IEP Development – Help with homework on EDSP 622
Case Study: Individualized Education Program (IEP) Evaluation Assignment Instructions
Developing an effective Individualized Education Program for students with specific learning disabilities involves integrating assessment data, eligibility evaluations, and tailored interventions to support academic and functional progress in special education settings.
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. Educators often find that these steps build a strong foundation for identifying when further support is necessary. 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. Such outcomes highlight the importance of timely referrals to prevent prolonged academic struggles.
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. This diagnosis opens doors to specialized resources that can make a real difference in a student’s educational journey.
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. Focusing on these elements helps reinforce key assessment principles that apply broadly in special education practice.
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. These strengths can serve as motivators in designing engaging learning strategies.
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. Regular communication like this ensures families stay informed and involved in the process.
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. Patterns in grades and test scores like these guide educators in pinpointing specific areas for targeted support.
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 |
On the Wechsler Intelligence Scale for Children Fifth Edition (WISC-IV), Ethan scored a Full-Scale IQ of 96. Results from tests such as these provide a holistic view of cognitive abilities that inform IEP planning.
| 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 |
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). Decisions on assessment participation reflect a commitment to equitable evaluation methods for all learners.
Complete the following in the provided Case Study: Individualized Education Program (IEP) Evaluation Template:
- Present Levels of Academic Achievement and Functional Performance
- 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.
- 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.
- Participation in State and District Assessments/Accountability Systems
- 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.
- 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).
- Explanation for Participation or Non-Participation in Regular State or Division-Wide Assessments
- Explain why the student can or cannot participate in regular assessments.
- Explain why the particular assessment selected is appropriate for the student, including that the student meets the regular or alternate assessment criteria.
- 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.
- Reflection Paragraph
- 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.
- 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. Legal frameworks such as these emphasize inclusivity and accountability in education.
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
Sample answer study pool guide
Ethan demonstrates strengths in math, art, music, and physical education, with grades consistently above 85% in these areas, while showing needs in reading and written language, where scores on the KTEA-3 fall in the low to below average range. His interests in sports like soccer and baseball, along with drumming and drawing, suggest opportunities to incorporate visual and kinesthetic elements into learning activities. Assistive technology such as text-to-speech software could support his reading comprehension, given his below-average scores in letter-word recognition and reading comprehension. The impact of Ethan’s specific learning disability appears most prominently in language arts, where his involvement in general curriculum is hindered by difficulties in decoding and expressing ideas in writing, leading to grades around 60-68%. Functional performance remains strong in non-academic areas, allowing for positive social interactions with peers. Ethan’s profile indicates he should participate in Standards of Learning (SOL) state testing with accommodations like extended time and read-aloud options to level the playing field. Recent studies confirm that well-crafted IEPs incorporating multiple assessment sources lead to better outcomes for students with SLD (Yell et al., 2018, https://doi.org/10.1177/0040059918784225).
Followup on IEP Development for Students with Specific Learning Disabilities
What key elements make an IEP effective for a student like Ethan with a specific learning disability? Effective IEPs start with detailed PLAAFP statements that integrate data from assessments like the KTEA-3 and WISC-V, ensuring goals align with the student’s strengths in areas such as math and arts while addressing weaknesses in reading and writing, as supported by the U.S. Department of Education’s guidance on IDEA implementation. Case studies from the IRIS Center at Vanderbilt University illustrate how incorporating student interests, like sports and music, boosts engagement and progress, with data showing up to 20% improvement in academic involvement when cultural and linguistic factors are considered. Industry reports from the National Center for Learning Disabilities highlight that accommodations in state assessments, drawn from Virginia Department of Education resources, promote equity and can positively influence promotion rates by providing accurate measures of student capability rather than disability barriers.
Develop an Individualized Education Program (IEP) for a student with a specific learning disability, incorporating assessment data and eligibility information in a 500-750 word template-based assignment that focuses on PLAAFP, state assessments, and participation explanations.
Construct the Present Levels of Academic Achievement and Functional Performance, assessment participation, and non-participation explanations for an IEP case study, resulting in a comprehensive 4-6 page submission using provided data and Virginia Department of Education guidelines.
Complete IEP elements for a special education eligibility case, emphasizing assessment-driven decisions for student progress.
References
- Yell, M. L., Katsiyannis, A., Ennis, R. P., Losinski, M. and Christle, C. A. (2018) ‘Avoiding substantive errors in individualized education program development’, Teaching Exceptional Children, 51(1), pp. 31–40. Available at: https://doi.org/10.1177/0040059918784225.
- Blackwell, W. H. and Zapata, A. (2022) ‘Promoting coherent individualized education programs’, Intervention in School and Clinic, 57(5), pp. 336–342. Available at: https://doi.org/10.1177/10534512211032922.
- Rubinsteyn, J., Zirra, A. and Hoover, J. J. (2020) ‘Individualized education programs (IEPs): Tips for teachers and parents’, Journal of Educational Research and Practice, 10(1), pp. 1-15. Available at: https://doi.org/10.5590/JERAP.2020.10.1.01.
- Collins, G. and Wolter, J. A. (2018) ‘Facilitating postsecondary transition and promoting academic success through language/literacy-based self-determination strategies’, Language, Speech, and Hearing Services in Schools, 49(2), pp. 176–188. Available at: https://doi.org/10.1044/2017_LSHSS-17-0063.
