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IEPTeamStudentCaseStudyAnalysis.docx
IEPStudentProfile1.docx

IEPTeamStudentCaseStudyAnalysis.docx

IEP Team Student Case Study Analysis Preparation Template

Instructions: Work collaboratively with your assigned IEP team to complete each section below. Use the provided student profile and course readings to support your discussion. One of your teammates will complete this template as you discuss your student profile.

Additionally, select 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

You may collaborate asynchronously or synchronously. One group member will submit the final document on behalf of the team.

Student Strengths and Needs (Data-Based)

Summarize the student’s key strengths and primary needs using specific data points. Discuss areas of agreement or differing interpretations among team members.

Group Response:

Priority Instructional Focus

As a team, identify one priority instructional area. Justify your decision using multiple data sources.

Group Response:

Instructional and Support Recommendations

Propose 2–3 instructional strategies, adaptations, or supports. Identify the High-Leverage Practices that support these decisions.

Group Response:

Remaining Questions for the IEP Team

List 3–5 questions the team still needs answered before finalizing instructional or service decisions.

Group Response:

HLP Alignment

List 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

Group Response:

IEPStudentProfile1.docx

Student Profile 1: Alex M., Grade 3

Student Profile: Alex M., Grade 3

Background

· Age: 8 years, 4 months

· Diagnoses: Specific Learning Disability (Reading), ADHD-Inattentive

· English as Primary Language, no ESL services

· Receives 45 min/day of special education reading instruction

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Academic: Reading below grade level (DRA: 28, Grade 1 Benchmark), struggling with decoding, fluency, and comprehension; math at grade level with occasional errors on multi-step problems. Behavioral/Functional: Frequently off-task during independent work; demonstrates task avoidance behaviors, fidgets, and sometimes leaves seat without permission. Social-Emotional: Engages well with peers in structured activities; becomes frustrated when tasks are challenging; reports low confidence in reading.

Academic Progress Monitoring Data

Reading Fluency (Words Correct per Minute)

*Week*	*WCPM*	*Accuracy %*
1	42	88%
3	45	89%
5	44	87%
7	47	90%

Math Computation Accuracy

Week	Percent Correct
1	85%
3	88%
5	90%
7	92%

Behavioral / Functional Data

Setting	Avg. Incidents per Week	Notes
Whole-group	5–7	Leaves seat, verbal refusal
Small group	2–3	Requires adult proximity
Independent work	6–8	Off-task after 3–5 minutes

Related Service Data

Speech-Language (SLP)

· CELF-5 Core Language Score: 78 (7th percentile)

· Pragmatic Language Observation: Difficulty with turn-taking, literal interpretation of figurative language

· Teacher report: Struggles explaining thinking verbally

Occupational Therapy (OT)

· BOT-2 Fine Motor Precision: 6th percentile

· Writing sample: legibility decreases after 3–4 sentences

· Classroom observation: avoids cutting/writing tasks

School Social Worker / Counseling

· BASC-3: Anxiety (Clinically significant), Adaptability (At-risk)

· Attendance impacted during high-stress weeks

Family & Student Voice

· Parent reports homework takes 2+ hours nightly

· Student reports: “School is boring, not hard”

· Teacher reports task avoidance during writing

Role-Specific Guidance

· Special Education Teacher: Focus on academic data, task avoidance, and strategies to improve reading and engagement.

· General Education Teacher: Observe classroom performance, participation, and accommodations needed.

· School Psychologist: Examine behavioral data trends and patterns.

· SLP: Evaluate language needs impacting comprehension and oral expression.

· OT: Analyze fine motor needs affecting written work.

· Social Worker: Examine emotional, behavioral, and engagement factors.

· Administrator: Consider resource allocation and service coordination.

IEPStudentProfile1.docx

Student Profile 1: Alex M., Grade 3

Student Profile: Alex M., Grade 3

Background

· Age: 8 years, 4 months

· Diagnoses: Specific Learning Disability (Reading), ADHD-Inattentive

· English as Primary Language, no ESL services

· Receives 45 min/day of special education reading instruction

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Academic Progress Monitoring Data

Reading Fluency (Words Correct per Minute)

*Week*	*WCPM*	*Accuracy %*
1	42	88%
3	45	89%
5	44	87%
7	47	90%

Math Computation Accuracy

Week	Percent Correct
1	85%
3	88%
5	90%
7	92%

Behavioral / Functional Data

Setting	Avg. Incidents per Week	Notes
Whole-group	5–7	Leaves seat, verbal refusal
Small group	2–3	Requires adult proximity
Independent work	6–8	Off-task after 3–5 minutes

Related Service Data

Speech-Language (SLP)

· CELF-5 Core Language Score: 78 (7th percentile)

· Pragmatic Language Observation: Difficulty with turn-taking, literal interpretation of figurative language

· Teacher report: Struggles explaining thinking verbally

Occupational Therapy (OT)

· BOT-2 Fine Motor Precision: 6th percentile

· Writing sample: legibility decreases after 3–4 sentences

· Classroom observation: avoids cutting/writing tasks

School Social Worker / Counseling

· BASC-3: Anxiety (Clinically significant), Adaptability (At-risk)

· Attendance impacted during high-stress weeks

Family & Student Voice

· Parent reports homework takes 2+ hours nightly

· Student reports: “School is boring, not hard”

· Teacher reports task avoidance during writing

Role-Specific Guidance

· Special Education Teacher: Focus on academic data, task avoidance, and strategies to improve reading and engagement.

· General Education Teacher: Observe classroom performance, participation, and accommodations needed.

· School Psychologist: Examine behavioral data trends and patterns.

· SLP: Evaluate language needs impacting comprehension and oral expression.

· OT: Analyze fine motor needs affecting written work.

· Social Worker: Examine emotional, behavioral, and engagement factors.

· Administrator: Consider resource allocation and service coordination.

IEPTeamStudentCaseStudyAnalysis.docx

IEP Team Student Case Study Analysis Preparation Template

Additionally, select 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

You may collaborate asynchronously or synchronously. One group member will submit the final document on behalf of the team.

Student Strengths and Needs (Data-Based)

Summarize the student’s key strengths and primary needs using specific data points. Discuss areas of agreement or differing interpretations among team members.

Group Response:

Priority Instructional Focus

As a team, identify one priority instructional area. Justify your decision using multiple data sources.

Group Response:

Instructional and Support Recommendations

Propose 2–3 instructional strategies, adaptations, or supports. Identify the High-Leverage Practices that support these decisions.

Group Response:

Remaining Questions for the IEP Team

List 3–5 questions the team still needs answered before finalizing instructional or service decisions.

Group Response:

HLP Alignment

List 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

Group Response:

IEPStudentProfile1.docx

Student Profile 1: Alex M., Grade 3

Student Profile: Alex M., Grade 3

Background

· Age: 8 years, 4 months

· Diagnoses: Specific Learning Disability (Reading), ADHD-Inattentive

· English as Primary Language, no ESL services

· Receives 45 min/day of special education reading instruction

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Academic Progress Monitoring Data

Reading Fluency (Words Correct per Minute)

*Week*	*WCPM*	*Accuracy %*
1	42	88%
3	45	89%
5	44	87%
7	47	90%

Math Computation Accuracy

Week	Percent Correct
1	85%
3	88%
5	90%
7	92%

Behavioral / Functional Data

Setting	Avg. Incidents per Week	Notes
Whole-group	5–7	Leaves seat, verbal refusal
Small group	2–3	Requires adult proximity
Independent work	6–8	Off-task after 3–5 minutes

Related Service Data

Speech-Language (SLP)

· CELF-5 Core Language Score: 78 (7th percentile)

· Pragmatic Language Observation: Difficulty with turn-taking, literal interpretation of figurative language

· Teacher report: Struggles explaining thinking verbally

Occupational Therapy (OT)

· BOT-2 Fine Motor Precision: 6th percentile

· Writing sample: legibility decreases after 3–4 sentences

· Classroom observation: avoids cutting/writing tasks

School Social Worker / Counseling

· BASC-3: Anxiety (Clinically significant), Adaptability (At-risk)

· Attendance impacted during high-stress weeks

Family & Student Voice

· Parent reports homework takes 2+ hours nightly

· Student reports: “School is boring, not hard”

· Teacher reports task avoidance during writing

Role-Specific Guidance

· Special Education Teacher: Focus on academic data, task avoidance, and strategies to improve reading and engagement.

· General Education Teacher: Observe classroom performance, participation, and accommodations needed.

· School Psychologist: Examine behavioral data trends and patterns.

· SLP: Evaluate language needs impacting comprehension and oral expression.

· OT: Analyze fine motor needs affecting written work.

· Social Worker: Examine emotional, behavioral, and engagement factors.

· Administrator: Consider resource allocation and service coordination.

IEPTeamStudentCaseStudyAnalysis.docx

IEP Team Student Case Study Analysis Preparation Template

Additionally, select 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

You may collaborate asynchronously or synchronously. One group member will submit the final document on behalf of the team.

Student Strengths and Needs (Data-Based)

Summarize the student’s key strengths and primary needs using specific data points. Discuss areas of agreement or differing interpretations among team members.

Group Response:

Priority Instructional Focus

As a team, identify one priority instructional area. Justify your decision using multiple data sources.

Group Response:

Instructional and Support Recommendations

Propose 2–3 instructional strategies, adaptations, or supports. Identify the High-Leverage Practices that support these decisions.

Group Response:

Remaining Questions for the IEP Team

List 3–5 questions the team still needs answered before finalizing instructional or service decisions.

Group Response:

HLP Alignment

List 3–4 High-Leverage Practices that will guide instruction and collaboration and explain why these HLPs are appropriate for the student.

Group Response:

IEPStudentProfile1.docx

Student Profile 1: Alex M., Grade 3

Student Profile: Alex M., Grade 3

Background

· Age: 8 years, 4 months

· Diagnoses: Specific Learning Disability (Reading), ADHD-Inattentive

· English as Primary Language, no ESL services

· Receives 45 min/day of special education reading instruction

Present Levels of Academic Achievement and Functional Performance (PLAAFP)

Academic Progress Monitoring Data

Reading Fluency (Words Correct per Minute)

*Week*	*WCPM*	*Accuracy %*
1	42	88%
3	45	89%
5	44	87%
7	47	90%

Math Computation Accuracy

Week	Percent Correct
1	85%
3	88%
5	90%
7	92%

Behavioral / Functional Data

Setting	Avg. Incidents per Week	Notes
Whole-group	5–7	Leaves seat, verbal refusal
Small group	2–3	Requires adult proximity
Independent work	6–8	Off-task after 3–5 minutes

Related Service Data

Speech-Language (SLP)

· CELF-5 Core Language Score: 78 (7th percentile)

· Pragmatic Language Observation: Difficulty with turn-taking, literal interpretation of figurative language

· Teacher report: Struggles explaining thinking verbally

Occupational Therapy (OT)

· BOT-2 Fine Motor Precision: 6th percentile

· Writing sample: legibility decreases after 3–4 sentences

· Classroom observation: avoids cutting/writing tasks

School Social Worker / Counseling

· BASC-3: Anxiety (Clinically significant), Adaptability (At-risk)

· Attendance impacted during high-stress weeks

Family & Student Voice

· Parent reports homework takes 2+ hours nightly

· Student reports: “School is boring, not hard”

· Teacher reports task avoidance during writing

Role-Specific Guidance

· Special Education Teacher: Focus on academic data, task avoidance, and strategies to improve reading and engagement.

· General Education Teacher: Observe classroom performance, participation, and accommodations needed.

· School Psychologist: Examine behavioral data trends and patterns.

· SLP: Evaluate language needs impacting comprehension and oral expression.

· OT: Analyze fine motor needs affecting written work.

· Social Worker: Examine emotional, behavioral, and engagement factors.

· Administrator: Consider resource allocation and service coordination.

other Questions(10)

IEP TEAM

IEPTeamStudentCaseStudyAnalysis.docx

IEPStudentProfile1.docx

IEPTeamStudentCaseStudyAnalysis.docx

IEP Team Student Case Study Analysis Preparation Template

Student Strengths and Needs (Data-Based)

Priority Instructional Focus

Instructional and Support Recommendations

Remaining Questions for the IEP Team

HLP Alignment

IEPStudentProfile1.docx

IEPTeamStudentCaseStudyAnalysis.docx

IEP Team Student Case Study Analysis Preparation Template

Student Strengths and Needs (Data-Based)

Priority Instructional Focus

Instructional and Support Recommendations

Remaining Questions for the IEP Team

HLP Alignment

stud 1

group