Hello Everyone and Welcome to Todays Team Meeting!

In todays IEP Multi-Disciplinary Team Meeting, we will collectively be discussing

our student Jon Snow, going over his Evaluation Report, and talking about next
steps in terms of Jon Snow and his education. Jon Snow is a 7th grader at South
Carolina Public Charter School District and was referred for an initial evaluation by
both his mother and his regular education teacher because there were some
concerns regarding his behaviors, regulation of emotions, and how these aspects
were beginning to affect his academics in the regular education classroom. Due to
our concerns, Jons evaluation report was expedited and done very quickly in order
to find out our next steps and get Jon the supports he needs as soon as possible for
this school year. The speed of this evaluation also had to deal with a disciplinary
issue that occurred with Jon. Along with observation and data collection from his
regular education teacher and myself, the school psychologist conducted much of
the screening for the evaluation and input was given from Jons regular education
teachers and parents. In these input forms, teachers and his parents were
encouraged to include anything academic or behavioral that they were seeing in the
classroom or at home that was concerning or causing any issues for Jon. This data is
all extremely important when coming to a final recommendation of special
education placement in an evaluation report so that Jon will be correctly diagnosed
and receive the supports he needs to succeed. Universal Screenings were utilized
in determining that Jon should be further evaluated as well. Universal
Screening Assessments are usually a very short and brief assessment
conducted with all students at a specific grade level. These assessments are
usually followed by additional testing or some version of a short-term
progress monitoring system in an effort to determine a students risk status.
These screenings are conducted to identify and also predict students who may
be at risk for educational struggles. Jons parents prior to the evaluation report
being given also gave consent for this to be administered. Consent means when
permission of some kind is given on behalf of someone, something taking
place, or in certain situations where decisions need to be made. To give
consent, means to give permission to agree with something or someone. An ER
or RR determines if a child, like Jon, is eligible to receive special education services.
Eligibility refers to whether or not someone is able to receive something or
qualify for something. In the world of special education, eligibility often refers
to student data and evaluations in determining if that student qualifies for
special education services.

Jon is protected under the Child Find mandate, which under IDEA gives every child
the right to FAPE. Under IDEA, FAPE is an educational program that is
individualized for each child that is designed to meet that childs unique
needs. It also ensures students with disabilities have access to the general
education curriculum and meet grade-level standards that are established by
the state. School districts, agencies, and programs are required by law to provide
the necessary services to the student, such as Jon, are qualified. Child Find is a legal
requirement that schools find all children who have disabilities and who could
be eligible for special education services. Through the Child Find process,
every child from birth to age 21 is covered under this. Schools are required to
evaluate any child they know or suspect to have a disability or learning
disability. In order to qualify for special education services, a child must fall into
one of the 13 disability categories. These disability categories are Autism, Deaf-
Blindness, Deafness, Emotional Disturbance, Hearing Impairments,
Intellectual Disability, Multiple Disabilities, Orthopedic Impairments, Other
Health Impairments, Specific Learning Disability, Speech or Language
Impairments, Traumatic Brain Injury, and Visual Impairment. Jon, through
Child Find, was evaluation and falls within the restricted age range. His disability
category, based on RR results, shows OHI or Other Health Impairment with a
secondary category of SLD or Specific Learning Disability. SLD does not include
learning problems that are primarily due to visual, hearing, motor disabilities,
intellectual disabilities, emotional disturbances, or environmental, cultural,
economic disadvantages. SLD is the largest category of disability in special
education and typically affects a students skills in reading (dyslexia), writing
(dysgraphia), listening, speaking, reasoning, and/or math (dyscalculia.) This
disability tends to be diagnosed in elementary school, for example if a student
has difficulty learning the alphabet, has problems following directions, has
trouble transforming thoughts into written words, and/or has problems with
misreading math problems. These may all be indicators of a SLD. The court case
Hoffman V. Board of Education brought to attention the importance of reevaluations
in special education. In Jons case it was important that he was reevaluated, that way
the teachers and special education staff can determine Jons unique needs. When Jon
was in the primary grades, his IEP worked towards improving his areas of reading,
writing, math, articulation, and functional behavior.

In reading through Jons RR, according to the information from his Head Start
Program in Winterfell, he had difficulty with managing his feelings, controlling
anger, and handling frustrating situations. He often felt challenged and would act
out impulsively, either physically or verbally towards another student or peer. He
did have an IEP in 1st grade and fell then also under the category of OHI or Other
Health Impairment because of his ADHD or Attention Deficit Hyperactivity Disorder.
During Jons initial ER from elementary school, he was also diagnosed with
Depressive Disorder, Expressive-Language Disorder, Developmental Coordination
Disorder, and many other developmental delays for his age/grade level. Since this
was many years ago, much has changed with Jon emotionally, behaviorally, and
academically so a Re-Evaluation was important and necessary. Re-Evaluations are
necessary every 3 years because a students needs may change and then the student
will require a different SDI or different accommodation than their previous IEP had
given them. When Jon was younger, he had his Initial Evaluation Report or ER done.
Now, in 7th grade, we are conducting a RR or Re-Evaluation Report. The ER in
special education stands for the Evaluation Report. This is the initial report
done mainly by the school psychologist but also with the input and data
obtained by a students regular education teacher or teachers. An ER is
completed to determine if a struggling student is eligible for special education
services or accommodations and/or modifications. The RR (Re-Evaluation
Report) is then completed every 3 years unless the student has a form of
mental retardation (then its every 2 years) to see if a child still continues to
qualify for special education and what their specific needs are, as they may
have changed over the time span. In the case, Doe V. Belleville Public School
District, it helped to outline services provided for students who fall under the OHI
category. In this specific special education case, the court had to determine if the
diagnosis of AIDS for a student would allow him to receive special education
services under the Education for All Handicapped Children Act. (Rothstein, L. F., &
Johnson, S. F. (2014). In the case, it was determined that the only category the child
fit into was OHI or Other Health Impairment.

Based on evaluation results, as I had previously mentioned, Jons disability category

is SLD or Specific Learning Disability. RTI, RTII, and MTSS are all great possibilities
of interventions that may work for Jon under his SLD diagnosis. All 3 are multi-
tiered intervention programs. RTI stands for Response to Intervention and
RTII stands for Response to Intervention and Instruction. Both of these are a
multi-tiered approach in helping identify struggling students early and
provide them with the supports they need for learning and behavior. The RTI
and RTII process begins with instruction that is of the highest quality and a
universal screening of all the children in a general education classroom
through some type of assessment. Then the students are grouped into tiers.
Tier 1 in the Core Classroom Instruction that is provided to all students in
the regular education classroom. Then Tier 2 is the Targeted Small Group
Instruction and could be done in groups or centers in the regular education
classroom or could occur with a learning support or special education teacher.
Lastly Tier 3 is the Intensive Individual Intervention which is usually a 1:1
student to teacher ratio and is usually for students with severe or multiple
disabilities that affect their learning. MTSS stands for Multi-Tiered System of
Support and is also grouped into levels or tiers. MTSS addressed the needs of
ALL students, aligns the entire system of initiatives, supports, and resources,
and implements continuous improvement processes at all levels of the system.

Under Jons past IEP requirements, SDIs, and services Jon was provided with
supplemental learning support services and he also received OT (Occupational
Therapy Services) and behaviorally interventions in school. Based on his new
evaluation report, Jon continues to qualify for those additional services and
programs. Jon does qualify for ESY or Extended School Year. ESY stands for
Extended School Year, which is a program students can qualify or be eligible
for in Special Education. To determine eligibility for ESY services, special
education teachers must collect regression/recoupment data over a long
break or extended period of time. In most districts, special education teachers
give a baseline assessment on the students goals before Christmas/holiday
break and then again after to see if the student can maintain his/her progress
or so the teacher can see how long it takes for the student to recoup. ESY
services will also include related services as listed in the IEP such as OT, PT,
Speech, Etc.

After conducting the evaluation report, Jons educational placement will be decided
based on placing him in his LRE or Least Restrictive Environment where he is able
to have as much access to the regular education curriculum as possible, while also
receiving all the services and supports he may need to succeed with his grade-level
peers. Based on these evaluation results, goals and objectives will be determined for
Jon, as well as a list of SDIs or Specially Designed Instruction. SDIs can be
implemented by regular education teachers, special education teachers, related
service providers, counselors, or all of the above based on what the IEP Team
decides when writing Jons IEP. Law must follow Jons SDIs followed by any and all
people on his IEP Team. Jons overall evaluation report was a collection of all of his
data in academic areas as well as behavioral areas, observations done by both
regular education and special education teachers, parent input that was given,
records of his academic performance including standardized tests, grades, and other
local assessments scores, and an evaluation of his proficiency in English, vision,
hearing, cognitive processing, speech, and sensory needs. Each section is outlined
and talked about in thorough detail in the evaluation report. Once this evaluation is
reviewed and the IEP for Jon is written, you do by law have rights as his parent. If
you disagree with anything in the IEP or feel his needs are not being met, you will
receive Procedural Safeguards, which outline for you your rights as his parent
and also give you information on how to appeal if you disagree with
something in the IEP. This is presented as a section of the IEP that
parents/guardians must sign off on during an IEP meeting or when an
initial/annual IEP is written. The Procedural Safeguards outline and give
information on the parent and childs rights in regards to if they disagree with
the schools recommendation and feel the child isnt receiving appropriate
services/SDIs. These safeguards also give parents a sense of protection as far
as their rights if they disagree with the school or IEP team in regards to their
child. Parents must sign off in the IEP that they received a copy of these
safeguards. If you do have to go into the courts in regards to an issue with the IEP,
then Burden of Proof comes into play. Burden of Proof in special education refers
to the required claim to prove that a special education program or placement
is or is not appropriate for the child receiving it. Although federal law requires
due process hearings to resolve disputes, it does not however specify which
party to a hearing bears the burden of proof. Lastly, based on what services or
related services it is determined that Jon needs in order to succeed, the school does
pay for these services. Cost implications in special education vary depending on
the services required, services provided, and what the school
districts/programs are required to pay. Special Education services that are
written in an IEP are required to be given to the child in need of those
services. The cost implications of the programs or services vary depending on
the need of each student. Once Jons IEP is written, I will be contacting you to come
in again for the Initial IEP Meeting and we will walk step-by-step through Jons IEP
based on his evaluation report, including goals and objectives, SDIs, and related
services. Please feel free to reach out and contact me in the meantime with any
questions or if you need any clarification on anything we discussed today. I
appreciate your time. Thank you for coming in! Take Care!

Week 3 Terms:

ER- The ER in special education stands for the Evaluation Report. This is the
initial report done mainly by the school psychologist but also with the input
and data obtained by a students regular education teacher or teachers. An
ER is completed to determine if a struggling student is eligible for special
education services or accommodations/modifications. The RR (Re-
Evaluation Report) is then completed every 3 years unless the student has a
form of mental retardation (then its every 2 years) to see if a child still
continues to qualify for special education and what their specific needs are,
as they may have changed over the time span.

Child Find- Child Find is a legal requirement that schools find all children
who have disabilities and who could be eligible for special education
services. Through the Child Find process, every child from birth to age 21 is
covered under this. Schools are required to evaluate any child they know or
suspect to have a disability or learning disability.

Universal screenings- Universal Screening Assessments are usually a very

short and brief assessment conducted with all students at a specific grade
level. These assessments are usually followed by additional testing or some
version of a short-term progress monitoring system in an effort to determine
a students risk status. These screenings are conducted to identify and also
predict students who may be at risk for educational struggles.

Consent- Consent means when permission of some kind is given on behalf of

someone, something taking place, or in certain situations where decisions
need to be made. To give consent, means to give permission to agree with
something or someone.

Procedural Safeguards- This is presented as a section of the IEP that

parents/guardians must sign off on during an IEP meeting or when an
initial/annual IEP is written. The Procedural Safeguards outline and give
information on the parent and childs rights in regards to if they disagree
with the schools recommendation and feel the child isnt receiving
appropriate services/SDIs. These safeguards also give parents a sense of
protection as far as their rights if they disagree with the school or IEP team in
regards to their child. Parents must sign off in the IEP that they received a
copy of these safeguards.
 Eligibility- Eligibility refers to whether or not someone is able to receive
something or qualify for something. In the world of special education,
eligibility often refers to student data and evaluations in determining if that
student qualifies for special education services.

Categories of Disabilities- The categories of disabilities are Autism, Deaf-

Blindness, Deafness, Emotional Disturbance, Hearing Impairments,
Intellectual Disability, Multiple Disabilities, Orthopedic Impairments, Other
Health Impairments, Specific Learning Disability, Speech or Language
Impairments, Traumatic Brain Injury, and Visual Impairment.

Specific Learning Disabilities- SLD does not include learning problems that
are primarily due to visual, hearing, motor disabilities, intellectual
disabilities, emotional disturbances, or environmental/cultural/economic
disadvantages. SLD is the largest category of disability in special education
and typically affects a students skills in reading (dyslexia), writing
(dysgraphia), listening, speaking, reasoning, and/or math (dyscalculia.) This
disability tends to be diagnosed in elementary school, for example if a
student has difficulty learning the alphabet, has problems following
directions, has trouble transforming thoughts into written words, and/or has
problems with misreading math problems. These may all be indicators of a
SLD.

RTI, RTII, MTSS- RTI stands for Response to Intervention and RTII stands
for Response to Intervention and Instruction. Both of these are a multi-tiered
approach in helping identify struggling students early and provide them with
the supports they need for learning and behavior. The RTI and RTII process
begins with instruction that is of the highest quality and a universal
screening of all the children in a general education classroom through some
type of assessment. Then the students are grouped into tiers. Tier 1 in the
Core Classroom Instruction that is provided to all students in the regular
education classroom. Then Tier 2 is the Targeted Small Group Instruction
and could be done in groups or centers in the regular education classroom or
could occur with a learning support or special education teacher. Lastly Tier
3 is the Intensive Individual Intervention which is usually a 1:1 student to
teacher ratio and is usually for students with severe or multiple disabilities
that affect their learning. MTSS stands for Multi-Tiered System of Support
and is also grouped into levels or tiers. MTSS addressed the needs of ALL
students, aligns the entire system of initiatives, supports, and resources, and
implements continuous improvement processes at all levels of the system.

FAPE Application- Under IDEA, FAPE is an educational program that is

individualized for each child that is designed to meet that childs unique
needs. It also ensures students with disabilities have access to the general
education curriculum and meet grade-level standards that are established by
 the state.

ESY- ESY stands for Extended School Year, which is a program students can
qualify or be eligible for in Special Education. To determine eligibility for ESY
services, special education teachers must collect regression/recoupment
data over a long break or extended period of time. In most districts, special
education teachers give a baseline assessment on the students goals before
Christmas/holiday break and then again after to see if the student can
maintain his/her progress or so the teacher can see how long it takes for the
student to recoup.

Burden of Proof- Burden of Proof in special education refers to the required

claim to prove that a special education program or placement is or is not
appropriate for the child receiving it. Although federal law requires due
process hearings to resolve disputes, it does not however specify which party
to a hearing bears the burden of proof.

Cost Implications- Cost implications in special education vary depending on

the services required, services provided, and what the school
districts/programs are required to pay. Special Education services that are
written in an IEP are required to be given to the child in need of those
services. The cost implications of the programs or services vary depending
on the need of each student.

References:

Rothstein, L. F., & Johnson, S. F. (2014). Special education law (5th ed.). Thousand
Oaks, CA: SAGE Publications.

Response 1:
Christine,
It was interesting and informative for me to read your post because I am also
working on Jon. I think the conversation with his parents was very thorough yet on
their level so they could understand. I thought it was great how you explained each
term in detail when speaking so everyone was on the same page. When going over
Jon's history, past IEP, and future, it truly shows your commitment to Jon Snow's
success in the classroom. Great post!

Response 2:
Katie,
First off... I think it's great that you introduced them as Mr. & Mrs. Stark! LOL.
In regards to your conversation with this parents, I like how you outlined each step
that would be coming for the parents and described every term in detail to put the
parents at ease and feeling comfortable. In my teaching experiences thus far, I have
seen the immense importance of parent involvement and insuring your students'
parents feel comfortable talking with you. Open communication is key to a working
teacher-student and teacher-parent relationship! I also like how to mentioned you
would always update the parents if "red flags" came up. Great post!