EDSP 622
CASE STUDY: INDIVIDUALIZED EDUCATION PROGRAM (IEP) EVALUATION TEMPLATE
Part A: Present Levels of Academic Achievement and Performance (PLAAFP)
The Present Level of Academic Achievement and Functional Performance summarizes the results of
assessments that identify the student’s interests, preferences, strengths, and areas of need, including assistive
technology and/or accessible materials. It also describes the effect of the student’s disability on their
involvement and progress in the general education curriculum and, for preschool children, as appropriate,
how the disability affects the student’s participation in appropriate activities. This includes the student’s
performance and achievement in academic areas such as writing, reading, mathematics, science, and
history/social sciences. It also includes the student’s performance in functional areas, such as self-
determination, social competence, communication, behavior, and personal management. Test scores, if
included, should be self-explanatory or an explanation should be included, and the Present Level of
Academic Achievement and Functional Performance should be written in objective measurable terms, to the
extent possible. There should be a direct relationship between the desired goals, the Present Level of
Academic Achievement and Functional Performance, and all other components of the IEP (VDOE Sample
IEP Template).
Ethan is a quiet and diverse student who enjoys time with his friends. He wants to do well in school
and tries very hard to succeed. Ethan has strengths in sports, art, and music. He participates in soccer
and baseball and enjoys them both. Ethan is a very talented drawer and can also play the drums.
Ethan’s first quarter grades are as follows: Language Arts – 65%, Reading – 65%, Writing – 68%,
Math – 86%, Science – 75%, History – 76%, Art – 94%, Music – 100%, Physical Education – 100%.
Ethan’s second quarter grades are as follows: Language Arts – 66%, Reading – 61%, Writing – 64%,
Math – 87%, Science – 74%, History – 72%, Art – 97%, Music – 100%, Physical Education – 100%.
The Kaufman Test of Educational Achievement was conducted on Ethan. He scored Average, which is
a score of 85-115, in Math, Math Concepts & Application, and Math Computation. He scored Below
Average, which is a score of 70-84, on Academic Skills Battery, Letter-Word Recognition, Reading
Comprehension, and Spelling. Ethan scored Low, which is a score of 55-69, in Reading, Written
Language, and Written Expression.
Ethan continues to work below grade level in reading and writing. Ethan’s discrepancies in reading
and writing impact his involvement in the general education classrooms. Ethan’s areas of needs, as
determined by the IEP team, will be Reading and Written Expression, and he will need Specially
Designed Instruction in both areas. He will require read-aloud options and flexible schedule on all his
assignments and tests so that he will be able to be successful.
Ethan will practice using the read-aloud option for the entire assignment or test. He will also use
TestNav on his online Growth Assessments to practice using the read-aloud accommodations for his
state testing. This will ensure that he is comfortable with the accommodation before testing begins.
Ethan will need all his assignments and tests to be read-aloud through the text-to-speech option on his
Chromebook or through prerecorded audio delivered through his Chromebook. Ethan will also need
to be in a small group size so that these accommodations can be delivered to him properly so he can be
successful in all his assignments, classwork, and tests.
Ethan passed his vision and hearing screening within the normal limits.
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EDSP 622
Part B: Participation in State and District Assessments/Accountability Systems
* Students with disabilities are expected to participate in all content area assessments that are available to
students without disabilities. The IEP Team determines how the student will participate in the accountability
system.
** Accommodation(s) must be based upon those the student generally uses during classroom instruction and
assessment, including assistive technology and/or accessible materials. For the accommodations that may be
considered, refer to VDOE’s Students with Disabilities: Guidelines for Assessment Participation for
guidance. (VDOE Sample IEP Template)
Test
Assessment Type*
(SOL, VSEP,VAAP)
Accommodations** If yes, list
accommodation(s)
Reading
_SOL_________________________
Not Assessed at this Grade Level X Yes No
Small Group
Size
Flexible
Schedule –
Breaks Every
30 minutes
Math
___SOL_____________________________
Not Assessed at this Grade Level
X Yes No
Read Aloud
Test
Small Group
Size
Flexible
Schedule –
Breaks Every
30 minutes
Science
___SOL_____________________________
X Yes No Read Aloud
Test
Flexible
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EDSP 622
Not Assessed at this Grade Level Schedule –
Breaks Every
30 minutes
Small Group
Size
History/SS
___SOL____________________________
Not Assessed at this Grade Level
X Yes No
Flexible
Schedule –
Breaks Every
30 minutes
Small Group
Size
Read-Aloud
Test
Writing
___SOL_____________________________
Not Assessed at this Grade Level
X Yes No
Text-to-Speech
Dictation to a
Scribe
Flexible
Schedule-
Breaks Every
30 minutes
Spell Checker
Small Group
Size
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EDSP 622
Part C: Explanation for Participation or Non-Participation in Regular State or Division-Wide
Assessments
Explain in the space below 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. (VDOE Sample IEP Template)
Ethan can participate in the regular SOL assessments with accommodations. Ethan requires these
accommodations to be successful based on him being diagnosed with a specific learning disability
(SLD). These accommodations do not change the content of the tests or the skills that are needed for
the tests. Because Ethan has a specific learning disability in Reading and Written Expression as
determined by the IEP team, these accommodations are needing for him to remove barriers and be
able to demonstrate his knowledge and skill.
On the Reading SOL, Ethan will be using Small Group Size and Flexible Schedule with breaks every
30 minutes so that he will have the opportunity to complete the assessments and not feel rushed or
anxious. He will be grouped with other students who have the same accommodations so that they all
have the same opportunity and breaks at the same time.
Because reading is involved in every subject, Ethan will be receiving the Read-Aloud accommodation
in the Math, Science, History/SS, and the Writing SOL. Ethan requires this accommodation because of
his specific learning disability in reading and written expression. Because Ethan struggles with
sounding out words and the more complex the words are the more he struggles, the Read-Aloud
accommodation is needing in all of these subjects.
Ethan will use Dictation to a Scribe on the Writing SOL. This will allow him to have the scribe record
his response on the prompt in the short-paper component of the Writing SOL. This scribe will be a
special education teacher or paraprofessional who has worked with Ethan before with this
accommodation in his regular classroom assignments. Ethan will also have a spell checker provided for
short-paper portion of the Writing SOL to assist him with words he may struggle with.
Ethan will require Flexible Time with breaks every 30 minutes on all his SOLs. This is because he
struggles with reading, spelling, and comprehension, so extended time in needed so that he can finish
the test even thou the SOLs do not have a time limit and a student can take all day to test if needed.
Ethan receiving breaks every 30 minutes will ensure he is not overwhelmed with the material and
allows him the best opportunity for success.
Part D: Reflection Paragraph
Reflect in the space below in one complete paragraph on what is involved in the development of a quality
IEP. Include facts from the textbook and IRIS resource “What is an IEP?” (from the Learn section of Module
7).
The Individualized Education Program or IEP is the blueprint for attaining improved educational
results for students with disabilities. (Pierangelo & Giuliani, 2017) The IEP serves two major purposes.
It is a written plan for a student in special education, and it is the link between the student in special
education and the special teaching that the student requires. The IEP includes the Present levels of
academic achievement and functional performance (PLAAFP), challenging and measurable goals,
special education, or related services, how the goals will be measured, explanation of why the student
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EDSP 622
will removed from nondisabled peers, how the student will participate in state and district-wide
assessments, and the date of when the services will begin, the location, and how long they last. This
includes the students’ abilities in academic and functional areas. (Participation & Inclusion | Virginia
Department of Education, n.d.) The PLAAFP also includes how the student’s disability affects their
involvement in the general education setting. (IRIS | Page 5: The IEP Content, n.d.) An IEP is
comprised of specially designed instruction that adapts the content and delivery of instruction to
address the needs of the student. (Individualized Education Program (IEP) | Virginia Department of
Education, n.d.) The IEP also provides accommodations and modifications to ensure the students has
access to the general curriculum.
References
Individualized Education Program (IEP) | Virginia Department of Education. (n.d.). Www.doe.virginia.gov.
https://www.doe.virginia.gov/programs-services/special-education/iep-instruction/individualized-
education-program-iep
IRIS | Page 5: The IEP Content. (n.d.). Iris.peabody.vanderbilt.edu.
https://iris.peabody.vanderbilt.edu/module/iep01/cresource/q3/p05/#content
Participation & Inclusion | Virginia Department of Education. (n.d.). Www.doe.virginia.gov.
https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-
assessment-program/participation-inclusion
Pierangelo, R., & Giuliani, G. A. (2017).JAssessment in special education : a practical approach. Pearson.
SOL Test Administration & Development | Virginia Department of Education. (n.d.). Www.doe.virginia.gov.
https://www.doe.virginia.gov/teaching-learning-assessment/student-assessment/virginia-sol-
assessment-program/sol-test-administration-development
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