPUT TYPE=\
Yes <INPUT TYPE=\ No

Individualized Education Program (IEP)

Maryland State Department of
II. Present Level of Academic
Education (MSDE)
Division Of Special
Achievement and Functional
Education/Early Intervention
Performance
Services
Name:

Agency: Baltimore County Public Schools

IEP Team Meeting Date: 04/12/2016

SCHOOL AGED PRESENT LEVEL OF ACADEMIC

ACHIEVEMENT AND FUNCTIONAL PERFORMANCE
What is the parental input regarding AQs educational program?
X
What are AQs strengths, interest areas, significant personal attributes, and personal
accomplishments? (Include preferences and interests for post-school outcomes, if appropriate.)
AQ enjoys socializing with her friends and interacting with adults. Her family is very important to her. AQ enjoying
reading I Spy books during her breaks.
How does AQ's disability affect his involvement in the general education curriculum?
AQ requires additional support and modifications in order to participate in the general education curriculum. She
has a difficult time attending to instruction and completing assignments without frequent reminders and redirection.
Her low frustration level makes it necessary for frequent encouragement and adult prompting and assistance. AQs
difficulties with academic tasks require a modified program, repetition, extra processing time and a smaller class
setting with additional adult-support in order to learn, practice, and maintain skills.

Instructional and Testing Accommodations

Individualized Education Program (IEP)

Maryland State Department of
Education (MSDE)
Division Of Special Education/Early
Intervention Services
Name:

III. Special Considerations And

Accommodations
Agency: Baltimore County
Public Schools

IEP Team Meeting

Date: 04/12/2016

Instructional and Testing Accommodations

(For information regarding the use of specific accommodations for online testing, please refer to Section 5 of the
Maryland Accommodations Manual Issue ID 201206)

1. PRESENTATION ACCOMMODATIONS (I covers all instruction/intervention including Bridge

Plan)

Visual Presentation Accommodations

<INP
UT 1-F: Human reader of Audio Recording for Verbatim
TYPE Reading of Entire Test
=\

Conditions for Use In Instruction and

Assessment
I, A*

Auditory Presentation Accommodations

<INP
UT
1-O: Visual Cues
TYPE
=\

I, A

For State assessments, tactile graphics are provided with the braille tests.
Use of the verbatim reading accommodation is permitted on all assessments as a standard accommodation, with the
exception of the Maryland School Assessment (MSA) in reading, grade 3 ONLY, which assesses a students ability to
decode printed language. Students in grade 3 receiving this accommodation on the assessment will receive a score based
on standards 2 and 3 (comprehension of informational and literary reading material) but will not receive a sub-score for
standard 1, general reading processes.
3
Any text-to-speech software may be used for instruction, but the only text-to-speech software currently allowed and
supported by the State for assessment is the Kurzweil 3000.
4
Please note that the human reader and text-to-speech accommodations are not allowable accommodations for Selected
Sections of the PARCC assessments.
2

Document basis for decision: AQ is reading below grade level and in order to maximize comprehension, AQ
requires texts to be read aloud. AQ requires visual cues to remain on task and remain focused during classroom
instruction, activities, assignments, and assessments. AQ will receive the following accommodations for PARCC
-The student has met criteria under Appendix D for the text-to-speech, ASL video, or human reader/human signer
accommodation.

2. RESPONSE ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Conditions for Use In Instruction and
Response Accommodations
Assessment
<INP
UT
2-A: Scribe
TYPE
=\

I, A

Materials or Devices Used to Solve or Organize Conditions for Use In Instruction and
Responses
Assessment
<INPU
T
2-H: Monitor Test Response
TYPE=\

I, A

<INPU
T
2-J: Mathematics Tools and Calculation Devices*
TYPE=\

I, A

Spelling and grammar devices are not permitted to be used on the English High School Assessment.
Photocopying of secure test materials requires approval by the MSDE and must be done under the supervision of the
Local Accountability Coordinator (LAC). Photocopied materials must be securely destroyed under the supervision of the
LAC. Use of highlighters may be limited on certain machine-scored test forms, as highlighting may obscure test responses.
Check with the LAC before allowing the use of highlighters on any State assessment.
6

Document basis for decision: AQ requires a scribe to assist her in composing complete written responses. AQ
requires the use of visual organizers to assist her in including all necessary components required in a complete
written response. AQ also requires graphic organizers to assist her in her thoughts and plan responses for
instruction and MSA testing. AQ requires monitoring of answer placement in order to aid her in focusing on tasks.
AQ requires calculation devices in order to solve mathematic problems. This may include but is not limited to a
calculator, number line, number chart, or hundreds chart.
AQ is able to communicate with words. However, for written output AQ requires assistive technology to access and
demonstrated understanding of curriculum.
* Provide specific description stating the type of accommodation and how the accommodation will be administered:
AQ requires calculation devices in order to solve mathematics problems. This may include but is not limited to a
calculator, number line, number chart, or hundreds chart.

3. TIMING AND SCHEDULING ACCOMMODATIONS (I covers all instruction/intervention

including Bridge Plan)

Timing and Scheduling Accommodations

<INPU
T
3-A: Extended Time- time and a half
TYPE=\

Conditions for Use In Instruction and

Assessment
I, A

Document basis for decision: AQ requires extended time to ensure complete understanding of required academic
tasks, and maximize her ability to complete the academic task. AQ also requires frequent breaks in order to refocus
her attention to tasks.

4. SETTING ACCOMMODATIONS (I covers all instruction/intervention including Bridge Plan)

Setting Accommodations

Conditions for Use In Instruction and Assessment

<INP
UT
4-A: Reduce Distractions to the Student
TYP
E=\

I, A

Document basis for decision: AQ requires reduced distractions to ensure her ability to focus and complete
academic tasks.
<INPUT TYPE=\ Instructional and testing accommodations were considered and no instructional and testing
accommodations are required at this time.
Document basis for decision:

IEP Goals and Objectives

Individualized Education Program (IEP)

Maryland State Department of Education (MSDE)
Division Of Special Education/Early Intervention
Services
Name:

Agency: Baltimore County Public Schools

IV. Goals
IEP Team Meeting
Date: 04/12/2016

Reading GOAL
GOAL: By April 2017, after reading an instructional level story with visual supports,
completing a self-created graphic organize for key details, and the book for reference, AQ
will verbally and/or in writing/typing state (5) key details from a text including the main
characters, the setting, and the events with 80% accuracy on 3 out of 4 trails.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
ESY Goal? Yes
Objective 1: By September 2016, reading an instructional level story with visual
supports, completing a graphic organizer for key details and the book for reference, AQ
will verbally state the main characters and the setting.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
Objective 2: By December 2016, after reading an instructional level story with visual
supports, completing a graphic organizer for key details, and the book for reference,
Amanda will verbally state (5) key details from a text including the main characters, the
setting, and the events.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
Objective 3: By April 2017, after reading an instructional level story with visual
supports, completing a self-created graphic organizer for key details, and the book for
reference, AQ will verbally and/or in writing/typing state (5) key details from a text
including the main characters, the setting, and the events with 80% accuracy on 3 out of 4
trials.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials

How will the parent be notified of the students progress toward the IEP goals?
o Progress Reports
How often?
o Quarterly
Reading-Information Text GOAL
GOAL: By April 2017, after reading an instructional informational text with visual
supports, completing a self-created graphic organizer for main idea and key details, and
the text for reference, AQ will verbally and/or in writing/typing, identify the main idea
and (3) key details.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
ESY goal? No
Objective 1: By September 2016, after reading an instructional level informational text
with visual supports, completing a graphic organizer with the main idea given and the key
text for reference, AQ will verbally and/or in writing/typing identify the (3) key details.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
Objective 2: By January 2017, after reading an instructional level informational text with
visual supports, completing a graphic organizer for main idea and key details, and the text
for reference, AQ will verbally and/or in writing/typing identify the (3) key details.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
Objective 3: By April 2017, after reading an instructional level informational text with
visual supports, completing a graphic organizer for main idea and key details, and the text
for reference, AQ will verbally and/or in writing/typing identify the (3) key details.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Written Expression GOAL:
GOAL: By April 2017, when given a visual representation of an event or an event and a
self-created, AQ will write and or type a (5) sentence paragraph that tells and describes
the event using adjectives, prepositional phrases, and temporal words when
retelling/summarizing an event 2 out of 3 times on a teacher made rubric.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials

Objective 1: By September 2016, when given a visual representation of the event in a

graphic organizer AQ will write 3 sentences using adjectives to describe the noun.
Evaluation Methods: Informal Procedures
With: 3 out of 4 targeted trials
Objective 2: By December 2016, when given a visual representation of an event and a
graphic organizer, AQ will write 3 sentences using adjectives and prepositional phrases to
describe the visual.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
Objective 3: By February 2017, when given a visual representation of an event or an
event and a graphic organizer, AQ will write and or type a 5 sentence paragraph that tells
and describes the event using adjectives, prepositional phrases, and temporal words when
retelling/summarizing an event 2 out of 3 times on a teacher made rubric.
Evaluation Method: Informal Procedures
With: 3 out of 4 Targeted trials
Objective 4: By April 2017, when given a visual representation of an event or an event
and a self created graphic organizer, AQ will write and or type a 5 sentence paragraph
that tells and describes the event using adjectives, prepositional phrases, and temporal
words when retelling/summarizing an event in 2 out of 3 on a teacher made rubric.
Evaluation Method: Informal Procedures
With: 3 out of 4 targeted trials
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Mathematics-Money GOAL:
GOAL: By April 2017, given 10 opportunities to make purchases at a class store that call
for the addition or subtraction of amounts of money involving dollar bills, quarters,
dimes, nickels, and pennies, AQ will use plastic coins and paper money to correctly form
the amount of money for the sum or difference of a purchase scoring (8/10) opportunities
correctly in (4/5) class store activities.
Evaluation Method: Informal Procedures
With: 4 out of 5 targeted trials
ESY Goal? Yes
Objective 1: By September 2016, given 10 opportunities to make purchases at a class
store that call for the addition of amounts of money involving quarters, dimes, nickels,
and pennies, AQ will use plastic coins to correctly form the amount of money for the sum
of a purchase scoring (8/10) opportunities correctly in (4/5) class store activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials

Objective 2: By December 2016, given 10 opportunities to make purchases at a class

store that call for the addition or subtraction of amounts of money involving quarters,
dimes, nickels, and pennies, AQ will use plastic coins to correctly form the amount of
money for the sum or difference of a purchase scoring (8/10) opportunities correctly in
(4/5) class store activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 3: By February 2017, given 10 opportunities to make purchases at a class store
that call for the addition or subtraction of amounts of money involving dollar bills,
quarters, dimes, nickels, and pennies, AQ will use plastic coins and paper money to
correctly form the amount of money for the sum or difference of a purchase scoring
(8/10) opportunities correctly in (4/5) class store activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 4: By April 2017, given 10 opportunities to make purchases at a class store
that call for the addition or subtraction of amounts of money involving dollar bills,
quarters, dimes, nickels, and pennies, AQ will use plastic coins and paper money to
correctly form the amount of money for the sum or difference of a purchase scoring
(8/10) opportunities correctly in (4/5) class store activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Mathematics- Time GOAL
GOAL: By April 2017, given 10 word problems involving the addition and subtraction
of time intervals in hours and half hours and a physical manipulative clock, AQ will
correctly write the new time or the time interval scoring (8/10) in (4 out of 5) time word
problem activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
ESY goal? Yes
Objective 1: By September 2016, given 10 word problems involving the addition and
subtraction of time intervals in hours and half hours and a physical manipulative clock,
AQ will correctly write the new time or the time interval scoring (8/10) in (4 out of 5)
time word problem activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials

Objective 2: By December 2016, given 10 word problems involving the addition and
subtraction of time intervals in hours and half hours and a physical manipulative clock,
AQ will correctly write the new time or the time interval scoring (8/10) in (4 out of 5)
time word problem activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 3: By February 2017, given 10 word problems involving the addition and
subtraction of time intervals in hours and half hours and a physical manipulative clock,
AQ will correctly write the new ending time or the time interval scoring (8/10) in (4 out
of 5) time word problem activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
Objective 4: By April 2017, given 10 word problems involving the addition and
subtraction of time intervals in hours and half hours and a physical manipulative clock,
AQ will correctly write the new ending time or the time interval scoring (8/10) in (4 out
of 5) time word problem activities.
Evaluation Method: informal procedures
With: 4 out of 5 targeted trials
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Communication GOAL:
GOAL: Pragmatic-Social language: AQ will use targeted social skills to engage in
appropriate social interactions with both peers and adults.
Evaluation Method: Other data collection and observation
With: 5 out of 6 targeted trials or observed opportunities
ESY goal? No
Objective 1: Given a situation that involves a glitch or problem that is frustrating, AQ
will accurately determine the size of the problem and self-advocated in order to attempt
to solve a problem
Evaluation Method: Other data collection and observation
With: 5 out of 6 targeted trials or observed opportunities
Objective 2: When in a small group setting and provided a range of situations, AQ will
describe behaviors as expected and unexpected and how they may impact how
someone feels.
Evaluation Method: Other data collection and observation
With: 5 out of 6 targeted trials or observed opportunities

Objective 3: When in small group setting, AQ will accurately self monitor if her
mind/body is in the group or out of the group.
Evaluation Method: Other data collection and observation
With: 5 out of 6 targeted trials or observed opportunities
Objective 4: Within a structured small group activity, AQ will use the concepts good
thoughts, weird thoughts, to describe her thoughts about other peoples behaviors.
Evaluation Method: Other data collection and observation
With: 5 out of 6 targeted trials or observed opportunities
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Behavior-Management/Coping Strategies GOAL
GOAL: By April 2017, after a negative interaction with an adult and/or peer, AQ will
select at least 1 self-calming strategy (e.g. belly breathing, positive self talk) to calm her
down within (2-5 minutes) and/or use (1) positive self-expression strategy (i-message,
drawing a picture) to refrain from shutting down.
Evaluation Method: Observation Record
With: 3 out of 4 targeted trials
ESY goal? Yes
Objective 1: By September 2016, after a negative interaction with an adult and/or peer
and after a staff member provides one to one modeling of 1 self-calming strategy and 1
positive self-expression strategy, AQ will use 1 self calming and 1 positive selfexpression strategy within (5) minutes to calm herself down and refrain from shutting
down.
Evaluation Method: Observation Record
With: 3 out of 4 targeted trials
Objective 2: By December 2016, after a negative interaction with an adult and/or peer
and after a staff member provides one to one modeling of 1 self-calming strategy and 1
positive self-expression strategy, AQ will use 1 self calming and 1 positive selfexpression strategy within (5) minutes to calm herself down and refrain from shutting
down.
Evaluation Method: Observation Record
With: 3 out of 4 targeted trials
Objective 3: By February 2017, after a negative interaction with an adult and/or peer and
after a staff member provides one to one modeling of 1 self-calming strategy and 1
positive self-expression strategy, AQ will use 1 self calming and 1 positive selfexpression strategy within (5) minutes to calm herself down and refrain from shutting
down.
Evaluation Method: Observation Record

With: 3 out of 4 targeted trials

Objective 4: By April 2017, after a negative interaction with an adult and/or peer and
after a staff member provides one to one modeling of 1 self-calming strategy and 1
positive self-expression strategy, AQ will use 1 self calming and 1 positive selfexpression strategy within (5) minutes to calm herself down and refrain from shutting
down.
Evaluation Method: Observation Record
With: 3 out of 4 targeted trials
How will the parent be notified of the students progress towards the IEP goals?
o Progress Report
How often?
o Quarterly
Supplementary Aids, Services, Program Modifications and Supports

Individualized Education Program (IEP)

Maryland State Department of
Education (MSDE)
Division Of Special Education/Early
Intervention Services
Name:

III. Special Considerations And

Accommodations
Agency: Baltimore County
Public Schools

IEP Team Meeting

Date: 04/12/2016

Supplementary Aids, Services, Program Modifications And

Supports
Service Nature (Indirect) Service Description Begin Date End Date Duration Provider(s)
Anticipated Frequency

Instructional Supports:
Allow use of manipulatives
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Allow us of organizational aids:
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Use of word bank to reinforce vocabulary and/or when extended writing is required

o
o
o
o
o

Service Description/Frequency: Daily

Begin Date: 4/12/2016
End Date: 4/12/2017
Duration: 36 weeks
Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support

Other instructional supports use of keyboard/computer to complete written

assignments
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Instructional supports will include but are not limited to a word bank to reinforce
vocabulary, visuals, word lists, and graphic organizers when completing a written task in
the special education and general education settings. AQ will have the use of
manipulatives when necessary to complete required tasks. These will include but are not
limited to math manipulatives (counters), a number line, counters, hundreds chart, Judy
clock, in the special education and general education settings. Instructional supports will
include but are not limited to a word bank with words and pictures to reinforce
vocabulary when completing a written task in the special and general education settings.
Program Modifications:
Uses pictures to support reading passages whenever possible
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Altered/modified assignments
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Break down assignments into smaller units
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Reduce Number of answer choices
o Service Description/Frequency: Daily

o
o
o
o

Begin Date: 4/12/2016

End Date: 4/12/2017
Duration: 36 weeks
Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support

Due to AQs difficulties with motor planning, she requires program modifications such as
tasks broken down into smaller units, and the use of clear simplified sentences
structures/language with limited choices aid in processing as well as visual and verbal
cues and picture supports at her instructional level. Program modifications will be
provided by AQs teachers in all educational settings as needed in order to be successful.
Social/Behavioral Supports
Provide Frequent changes in activity or opportunities for movement
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Strategies to initiate and sustain attention
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Social Skills Training
o Service Description/Frequency: Weekly
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
AQ requires the use of social/behavior supports including positive reinforcement to
encourage and reward good behavior, participating, and learning as well as the use of
strategies to initiate and maintain focus.
Physical/Environmental Supports
Preferential Seating
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
Adaptive Equipment
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016

o End Date: 4/12/2017

o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
AQ requires preferential seating in the special education setting and the general education
setting in order to gain the most from each lesson.
School Personnel/Parental Supports
Adult Support
o Service Description/Frequency: Daily
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
AT Consult
o Service Description/Frequency: Periodically
o Begin Date: 4/12/2016
o End Date: 4/12/2017
o Duration: 36 weeks
o Providers: Special Ed. /General Ed. /Instructional Assist. /Adult Support
AQ requires the use of daily additional adult support in order to help her process and
understand information that is presented to her. AQ often needs directions reworded and
her responses monitored. She needs assistance in following daily routines and someone to
motivate her to complete given tasks. AQ benefits from constant support throughout all
her assignments that an additional adult provides. AQ requires assistance transitioning
from one location to another outside the classroom. The team agrees additional adult
support is necessary in all academic settings including but not limited to special
education, general education and special areas with maintenance of a student-adult ratio
of no more than 3:1 during direct instruction.
Part III- Reflection
This experience preparing and participating in the annual IEP for AQ has taught
me a surplus of valuable information. I learned about compliance and the appropriate
steps to take in order to complete and make updates to the IEP document. This process
began with a discussion with my mentor teacher as well as other service providers
regarding AQs background. I then assessed AQ for her current level of performance in
the areas of Reading and Writing. I compared the data and results from these assessments
to previously completed assessments to determine his needs and growth. The IEP notice

was sent out on an appropriate timeline and all service providers and parents were
notified of changes made to the document. They were provided with all necessary
information before attending the TEAM meeting on 04/12/2016. All appropriate members
of the IEP team were in attendance. Members that attended included the mother, father,
Speech Language Pathologist, Head of Special Education Department, two Special
Education teachers, IEP chair, General Educator, Occupational Therapist, and myself, the
intern in the Special Education classroom.
The meeting began at approximately 9:30 am. The meeting was held in the
Special Education team room on an oval table in an organized and quiet environment.
Access to technology was available for displaying the IEP to all team members to refer
back to during discussion. The Assistant Principal/IEP chair introduced all members of
the IEP team. The Procedural Safeguards packet was given to the mother and father at the
beginning of the meeting immediately following these introductions. The mother and
father sat at the head of the table aside from the General Educator and the Occupational
Therapist. I sat next to the Speech Language Pathologist and the Special Educator. All
other team members were situated around the table. The IEP chair began by addressing
the pertinent information that would be discussed throughout the meeting. Members of
the team then went around stated their roles and contributed information represented on
the IEP based on evaluations, observations, and their knowledge of AQ. They addressed
goals, discussed supports, and additional implications that would need to be changed on
AQs IEP document in order to meet her needs.
There was a rubric used for the annual review of the IEP meetings and procedures
were followed in terms of paperwork and signing the necessary papers, based on rights

and the people in attendance. No agenda can be attached due to the confidentiality of this
document.
In regards to each team member, they facilitated the meeting by sharing their
explanation for goals and supports as well as the data that was collected to construct these
goals. An update on the childs progress was provided and discussed with the parents.
The parent made a request to alter Amandas supplementary aids and accommodations by
providing her with text/speech and speech/text software. The team discussed this addition
to the IEP and felt that it was a necessary implication that would meet the needs of
Amanda across all content areas. The collaboration level at the meeting was very high,
especially between the parents and the Special Educators. Ideas were being bounced off
of one another as changes were made and ideas were suggested. It was evident that the
Special Educators played a big role in AQs IEP and the implementation of her goals and
supports. They were facilitating much of the discussion between the IEP chair and the
parents.
My role during the IEP meeting was to observe and learn the proper procedures
that occur. I was able to share my experiences when accessing AQ and gave my input
when necessary. I briefly spoke to the parents prior to the start of the IEP meeting and
became familiar with a further background of AQ. I shared my positive experiences when
working with Amanda and noted the improvements that she has made. I prepared for this
role by assessing AQ across multiple subjects and reviewing them prior to the meeting. I
was able to mostly observe this TEAM meeting in its entirety and add input when
necessary. The Special Educators referred back to my experiences working with AQ
throughout the meeting. Prior to the meeting, my mentor and I were able to prepare and

discuss AQs IEP and her background. This helped me to prepare talking points and
notes. I felt that I added important information when necessary and maintained my role as
the student intern.
Overall, this experience has taught me a lot about the IEP process as a whole and
the importance of collaboration, cohesion, parent communication, and the confidentiality
of the IEP process and its relevant documents. I recognized that the IEP process is not a
single person process, but rather a multidisciplinary process. I was able to collaborate
with other team members when focusing on AQ at the individual level. Through my
experiences assessing AQ, I also recognized the importance of knowing the standards in
order to write an effective goal on the IEP. I learned the importance of collecting data,
meeting deadlines, and most of all, keeping all service providers up to date and informed.
This was a valuable experience that will be essential to utilize in my future as a special
educator.