Professional Documents
Culture Documents
Brianna Linehan
Towson University
Quintin is a 10 year old boy in the 4th grade at Dogwood Elementary School in Baltimore
County. This is his first year at Dogwood. He is a student with an IEP and who is in an inclusion
classroom in which he receives services from the special educator. Quintin is currently living
with his aunt and two cousins. His mom lives in New York and Quintin lived with and attended
school in New York until 2nd grade. He spent 3rd grade in Honduras with his grandmother. He
then moved to Baltimore and is living with his aunt. His mom does come down to visit
occasionally since his move to Baltimore. Quintin was born in the United States and English is
the primary language spoken at home, however, he also knows Spanish from his family and
his time in Honduras. Quintin has no history of medical complications at this time.
Quintin is diagnosed with a Specific Learning Disability. In school, math and reading
comprehension are impacted by his disability. When Quintin first began at Dogwood this year,
we scheduled a SST to meet due to his struggle with academics. At the first meeting, we learned
from his mother that he had had an IEP in New York when he was in first and second grade
(2013-2014) but it did not carry over with him to his transition to Honduras and then Baltimore.
His mother was able to send us a copy of his previous IEP which stated he had a specific learning
disability. Due to the amount of time which had passed, the team at Dogwood did several
assessments to determine his disability and his goals. Quintin is now receiving special
education services in an inclusion classroom. Quintin now gets pull out time once a week to
work with the special educator on his math skills. He also gets small group instruction in class
with the special educator to work on his math skills and his reading comprehension. He also
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receives modified assessments and use of manipulatives to assist him with his work in the
classroom.
Quintin is a friendly student in class. He does well working with his classmates and teachers
and usually has a positive attitude. When he is positive and engaged, he is eager to participate
and works well with his group. Quintin can get upset and quiet and keep to himself. We are
working on using different coping strategies to help him communicate his frustration. Quintin
The reason for referral was initially an SST on October 20th, 2016. The teachers and aunt
were concerned with Quintins failing grades so the aunt requested a meeting. At the SST
meeting, mom told the team that Quintin had already had an IEP in New York when he was in
first grade. Due to him having an IEP, the team did not go through pre referral process and went
right to assessments for Quintin. The team then met on December 15th, 2016 to review over the
assessments. At the meeting, the team came up with the diagnosis of specific learning disability.
We then met on January 12th, 2017 to review over the draft IEP which was put together based
At Dogwood, the IEP chair is our assistant principal. Being the IEP chair, she is in charge of
setting up the IEP team meetings and communicating with the parents and the teachers in regard
to meeting dates and forms that are required. Also, for the meetings which I attended, the special
educator and the school psychologists both attended as well as the classroom teacher and
parent.
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I attended three different meetings for Quintin. In the first meeting, his aunt had requested a team
meeting due to her concern with his academics. At this meeting, we found out that Quintin had
an IEP in New York so the team decided to do assessments. In the second meeting, we reviewed
over the assessments and came up with the diagnosis of specific learning disability. In the final
meeting, on January 12th we reviewed over the draft IEP with the parents and team and then
In preparation for the meeting on January 12th, the IEP chair sent a written notice to the parent
and his aunt 10 business days prior to the meeting and the parents are expected to respond. If
our IEP chair does not hear back from the parents, then we make several phone calls home to see
if they will attend. The IEP chair is also responsible for communicating with the teacher and
other staff members who will be part of the team. The other members in the team have to write
up reports, draft IEPs, assessment results, and observations and get them to the IEP chair 10
business days before the meeting. She then sends home all the reports to the parents so they
have those 5 business days before the meeting and have time to review them over.
At this particular meeting, the focus was to review over the draft IEP, make any needed
changes, and then finalize the IEP. The team came together and the IEP chair began the
meeting by asking everyone around the room to introduce themselves. At this meeting, the
IEP chair, school psychologist, special educator, general educator, parent, and aunt were all in
attendance. Each of the members of the team signed in. Then, the IEP chair asked Quintins mom
if she needed a copy of the Procedural Safeguards Parental Rights document as required by
the IDEA 2004, but mom declined because she had one already. We then went around the room
In our meetings, we usually begin with the teacher report. At this time, I read my report which
is about Quintins progress in class and how he is specifically doing in reading and math. I also
discussed his interventions and progress with each. In my report, I discussed how he was doing
with the new modifications put in place and what concern I might have moving forward. After
my report, the special educator began to go over the draft IEP. As a team, we went through
each page of the IEP with Quintins mom and aunt to make sure they understood and also to ask
any questions. The special educator reviewed over his assessments and his goals on his IEP. She
also reviewed over his accommodations and the amount of time he would receive special
education services. After the special educator had finished reviewing over the IEP, his mom said
she agreed with the document and then IEP chair finalized the IEP. She then printed a copy
for his mom along with the other team notes for her to take home.
Academic: Mathematics
Sources: Classroom based assessments, state assessment, classroom based observation, student
Instructional Grade Level Performance: Quintins math skills are at the late 1st grade level
Results: The math tests are primarily a measure of quantitative knowledge along with other
aspects of processing and speed. The test of math calculations measure the ability to perform
mathematical calculations. Quintins performance shows his difficulty with basic math concepts.
He stated during the test that he preferred to add numbers. He scored at the beginning level of the
low range when compared to others his age level. The Math Facts Fluency is a measure of math
achievement and number facility requiring the student to solve all operations. His performance
on the test demonstrated his inconsistent recognition of computation signs and use of strategies.
He had a standard score in the low range. On the test of applied problems Quintin is expected to
solve math word problems. He scored in the very low range when compared to his age level
peers. His performance may be a function of limited math skills and poor mathematical
reasoning.
Strengths:
Use of manipulatives
Basic addition skills
Use of visuals
Needs:
Sources: Classroom based assessments, state assessment, classroom based observation, student
Instructional Grade Level Performance: When compared to others at his age level, Quintins
cluster scores shows his academic skills are in the low average range. Quintin shows average
achievement with his basic reading skills. His reading fluency is in the low average range. On
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other assessments, he scored average scores for fluency and pacing but showed lower scores for
comprehension.
Results: There were several sections of the reading tests to see his abilities with reading. On the
letter word identification, Quintin scored in the average range. He was able to recognize and read
basic sight words and multi-syllabic words. On the sentence reading fluency test, he was
measured on his reading rate and speed. Quintin scored in the low average range when compared
to his age level peers. On the passage comprehension test, he is measure on his comprehension.
Quintin scored in average range. Quintin also scored in the low average range on the word attack
test.
Strengths:
Needs:
Quintins mom stated that Quintin has said that school is becoming more difficult and how he is
What are Quintins strengths, interest areas, significant personal attributes, and personal
accomplishments?
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Quintin stated that he enjoys his gaming activities. Also he enjoys sleeping and playing football.
Quintin is a respectful young man. He has taken to helping a younger student who struggles with
How does Quintins disability affect his involvement in the general education curriculum?
Quintins specific learning disability in the area of reading impacts his ability to generate
meaning of complex grade level texts. It also impacts in the area of math with computation and
problem solving. His performance in reading and to a lesser degree impacts his performance in
Document basis for decision: Based on classroom observation and formal assessments, Quintin
requires access to graphic organizers to support his organization of his thoughts and ideas in
reading. He then can use his graphic organizer to assist him with completing written responses.
Also, based on observation and assessments, Quintin requires access to calculation tools and
devices to support his solving of word problems on practice work and assessments.
How accommodations will be implemented: Quintin requires the use of graphic organizers
during his reading block. He appears to struggle with organizing his thoughts into written form.
With the use of an organizer, he can use it to organize his thoughts and transfer it into his written
responses. Quintin will be given graphic organizers to use during small group when working
with the teacher. He can record his notes into the organizer as the teacher and students review
over the text. In math, Quintin requires the use of calculation devices because of his struggle
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with the 4th grade curriculum and his knowledge of his basic facts. With the use of a calculation
device, he can work through problems more accurately by checking his facts using the calculator.
He will have the use of the calculator during practice work and assessments in class.
Bridge Plan)
Document basis for decision: Based on classroom observations and assessments, Quintin
requires extended time on classwork and assessments to give him more time to process
information and also recall strategies he learned in class. Also, he requires frequent breaks to
assessments and frequent breaks when needed. In class, Quintin will receive extra time on any
type of assessment or unit test. When other students have to hand in the assessment, Quintin will
be given extra time, if needed, to complete his work. During unit test and state testing, he will be
pulled with a small group with the special educator to receive extra time (50%) and breaks. In
class, Quintin has a break card at his desk. He knows he can use this card to signal to the teacher
that he needs a break. He puts it on his desk when he feels he needs a break and goes to the back
table. During unit tests and state assessments, he is pulled out with a small group. He then gets
Document basis for decision: Based on classroom observations and classroom performance,
Quintin requires access to small group setting during assessments and tests to support his
attention and the monitoring of tasks. He needs to have a smaller setting with less distractions
and noise.
How accommodations will be implemented: In class, Quintin will be able to take his
assessments and tests in a smaller group setting. He can either work at the back table with a few
students and teacher or be pulled to the resource room to work with the special educator and a
small group of students. This will reduce distractions for him and help him focus more on his
work.
Below is a list of goals and objectives that were created to fit Quintins educational needs based
on classroom observations and formal assessments. The goals created for Quintin are
implemented through Universal Design for Learning (UDL). To help meet the needs of each
of the students in the classroom, UDL focuses on three principles when planning lessons for the
class. These three principles are using multiple means of representation, multiple means of action
and expression, and multiple means of engagement. Quintins goals and objectives meet UDL for
math, he will have the use of manipulatives and numbers to work through problems. Also, with
reading, he will have different types of form of text to use to help him understand what he is
reading. His goals and objectives meet multiple means of action and expression because Quintin
will be given different options as to how to demonstrate his understanding of the skill. In
reading, he can use graphic organizer and sentence starters and in math, he can use manipulatives
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and visuals on assessments. Lastly, his goals and objectives meet multiple means of engagement
by including subjects which Quintin is interested in. He really enjoys football and computer
games so I try to incorporate word problems with his name and favorite subjects and find texts
that he would like to read. Below are Quintins math and reading goals.
Mathematics Goal
Goal: By January 2018, when given addition with numbers within 1000 that involve regrouping
and manipulatives, Quintin will use the manipulatives to solve the problem and write the correct
ESY Goal: No
Objective 1: Given 4 addition word problems with numbers within 100 that involve one
Mathematics Goal
Goal: By January 2018, when given 5 one step word problems involving whole numbers and
whole number answers that require the use of two operations read aloud and an outline of the
necessary operations in the correct order for 2 of the problems given, Quintin will perform the
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necessary operation in the correct order showing written work and the correct final answers
ESY Goal: No
Objective 1: Using equation frames and identifying the steps in solving the 1 step word
problems, and 1-2 teacher guided questions, Quintin will perform the necessary
operations showing written work and the correct final answer 3 out of 5 times.
o Evaluation Method: Informal Procedures
o With: 60% accuracy
Objective 2: Using equation frames and identifying the steps in solving the 2 step word
problems and 1-2 teacher guided questions, Quintin will perform the necessary operations
showing written work and the correct final answer 3 out of 5 times.
o Evaluation Method: Informal Procedures
o With: 60% Accuracy
Mathematics Goal
Goal: By January 2018, when given 4 subtraction problems with numbers within 1000 that
involve regrouping and manipulatives in the form of base ten blocks to represent each number,
Quintin will use the manipulatives to solve the problem and write the correct final different for
ESY Goal: No
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Objective 1: Given 4 subtraction word problems with numbers within 100 that involve
Reading Goal
Goal: By January 2018, Quintin will read and comprehend informational texts, including history,
science, and technical texts, in grades mid to late 3rd text complexity band proficiently, with
ESY Goal: No
Objective 1: Given 1-2 teacher guided questions and an organizer, Quintin will read and
complexity.
o Evaluation Method: Informal Procedures
o With: 70% Accuracy
Objective 2: Given 1-2 teacher guided questions and an organizer, Quintin will read and
set personal goals and conference regularly with adults to improve reading.
o Evaluation Method: Informal Procedures
o With: 70% Accuracy
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Objective 3: After reading instructional text and taking notes with a graphic organizer,
Quintin will verbally identify the main idea, 2 key details, in 3 out of 5 trials as measured
by informal procedures.
o Evaluation Method: Informal Procedures
o With: 60% Accuracy
1. Instructional Supports
Duration: 36 weeks
Clarify the location and manner in which supplementary aids, services, and program
modifications will be provided:
Quintin will receive these supports in the general education classroom and during small group
instruction in reading. The general educator, special educator and/or instructional assistant will
provide the service in both structured and unstructured settings as needed to access the general
education curriculum. Based on Quintins goal, the use of the organizational aids will help assist
him with his thoughts and ideas and help him apply his ideas into written responses.
2. Program Modification
Duration: 36 weeks
2. Program Modification
Duration: 36 weeks
Clarify the location and manner in which supplementary aids, services, and program
modifications will be provided:
Quintin will receive these supports in the general education classroom and during small group
instruction in both reading and math. The general educator, special educator and/or instructional
assistant will provide both break down of assignments and modified assignments in both
structured and unstructured settings as needed to access the general education curriculum. Based
on Quintins needs, he struggles with longer assignments and more complex assignments. In
order to help him have more success, his work will be chunked into smaller sections and his
Number of Sessions: 4
Frequency: Weekly
Duration: 36 weeks
Provider: General education teacher, special education classroom teacher, instructional assistant
Number of Sessions: 4
Frequency: Weekly
Duration: 36 weeks
Provider: General education teacher, special education classroom teacher, instructional assistant
Number of Sessions: 3
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Frequency: Weekly
Duration: 36 weeks
Discussion of Service Delivery: Quintin will be provided with 6 hours of special education
services within the general education setting from the general education teacher, special
education teacher, and instructional assistant for the duration of his IEP. Quintin will receive 4
sessions of 45 minutes for math each week, with the general education teacher or special
educator. Quintin will receive 4 sessions of one hour for ELA each week with the general
minutes for math calculation skills out of general education each week, with the special
Reflection:
At Dogwood Elementary, I have sat in multiple IEP meetings for students in my class and have
learned more about the IEP process and special education through each of the team meetings.
The three meetings which I attended for Quintin all followed the required components stated
in IDEA 2004. For each of the meetings, a written notice was sent home to Quintins parents ten
days prior to the meeting so parents had enough time ahead to plan to make the meeting.
Thankfully Quintins mom and aunt were able to attend the meeting. Also, the IEP chair sent
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home all the assessment results, reports, and observations home five days prior so his mom had
On the day of the meeting, all of the members of the team were able to participate. We began
the meeting by going around and introducing ourselves and then the IEP chair offered Quintins
mom the procedural safeguards parental rights documentation. After that, the IEP chair
reviewed over the timeline for the meeting and what documents would be shared and reviewed
over. The members of the team then went through and read our assessments and reports on
Quintin and discussed his progress. The final person to speak was the special educator. Mrs.
Yurek read through the draft IEP and went over the aids and services which would be put in
place for Quintin as well as reviewed over his goals and objectives. The team reviewed over the
goals and objectives and agreed upon the IEP and the supports put in place. Quintins mom was
asked if she agreed with the goals and if she felt anything else should be added to the IEP.
Quintins mom was pleased with the goals and felt it would help Quintin have more success. The
team finalized the IEP for Quintin and agreed upon all services for the next year. The IEP
chair then printed the IEP for the parents as well as the teacher to have. The meeting went
smoothly and everyone in the meeting was able to share their opinion on Quintin and how he
Throughout the timeline of the 3 meetings for Quintin, I was able to observe and learn more
about the IEP process and how to work through the steps effectively to meet the needs of the
student. For Quintin, the team recognized right from the first meeting that he had had a prior IEP
and that we had to move forward and do assessments to see what level Quintin was performing
and what supports would have to be put in place. In the meeting for Quintin I had the role of the
general educator but I was also able to work with the special educator, case manager, on
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reviewing over assessments and deciding on goals and objectives based on his needs. Also, with
this experience, I got to learn more about my student and work with him one on one with some
of the specific goals and observations that had to be done. As a classroom teacher, I have sat in
multiple teams being the general educator but through this experience, I learned more about the
other participants and what they had to do ahead of time to prepare for the meeting, especially
the case manager, Vicki Yurek. Through working with Vicki, I was able to learn more about the
assessments and creating goals and objectives based off the assessment.