The Quiz: Case Study: Selecting a Client, Case Study: Data Interpretations Assignment, and Case Study: Interventions and Teacher Recommendations Assignment led you through the Response to Intervention (RTI) process of compiling, analyzing, and planning

 Case Study: Individualized Education Program (IEP) Evaluation Assignment Instructions

Overview

The Quiz: Case Study: Selecting a Client, Case Study: Data Interpretations Assignment, and Case Study: Interventions and Teacher Recommendations Assignment led you through 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, sometimes, a student may not respond successfully even to Tier 3 intensive 1:1 intervention. A student may need to be considered for special education eligibility testing in these cases.

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

Ethan Smith was referred for special education eligibility testing because he did not respond to intensive intervention. An 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 Quiz: Case Study: Selecting a Client, Case Study: Data Interpretations Assignment, and Case Study: Interventions and Teacher Recommendations Assignment, 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 this course focuses 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 and 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. Last week, Ethan’s visual screening conducted by the school nurse, Elinor Gibbs, showed that Ethan passed within normal limits. Last week, his hearing screening conducted by the school nurse, Elinor Gibbs, 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 primarily due to 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 classes and through intensive RTI, qualified personnel provided Ethan with appropriately high-quality, researched-based instruction in general education settings. Data-based documentation that repeated assessments of achievement at reasonable intervals was provided. Assessment of student progress during instruction was 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 his fifth and sixth-grade years.

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

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

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).

Complete the following in the provided Case Study: Individualized Education Program (IEP) Evaluation Template:

1.     Present Levels of Academic Achievement and Functional Performance

a.      Use the assessment data provided above and in the Case Study for Data Analysis Report 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 their 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 participates in a statewide assessment, determine if accommodations will be provided. For the accommodations that may be considered, refer to the Virginia Department of Education: Participation & Inclusion and Testing Accommodations for Students with Disabilities: Growth Assessments and Standards of Learning (SOL) Tests resources for guidance (links have been provided with this assignment).

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.

b.     Explain why the particular assessment selected is appropriate for the student, including that the student meets the regular or alternate assessment criteria.

c.      Explain how the student’s participation or nonparticipation in the regular assessment will impact the child’s promotion; or other matters. Refer to the Virginia Department of Education: Participation & Inclusion for guidance.

4.     Reflection Paragraph

a.      This should be a complete paragraph (at least 3 sentences) that includes facts on quality IEP development with cited information from module’s Learn materials of IRIS, VDOE website, and course textbooks.

b.     Correct APA 7 formatting of citations is expected.

Students with disabilities in Virginia are identified under the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) and 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 available to students without disabilities.

Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.