Iep 1

Case Conference Committee Report
Indiana Training Site Higher Education
Date of Report: 04/24/2015

Individualized Education Program
IEP Effective Date:
05/01/2015 to 05/01/2016
Student: Tom Thumb119
STN: IUBTT119
Date of Birth: 06/15/2005
Age: 9
Current Grade: 3
Gender: M
Guardian Information
Relation:
Name:
Business Phone:
Home Phone:
Mobile Phone:
Address:
Mother
Joan Thumb
800-555-1213
800-555-1212
260-225-3435
456 Oak St
Anytown, IN 12345
Relation:
Name:
Business Phone:
Home Phone:
Mobile Phone:
Address:
Father
Jason Thumb
800-633-5251
456 Oak St
Anytown, IN
Purposes of Case Conference

Initial Evaluation
Case Conference Meeting Scheduled
Date: 05/01/2015
Time: 3:30
Place: Forest Glen Elementary Room 101
Evaluation Information and Student Data

Strengths of the student:
Tom has consistent attendance in school and involved parents. Furthermore, he is said to manage his own personal
care at home. Tom is already identified with ADHD and is receiving medication. Tom is passing in his math school
work. Tom showed progress in his CWPM RTI work.
Progress Monitoring Data:
RTI: Tom was probed 6 times using Correct Words Per Minute Probes. Toms goal was to recieve 90 CWPM by the end
of the school year. Tom progressed towards his goal throughout the third grade school year, however did not reach his
goal. The recorded fluency rates from the six probes are as follows: 10, 19, 26, 33, 40 & 50.
WISC-IV Assessment: (Tom has an average IQ)
Verbal IQ: 86
Performance IQ: 110
Full Scale IQ: 96
Woodcock-Johnson III Tests of Achievement:
Broad Reading
Broad Reading Skills
Letter-Word ID
Tom Thumb119
Percentile Rank
6
8
3
Standard Score
77
79
72
Page 1
Percentile Rank
14
13
22
<.1
70
35
Reading Fluency
Passage Comprehension
Word Attack
Spelling
Calculation (math)
Applied Problems (math)
Standard Score
84
83
88
52
110
90
Test of Written Spelling-3 (TWS-3):

TWS-3
Predictable Words
Unpredictable Words
Total Words
Standard Score
73
64
60
Percentile
4
<1
<1
Grade Equiv.
< .5
.5
< .5
Test of Written Language:

Tom wrote 53 words and 37 different words. Toms type-token ratio (different words/total words) was .69. Ratios in the
.6 range are considered to be an underveloped vocabulary repertoire. Tom misspelled 23 words, approximently 43% of
the total number of words. Toms writing has syntactical and spelling errors. Toms language selection would be judged
underdeveloped for his age.
IREAD
Tom did not pass IREAD for the second year in a row. Tom will not be retained due to his IEP.
Present level of academic and functional performance:
Functional Performance:
Presently, Tom is labeled with ADHD. He is on medication for ADHD and has to change medication every sixth months.
The constant change of medication is suspected to influence Toms functional performance in school. Tom is inattentive
in class, he has trouble following directions, and has difficulty staying engaged. Tom is consistently being asked to stay
on track.
Academic Performance:
The multi-factor evaluation team is evaluating if Tom has a specific learning disability in reading and writing. Tom is failing language arts, social studies and science in school due to the heavy focus on reading and writing in these subjects.
Tom is significantly below average in reading fluency (RTI assessment), spelling (Woodstock & TWS assessment),comprehension
(TWS Assessment), vocabulary (Test of Written Language) and written language (Test of Written Language) . Furthermore, Tom did not pass the IREAD state assessment for the second year in a row.
How Toms Disability affects his progress in the General Education Curriculum:
Tom has a difficult time focusing in class, following directions and staying on track. Furthermore, Toms difficulty with
ADHD and his specific learning disability in reading and writing has caused him to fail language arts, social studies and
science curriculum.
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The case conference committee has determined that there is sufficient data to plan appropriately for the student.
Therefore, reevaluation is not required at this time for the purposes of considering eligibility or providing additional
information regarding the students special education and related service needs. The public agency must consider
reevaluation for each student receiving special education and related services at least once every three (3) years
unless the parent and the public agency agree that it is unnecessary. In addition, the public agency must consider
reevaluation if the public agency determines at any time during the three (3) year cycle that additional information is
needed to address the special education or related services needs of the student, or if the students parent or teacher
requests an evaluation.
Concerns of the Parent
Toms parents are concerned that retaining him in the 3rd grade proved unsuccessful for their son. Furthermore, they
stated that they had a difficult time in school themselves and are unsure how much academic support they can provide
for their child. However, they also notice his distracted and hyperactive behavior at home and want to do whatever it
takes to help their child succeed. Overall, Toms parents are supportive of Tom receiving special education services.
Eligibility
Student is eligible for Special Education Services.
Primary Disability: Specific Learning Disability
Reasons of eligibility determination:
Special Considerations
There are no language needs related to limited English Proficiency.
The behavior of the student does not impede his or her learning or that of others.
Outcomes
This student does not have a transition plan.
Participation in Testing Programs
The student attends an accredited school and will be in grades 3-8
Student will participate in
Math (3):
Math (4):
Language Arts (3):
Language Arts (4):
Science (4):
State Assessment
ISTEP with accommodations
Reasons for the determination of participation in testing:

Tom is diagnosed with ADHD. Therefore he has a hard time staying focused. Therefore additional time and
breaks during exams will help Tom to focus. Moreover, Tom has a specific reading and writing learning disability. Therefore, having the test read aloud will help Tom to comprehend what the exam is asking of him. Furthermore, having a scribe will help Tom communicate his ideas in writing since he has proven to have many
spelling and syntactical errors.
Plan for participation in district-wide, national or international assessments:
Student may participate in national or local standardized tests.
IREAD3
Student did not pass IREAD3
Student will not be retained
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Student will receive remediation

Student did not pass IREAD3 following remediation
Goals
Goal Title: Reading Fluency
Present Level: The student is below grade level for reading fluency. The students previous CWPM goal at the end of
third grade was 90 CWPM. The student was unsuccessful at attaining this goal however did respond to intervention.
The students CWPM increased throughout the year. The scores included 10, 19, 26, 33, 40 & 50.
Need: The student must improve fluency in order to comprehend text.
Goal Statement: Given an end of the year fourth grade reading passage, Tom will read 115 correct words per minute
on three consecutive twice weekly passages.
Method / Instrumentation for Measuring Progress: CWPM Probes Running Record
Progress Monitoring Design: Single Point
Standard(s) / Element(s) Aligned to Goal:
4.RF.5: Orally read grade-level appropriate or higher texts smoothly and accurately, with expression that connotes comprehension at the independent level.
Progress Monitoring Assessment: CWPM & Running Record
Subject Area: Literacy
Parameters to Build Graph
Initial Value: 50
Initial Date: 09/01/2015
Target Value: 115
Target Date: 05/01/2016
Frequency of Collection: 1 per month
Metric: 90%
Goal Title: Spelling

Present Level: Toms total spelling performance falls below grade level for students his age. On the WoodstockJohnson assessment he was in the lowest percentile, which means he outperformed no one at his grade level.
Need: Tom needs to improve his spelling so that his writing is comprehensible and so he can improve his vocabulary.
Goal Statement: At the end of fourth grade, given a spelling CBM with 25 randomly selected fourth grade spelling
words from a pool of 100, Tom will write 80% of the words correctly on three consecutive weekly spelling tests.
Method / Instrumentation for Measuring Progress: Spelling CBM
4.W.6.2c: Spelling - Using spelling patterns and generalizations (e.g., word families, position-based spellings,
syllable patterns, ending rules, meaningful word parts, homophones/ homographs) in writing single and multisyllable words.
Progress Monitoring Assessment: Progress Monitoring Assessment: Spelling CBM
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Initial Value: 5
Target Value: 20
Metric: 80%
Goal Title: Vocabulary Usage

Present Level: The student has an underdeveloped vocabulary repertoire. The student received a .69 ratio of different words/ total words. The student wrote 53 words and 37 different words. Ratios in the .6 range are considered
underdeveloped.
Need: The student needs to improve vocabulary in order to improve comprehension and writing strength.
Goal Statement: Given a short story starter appropriate for the end of fourth grade the student will write a 100 word
continuation of the story. The student will receive under a .40 ratio for words/different words given three consecutive
weekly prompts.
Method / Instrumentation for Measuring Progress: Test of written language Words/ Different Words Ratio
4.RV.1: Build and use accurately general academic and content-specific words and phrases.
Progress Monitoring Assessment: Progress Monitoring Assessment: Words/ Different Words Ratio
Initial Value: .69 Ratio
Target Value: Below .4 Ratio
Metric: Ratio below .4
Accommodations
The following accommodations have been selected for state assessment purposes and must be provided on a
regular basis:
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Math (3)
Timing / Scheduling: Student provided with additional breaks
Timing / Scheduling: Student is provided with extended testing
Setting and Environment: Student is tested individually
Language Arts (3)
Math (4)
Language Arts (4)
Science (4)
time for test sessions
Description of additional accommodations that will be provided:

Services and Other Provisions
Special Education Services:
Description
Initiation
(Date)
Frequency
Length
(Time)
Duration
(End Date)
Direct Services
05/01/2015 1 per day
2 hour(s)
05/01/2016
Narrative:
Student will work with special education teacher to improve language arts skills.
Location
Special Education Setting
Direct Services
05/01/2015 3 per day
15 minute(s)
05/01/2016 General Education Setting
Narrative:
Student will work with teacher individually or in a small group 3 times per week to improve language arts skills.
Indirect Support
05/01/2015 1 per day
15 minute(s)
05/01/2016 General Education Setting
Narrative:
General Education teacher will collaborate with special education teacher on methods and strategies to improve language arts skills and with strategies to help Tom better retain focus and follow directions.
Related Services:
No Related Services required at this time.
Transportation:
The transit time and the transportation needs are the same as that of non-disabled peers.
Accessible Materials:
The student does not need instructional materials to be provided in an accessible format.
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Assistive Technology:
The student does not need assistive technology.
Extended School Year:
It was determined that extended school year services are not necessary in order to provide a free and
appropriate education.
Technical Assistance:
Support is not necessary to provide public agency personnel with the knowledge and skills necessary
to implement the students individualized education program.
Program Modifications:
Program modifications are not needed to enable the student to advance appropriately toward attaining
the annual goals, to be involved in and make progress in the general education curriculum, to participate in extracurricular and other nonacademic activities or to be educated or participate with other
students with disabilities and nondisabled students.
Periodic reports on the students progress toward goals will be provided:
Periodic reports will be made monthly.
Reasons for provisions and reasons for rejecting other options:
The student has a difficult time keeping attention in class and with hyperactivity. Furthermore, the student is
failing english language arts, science and social studies due to the students possible specific learning disability in reading and writing. The student needs extra individualized support from the special education and general education teachers. Furthermore, the student needs accommodations on the state assessments in order
to make them more equitable.
The student does not have an emergency evacuation plan.
Least Restrictive Environment
Corporation of Legal Settlement: Indiana Training Site Higher Education
School: Indiana University
Educating School: Monroe Central Elementary School (7152)
Next Educating School: Monroe Central Elementary School (7152)
LRE Placement Category based on Federal Program Types:
51: Resource room (In a general education classroom for 40% to 79% of the day)
Additional descriptors
The student will be in the general education classroom 63% of the time. The student will be taken to the special education classroom once a day for 2 hours for individualized intervention in language arts.
Any potentially harmful effects of the services on the student or on the quality of services needed:
Taking the student out for special education services may cause the student to be a bit behind in the general
classroom if they are not taken out at consistent and appropriate times. Furthermore, it may cause the student to made fun of my his peers. However, we believe the additional support for the student will outweigh any
harmful effects.
Reasons for placement determination including reasons for rejecting other options:
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We decided that the student should only go to the special education room for 2 hours once a day instead of
longer periods of time or placing the student in the special education room full time. We believe this because
the student will receive extra support from the general education teacher and the special education teacher
without being isolated. The student will be able to continue learning with and from their peers. Furthermore,
the student is passing in mathematics. With extra support the student will be more successful in english language arts.
General Considerations
Student will be able to participate in all educational programs and activities that are made available to
nondisabled students.
Student will be able to participate in all non-educational and extracurricular activities that are made
available to nondisabled students.
Student will participate in the general physical education program that is available to nondisabled students.
Student will be educated in the school (he/she) would attend if not disabled.
The length of the instructional day will be the same as the instructional day for nondisabled peers.
Participants
The following individuals participated in the case conference committee meeting. Those individuals identified
as Teacher of Record, General Education Teacher, Public Agency Rep and Instructional Strategist were in attendance for the entire meeting unless parental excusal was obtained before the meeting.
Position
Name
Title
Does the Parent reject provision of FAPE and intend to unilaterally enroll child in a non public school?
Written Notes and Other Relevant Factors
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Notice of Initial Proposed IEP

I have been presented with a copy of the Individualized Education Program (IEP) which contains:
1) A description of the action proposed by the public agency;
2) An explanation of why the public agency proposed to take the action;
3) A description of each evaluation, procedure, assessment, record, or report the agency used as a basis for the
proposed action;
4) A description of other options that the case conference committee considered and the reasons why those options were rejected; and
5) A description of other factors relevant to the agencys proposal.
I consent to the provision of special education services for my child. I understand that this (IEP) will be implemented no later than ten instructional days after my consent is received or by the initiation date stated on the
IEP.
I refuse to consent to the provision of special education services described in this written notice.
I understand that a parent of a student with a disability has protection under the procedural safeguards which are provided with this notice and that I can request a copy of the procedural safeguards at any time. The procedural safeguards document includes a list of resources to contact for assistance in understanding the provisions of Indiana special education rules.
_______________________________________________
Sign
Easy Fax Number:
_____________________________________________
Date
Fax Generated on 04/24/2015

14/-.00000000
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Case Conference Committee Report

Indiana Training Site Higher Education

Date of Report: 04/24/2015

Student: Tom Thumb119

Date of Birth: 06/15/2005

Purposes of Case Conference

Place: Forest Glen Elementary Room 101

Evaluation Information and Student Data

Test of Written Spelling-3 (TWS-3):

Test of Written Language:

Reasons for the determination of participation in testing:

Student will receive remediation

Goal Title: Spelling

Parameters to Build Graph

Goal Title: Vocabulary Usage

time for test sessions

time for test sessions

time for test sessions

time for test sessions

time for test sessions

Description of additional accommodations that will be provided:

Notice of Initial Proposed IEP

Easy Fax Number:

Fax Generated on 04/24/2015

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