Liberty EDSP622 2020 November Case Study Individualized Education Program (IEP) Assignment Latest

EDSP622 Assessment and Evaluation in Special Education

Case Study Individualized Education Program (IEP) Assignment

OVERVIEW

Case Study: Data Interpretations, Case Study: Interventions, and Case Study: Teacher Recommendationslead youthrough the Response to Intervention (RTI) process of compiling, analyzing, and planning interventions based on assessment data. Many times, students respond well to intensive intervention. However, there are times that a student may not successfully respond to even Tier 3 intensive 1:1 intervention. In these cases, a student may need to be considered for special education eligibility testing.

In the previous parts of this case study, you had the opportunity to interpret data, create researched-based interventions, and identify an assessment to monitor student progress. To extend this case study, this student, even with intensive 1:1 instruction and implementation of an intensive corrective reading component at Tier 3, did not show progress. The student remained at least four points below the line.

As he did not respond to intensive intervention, Ethan Smith, was referred for special education eligibility testing. The extensive evaluation process took place. Following extensive special education eligibility testing and evaluation, Ethan was diagnosed with a specific learning disability (SLD). Therefore, an IEP needs to be written.

INSTRUCTIONS

Special education teachers are responsible for developing and implementing Individualized Education Programs (IEPs) for students with exceptionalities. This assignment allows you to demonstrate your ability to use multiple types of assessment information to develop the Present Levels of Academic Achievement and Functional Performance (PLAAFP) in the IEP for a student with an exceptionality. Individual abilities, interests, learning environments, and cultural and linguistic factors should be fully considered in the development of the IEP to ensure it meets the academic and functional needs of the student.  Use information gleaned from Case Study Part 1, Case Study Part 2, Case Study Part 3, as well as the assessment data collected from the eligibility evaluation process (see below), to develop the following sections of the IEP:

•             Part A: Present Levels of Academic Achievement and Functional Performance

•             Part B: Participation in the State and Division-wide Accountability/Assessment System

•             Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments

As the focus of this class is on assessment, please note that you will only be completing a few sections of a standard IEP relevant to the concepts presented in this course. Be sure to carefully review provided resources as well as the Case Study: Individualized Education Program (IEP) Grading Rubric to ensure each section of the IEP fully addresses the required criteria.

As you construct the required IEP elements for Ethan, use the following assessment data and information gleaned from Ethan’s evaluation and assessments.

Data Collected During the Special Education Eligibility Process

Ethan excels at sports, art, and music. He participates in soccer and baseball. He plays the drums, and he enjoys drawing. He is quiet yet enjoys time with friends. Ethan’s visual screening conducted by the school nurse, Elinor Gibbs, last week showed that Ethan passed within normal limits. His hearing screening conducted by the school nurse, Elinor Gibbs, last week showed that Ethan passed within normal limits. According to the Health/Medical Form signed by the parent and pediatrician, Ethan does not have a medical diagnosis that could impact his learning. Additionally, Ethan does NOT have learning problems that are primarily the result of a visual, hearing, or motor impairment, an intellectual disability, an emotional disability, cultural factors, an environmental or economic disadvantage, or Limited English proficiency. Throughout Ethan’s middle school classroom as well as through intensive RTI, Ethan was provided appropriately high-quality, researched-based instruction in general education settings and the instruction was delivered by qualified personnel. Data-based documentation that repeated assessments of achievement at reasonable intervals was provided. Assessment of student progress during instructionwas provided to the child's parents.

The student’s first quarter grades were as follows:

Language Arts 65%

Reading 62%

Writing 68%

Math 86%

Science 75%

History 76%

Art 94%

Music 100%

Physical Education 100%

The student’s second quarter grades were as follows:

Language Arts 66%

Reading 61%

Writing 64%

Math 87%

Science 74%

History 72%

Art 97%

Music 100%

Physical Education 100%

For both state and local standardized testing, Ethan’s performance level fell below proficiency (fail/basic and fail/below basic) during both his fifth-grade year and sixth grade year.

Kaufman Test of Educational Achievement – Third Edition (KTEA-3)

Composite/Subtest        Standard Score (Mean=100)       Descriptive Category

Core Composites                            

Academic Skills Battery  71           Below Average

Reading                66           Low

Letter-Word Recognition              72           Below Average

Reading Comprehension              70           Below Average

Written Language            63           Low

Written Expression         62           Low

Spelling                70           Below Average

Math     86           Average

Math Concepts & Application     87           Average

Math Computation         90           Average

Interpretation of Scores

Standard Scores               Percentiles         KTEA-3 Classification

146-160                99.9 and above Very High

131-145                98-99.9 High

116-130                86-98     Above Average

85-115   16-84     Average

70-84     2-14       Below Average

55-69     0.1-2      Low

40-54     0.1 and below    Very Low

The Wechsler Intelligence Scale for Children Fifth Edition (WISC-IV), Ethan scored a Full-Scale IQ of 96. 

                Standard Score Percentile Rank                95% Confidence Interval

Verbal Comprehension Index    112         79           105-118

Perceptual Reasoning    94           34           87-102

Working Memory Index                77           6              71-86

Processing Speed Index                97           42           88-106

Full Scale IQ        96           39           91-101

General Ability Index     104         61           99-109

Complete the following in the IEP template:

1.            Present Levels of Academic Achievement and Functional Performance

a.            Use the assessment data provided in the selected case study to identify the student’s interests, preferences, strengths and areas of need, including assistive technology and/or accessible materials. 

b.            Fully describe the effect of the student’s disability on his or her involvement and progress in the general education curriculum, including the student’s performance in academic as well as functional areas.

2.            Participation in State and District Assessments/Accountability Systems

a.            Based on the PLAAFP, determine if the student will participate in state and/or division wide assessments or if the student meets the criteria for participation in an alternative assessment program.

b.            If the student is participating in statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, you may refer to Virginia Department of Education’s (VDOE’s) Students with Disabilities: Guidelines for Assessment Participation for guid

3.            Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments

a.            Explain why the student can or cannot participate in regular assessments; why the particular assessment selected is appropriate for the student, including that the student meets the criteria for the regular assessment or the alternate assessment; and how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters.  Refer to the VDOE’s Students with Disabilities: Guidelines for Assessment Participation for guidance.

Students with disabilities in Virginia include identified students under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and under Section 504 of the Rehabilitation Act of 1973, as amended.   IDEA and its implementing state and federal regulations require that all students with disabilities participate in the state’s accountability system. More specifically, students with disabilities are expected to participate in all content area assessments that are available to students without disabilities.

Review the following guidelines for the state of Virginia in the attached resource. http://www.doe.virginia.gov/testing/participation/index.shtml

Determine whether you feel Ethan should take the Standards of Learning (SOL) state testing and local testing (without accommodations), the Standards of Learning (SOL) state testing and local testing (with accommodations), or the Virginia Alternative Assessment Program (VAAP).

Please review the following links when choosing Accommodations.

http://www.doe.virginia.gov/testing/participation/index.shtml

Students with Disabilities: Guidelines for Special Test Accommodations

Submission Instructions:

1.            Download the Case Study: Individualized Education Program (IEP)Evaluation Template

2.            Complete the template using the data above and the provided resources.