Week 6 Assignment IEP Case Study: Collaborating with Multiple Points of View After completing this assignment, you will have demonstrated your understanding of the following objectives:  Analyze the value of co-teaching as an inclusion model of instructional delivery. Analyze the value of collaborative consultation as an inclusion model of instructional delivery. Analyze ways to create a collaborative school culture to promote professional growth and leadership. Determine some of the causes of education-based conflict. Evaluate problem solving and negotiation strategies to resolve education-based conflict. Recognize the importance of knowing personal strengths and weaknesses in conflict resolution. Evaluate verbal, non-verbal, and para-verbal cues that impact communication with educators, administrators, parents, and community members. Analyze the range of placements and services offered to students who have a disability. Additionally, this assignment demonstrates your mastery of the Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED Program Learning Outcomes 2 & 8 and will have reinforced your competency with the MAED Program Learning Outcome 7. As you have learned throughout this course, it takes a team to educate a student. The team is composed of stakeholders who have a professional and/or emotional investment in the student’s education and post-graduation success. Although everyone has the same destination in mind, their paths may differ. Being a proactive problem-solver means recognizing a disagreement or differing of opinions and finding an amicable solution through understanding and compromise. To further your abilities with these essential skills for a special educator, you will complete this comprehensive final assignment. In this assignment, you will design a differentiated instructional strategy that aligns with learning strengths and needs in a collaborative team environment. This strategy should take into account each stakeholder’s investment in the academic growth and social well-being of a hypothetical student named Henry. Additionally, by successfully completing this assignment, you will be able to answer essential questions related to course topics, which are intended to provoke critical thinking in this course and throughout your professional career. The essential questions are: What is the best environment to educate a child with a disability? What are the best pro-active problem solving strategies for collaborative communication? How can teachers realistically teach students using differentiated teaching techniques and Universal Design for Learning? Follow the instructions below to write your Final Paper. Content Read the Case Study: Supporting Henry and the IEP Team Meeting Description . Then, using the “Collaborative Problem Solving: Steps in the Process” (Windle & Warren, n.d.), proactively address Henry’s academic needs while considering each IEP team member’s perspective. Create separate heading.

1. Week 6 Assignment
IEP Case Study: Collaborating with Multiple Points of View
After completing this assignment, you will have demonstrated
your understanding of the following objectives:
Analyze the value of co-teaching as an inclusion model of
instructional delivery.
Analyze the value of collaborative consultation as an inclusion
model of instructional delivery.
Analyze ways to create a collaborative school culture to
promote professional growth and leadership.
Determine some of the causes of education-based conflict.
Evaluate problem solving and negotiation strategies to resolve
education-based conflict.
Recognize the importance of knowing personal strengths and
weaknesses in conflict resolution.
Evaluate verbal, non-verbal, and para-verbal cues that impact
communication with educators, administrators, parents, and
community members.
Analyze the range of placements and services offered to
students who have a disability.
Additionally, this assignment demonstrates your mastery of the
Course Learning Outcomes 1, 2, 3, 4, & 5 and the MAED
Program Learning Outcomes 2 & 8 and will have reinforced
your competency with the MAED Program Learning Outcome 7.
As you have learned throughout this course, it takes a team to
educate a student. The team is composed of stakeholders who

2. have a professional and/or emotional investment in the student’s
education and post-graduation success. Although everyone has
the same destination in mind, their paths may differ. Being a
proactive problem-solver means recognizing a disagreement or
differing of opinions and finding an amicable solution through
understanding and compromise. To further your abilities with
these essential skills for a special educator, you will complete
this comprehensive final assignment.
In this assignment, you will design a differentiated
instructional strategy that aligns with learning strengths and
needs in a collaborative team environment. This strategy should
take into account each stakeholder’s investment in the academic
growth and social well-being of a hypothetical student named
Henry. Additionally, by successfully completing this
assignment, you will be able to answer essential questions
related to course topics, which are intended to provoke critical
thinking in this course and throughout your professional career.
The essential questions are: What is the best environment to
educate a child with a disability? What are the best pro-active
problem solving strategies for collaborative communication?
How can teachers realistically teach students using
differentiated teaching techniques and Universal Design for
Learning?
Follow the instructions below to write your Final Paper.
Content
Read the Case Study:
Supporting Henry and the IEP Team Meeting Description
. Then, using the “Collaborative Problem Solving: Steps in the
Process” (Windle & Warren, n.d.), proactively address Henry’s
academic needs while considering each IEP team member’s
perspective. Create separate headings in your paper for each
category provided in this section.

3. Reflecting on the case study information provided with this
assignment:
Communication (2 points)
– Construct an analysis of the messages each person sent to the
team with their physical appearance, non-verbal cues, and para-
verbal patterns.
Interest (2 points)
– Identify each person’s interests in attending this
collaborative team meeting including a rationale to support the
interests you have identified.
Perspectives/ Emotions (2 points)
– Construct an analysis of each person’s area of interest
including why their interest is important professionally and
personally, the emotions involved in the decision-making, and
each person’s perceptions of the issues in the case.
Common Interest (2 points)
– After analyzing each person’s interest and what they are
communicating (linguistically and non-linguistically), describe
what each person has in common.
Brainstorming Options (2 points)
– Explain ten ways to provide Henry with equitable access to
education. Be sure to explain the types of services Henry might

4. need (e.g., pull-out reading, speech, or counseling), where
Henry will receive his education, parent/teacher communication
ideas, and how instruction will be delivered and by whom.
Reaching Agreement (2 points)
– Reflect on your ideas from the previous Brainstorming
Options section, then explain in detail the plan that will meet
the needs and interests of everyone on Henry’s team. It is
expected and important here that you support your plan using
scholarly sources.
School-Wide Vision (2 points)
– Recall your Week 5 Assignment “Everyone Wants What’s
Best, So How Can ‘Best’ Be So Different?” Then, include an
analysis of how your proactive team collaboration and the final
agreement align with the long-term school goal to promote a
collaborative school culture that embraces professional growth
and leadership.
Role Reflection (2 points)
– Writing from the perspective of the special educator in the
Case Study, describe the skills you have when encountering
conflict and how you will leverage these during Henry’s
meeting. Additionally, describe how you will use other’s skills
in Henry’s meeting to strengthen your areas of weakness. Be
sure to describe how you, as the special educator in this case,
will grow professionally from this experience to become a
stronger leader.

5. Case Study – Supporting Henry
Henry, who is 11 years old and in the fifth grade, was recently
diagnosed with ADHD (Attention Deficit Hyperactivity
Disorder) and a SLD (Specific Learning Disability), and is now
attending his first IEP meeting after going through the referral
process. After several attempts to help Henry stay on task and
complete his work, his teacher, Mr. Smith, referred Henry to the
school’s student intervention team as the first step to start the
referral process. He reported that Henry was constantly asking
to leave his seat for “every excuse in the book” and this led Mr.
Smith to finally acquiesce to Henry’s demands. However, on the
way to his destination, Henry would invariably manage to be a
disruption to people he encountered. Additionally, Henry rarely
finished his coursework and often misplaced his homework.
Henry is therefore in danger of failure. Mr. Smith reported that
he truly liked Henry despite his behavior issues and work ethic.
“He’s a really likeable kid! He’s funny and if someone gets
hurt, Henry is the first one to arrive at the scene to help. He is
never intentionally disrespectful, but his impulsivity and social
immaturity has caused problems when he speaks before
thinking.”
As part of the referral process, Dr. Burman, the school
psychologist, completed the battery of psychological
assessments. It was found that Henry did have significant
attention, focus, and impulsivity issues. Ms. Young, a special
education teacher, completed the educational assessment and
found that he had problems with short-term memory and visual
processing (how information is taken in visually and processed
cognitively). It was decided that Henry did qualify for special
education services as his disabilities negatively impacted his
education. The team of educators, parents, the psychologist, and
student now convene as a multidisciplinary team to discuss
these results and if services are agreed to, the creation of

6. Henry’s first annual IEP begins.
IEP Team Meeting Case Study Description
The following attendees are sitting at a round conference table.
Mr. Smith, general educator
Physical Appearance: Wearing jeans, a t-shirt and sneakers.
Non-Verbal: Sitting with both feet on the floor, hands on the
table fidgeting with a stack of ungraded papers in a folder.
Paraverbal Cues: Talks quickly while looking at his hands and
rarely makes eye-contact.
Verbally Stated Interest: Wants Henry to be educated in the
“special education class” because he is continually disrupting
other students from working, and he does not complete his
coursework.
Ms. Young, special educator
Physical Appearance: Wearing casual pants, loafers, and a
button-up blouse. She has long hair tied away from her face in a
ponytail.
Non-Verbal Cues: Taking notes on her laptop during the
meeting. Makes eye contact with everyone intermittently when
she stops typing.
Paraverbal Cues: When talking about the team process and
education setting, Ms. Young is careful to use language the
parents will understand and pauses often for questions.
Verbally Stated Interest: Wants Henry to stay in his current
placement so he doesn’t have to change classes in the middle of

7. the school year.
Dr. Burman, school psychologist
Physical Appearance: Wearing suit pants, a button-up shirt, and
tie with pictures of Mickey Mouse (that he explains to the group
was a Father’s Day gift from his 5-year old).
Non-Verbal Cues: Sitting with his leg crossed under the desk,
hands are palm down on the table, engaging in eye contact with
whoever is speaking.
Paraverbal Cues: When explaining his findings to Henry’s
parents, he speaks louder than necessary with a clear voice. He
does not pause until he has completed his report.
Verbally Stated Interest: Feels that Henry will benefit from
behavior therapy to control his impulsivity and has suggested
visiting the pediatrician to discussion possible pharmaceutical
intervention.
Dr. Jackson, assistant principal
Physical Appearance: Casual business attire with khaki pants, a
polo shirt, and dress shoes.
Non-Verbal Cues: Sits with both feet on the floor, fingers
intertwined on the table, rarely making eye contact by staring at
his hands.
Paraverbal Cues: It is customary for Dr. Jackson to attend
initial IEP meetings; however, he does not intervene or
participate.
Verbally Stated Interest: None.
Mr. Jefferies, divorced parent, Lawyer
Physical Appearance: Mr. Jefferies is dressed in business attire,

8. he has left the office to attend the meeting.
Non-Verbal Cues: Mr. Jefferies sits at the table with correct
posture; hands folded on the table, making eye contact with
everyone at the table except Mrs. Jefferies, his ex-wife.
Paraverbal Cues: When Mr. Jefferies is addressed, he replies by
speaking quickly and with few words.
Verbally Stated Interest: Wants Henry to stay in his current
placement so that he isn’t teased for being in “special
education.” He wants Ms. Jackson to meet with Mr. Smith to
help him manage Henry’s behavior and help adapt his work.
Mrs. Jefferies, divorced parent, kindergarten teacher
Physical Appearance: Mrs. Jefferies is dressed casually in a
knee-length skirt, flip-flops, a tank-top, and cardigan sweater.
Non-Verbal cues: Mrs. Jefferies jumps in often, cutting off Mr.
Jefferies every time he speaks; talking loudly over him.
Paraverbal Cues: Mrs. Jefferies, on the other hand, looks at her
hands a lot when speaking, slowly, and her responses involve
stories about Henry when he was younger.
Verbally Stated Interest: Wants Henry to stay in his current
placement so that he isn’t teased for being in “special
education”. They want Ms. Jackson to meet with Mr. Smith to
help him manage Henry’s behavior and help adapt his work.
Henry Jeffries, the Student
Physical Appearance: Typically dressed for an 11-year-old boy
in jeans and a t-shirt.
Non-Verbal Cues: Sits with both legs crossed under the table,
hands in his lap, staring at the table.
Paraverbal Cues: Whenever Henry is asked a question, he
continues to look at the table and mumbles his response.
Verbally Stated Interest: When he is asked what he wants to do,

9. he shrugs his shoulders and says, “Whatever.”
Written Communication
Page Requirement (1 point): Eight to ten pages, not including
the title and references page.
APA Formatting (1 point): Use APA formatting consistently
throughout the assignment.
Syntax and Mechanics (1 point): Display meticulous
comprehension and organization of syntax and mechanics, such
as spelling and grammar.
Source Requirement (1 point): Reference five scholarly sources
in addition to the course textbook which provide compelling
evidence to support your ideas. All sources on the references
page need to be used and cited correctly within the body of the
assignment. Use the Ashford University Library to find
scholarly references or use other books you may already own or
otherwise have access to from prior coursework.
Review and Submit the Assignment
Review your assignment with the
Grading Rubric
to be sure you have achieved the distinguished levels of

10. performance for each criterion. Next, submit the assignment to
the course room for evaluation no later than day 7 of the week.
Week 6 Assignment Guidance
Teachers have traditionally welcomed their students into the
classroom, closed the door, and taught in isolation. We now
know through research and practice that a collaborative
education-based environment advances student emotional
wellbeing, promotes stakeholder communication, and an overall
academic success including post-graduation achievements.
Although each has a professional and/or emotional investment
within this education-based team, their vision of success may
have alternative paths. Being a proactive problem-solver means
recognizing multiple streets and finding an amicable solution
through understanding and compromise.
In your final summative assignment, “Collaborating with
Multiple Points of View”, you will design a differentiated
instructional strategy that aligns with learning strengths and
needs in a collaborative team environment and that takes into
account each stakeholder’s investment in the hypothetical
student Henry’s academic growth and social wellbeing.
Additionally, by successfully completing this assignment, you
will be able to answer the essential questions of this course’s
topic, which are intended to provoke critical thinking in this
course and throughout your professional career: What is the best
environment to educate a child with a disability?; What are the
best pro-active problem solving strategies for collaborative
communication; and How can teachers realistically teach
students using differentiated teaching techniques and Universal
Design for Learning?
References

11. Corporation of National and Community Service. (2014,
January 21).
Charting the progression of AmeriCorps members and group
development
. Retrieved from
https://www.nationalserviceresources.gov/stages-group-
development-americorps-and-other-national-service-programs
Haberman, M. (2013, April 10).
Why school culture matters, and how to improve it
. Retrieved from http://www.huffingtonpost.com/Michael-
Haberman/why-school-culture-matter_b_3047318.html
Jdurham (2010).
y 042a
[drawing]. Retrieved from
http://www.morguefile.com/archive/display/562790
Kruse, S. (n.d.).
AASA: 5 Ways to build a culture of collaboration with staff,
teachers and parents
. Retrieved from http://www.aasa.org/content.aspx?id=12512
Kruse, S., Louis, K. S., & Bryk, A. (1994).
Building professional community in schools
.
Issues in Restructuring Schools, #6
, pp. 3-6. Retrieved from
http://www.wcer.wisc.edu/archive/cors/Issues_in_Restructuring
_Schools/ISSUES_NO_6_SPRING_1994.pdf
MindTools. (2014).
Forming, storming, norming, and performing: Understanding the
stages of team formation
. Retrieved from
http://www.mindtools.com/pages/article/newLDR_86.htm

12. Murawski, W. & Spencer, S. (2011).
Collaborate, communicate, and differentiate: How to increase
student learning in today’s diverse schools
. Corwin Press