MDT MEETING

Start Time: 2:30pm End Time: 3:45pm

Those who attended this meeting include the following: general education teacher, school
psychologist, speech language pathologist, counselor, principal, K-3 resource teacher, and 4-6 resource
teacher. GoogleDrive was pulled up on the overhead projector where a list of students receiving services
or being referred could be seen. The team adds to it throughout the school year, so they can see what
students they have, when their three-year eligibility is up, if they have been exited from services, etc.

Notes:

6th grade male:

 look at percentiles: single digit

 tier 2 RTI
 a lot of support
 no language learning component
 a lot of absences (not the cause for referral)
 MDT agreed that SPED referral is needed
 Parents are aware; aunt is legal guardian, lives with grandma
 Waiting on consent from parent

6th grade female:

 Trendline on constant increase

 On target to meet reading goal
 Writing issues, repeats ideas
 Nervous, shuts down when asked questions
 Making progress with fluency, but not comprehension
 Mom wants testing done, she has a son with special needs as well
 Currently in Tier 1, need data before they evaluate (Tier 3)
 Language impaired?
 Don’t want to over-identify (percentile of Hispanic)
 No data for last 2 years, trying to track it down from Nevada
 Can’t prove RTI
 Move to tier 3 for now for reading

The general education teacher was present for the first two students we discussed. She was able to
inform the MDT team about the students’ attendance habits, attitude, and ability to perform at grade
level. This was extremely helpful in making the decision of whether or not to refer them for special
education.
Parent Resources
Different Disabilities
Online Resources

Autism Spectrum Disorder: Special Education Guide-

https://www.specialeducationgui
Autism Speaks-
de.com/disability-
https://www.autismspeaks.org/w
profiles/specific-learning-
hat-autism
disabilities/
ASHA-
Project IDEAL-
https://www.asha.org/public/spe
http://www.projectidealonline.or
ech/disorders/autism/
g/v/specific-learning-disabilities/
The Mighty-
https://themighty.com/autism-
spectrum-disorder/

Specific Learning Disability:

“In interpreting evaluation data for the purpose of determining if a child is a child with a disability and
need of special education, each public agency is to draw upon information from a variety of sources,
including aptitude and achievement tests (but not restricted to these results), parent input, teacher
recommendations, physical condition, social or cultural background, and adaptive behavior.” -Learning
Disabilities Association of America
Intellectual Disability:
Center for Parent Information &
Resources-
http://www.parentcenterhub.org/int
ellectual/
Special Education Guide-
https://www.specialeducationguide.c
om/disability-profiles/intellectual-
disability/
Orthopedic Impairment:
Disabled World towards tomorrow-
https://www.disabled-
world.com/disability/children/orthop
edic-impairments.php
Verywell family-
https://www.verywellfamily.com/wh
at-is-orthopedic-impairment-2162506