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Meagan Schurr- Educational Behavior Consultant

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Meagan Schurr- Educational Behavior Consultant

If you’re looking to elevate your school’s approach to behavior and inclusion, Meagan is here to help!

09/15/2026

💙 IEP MADE EASY | PART 2

The FIE tells us the NEED. The IEP builds the PLAN.

Once we understand a student’s needs through evaluation, the next question is:

“Okay…what are we going to DO about it?”

That’s where the IEP comes in. 📝

Think of it this way:

🔎 The FIE helps us understand the student.
📋 The IEP creates the plan for supporting the student.

A strong IEP should connect the dots.

NEED → GOAL → SUPPORT → SERVICE → PROGRESS

If the evaluation identifies a need, the team should be asking:

💙 Where is the student performing right now?

🎯 What do we want the student to be able to do?

👩‍🏫 What specially designed instruction does the student need?

🛠️ What accommodations or supports are needed?

⏰ What services will be provided?

📊 How will we know if the student is making progress?

Here’s the important part:

The pieces of an IEP shouldn’t feel random.

Goals shouldn’t just be goals we use every year.

Accommodations shouldn’t be a checklist of things that might help.

Services shouldn’t exist simply because “that’s what we’ve always done.”

Everything should connect back to:

What does THIS student need?

When we can clearly connect the evaluation to the IEP, the IEP becomes more than paperwork.

It becomes a roadmap. 🗺️

And tomorrow, we’ll talk about the step that determines whether that beautiful plan actually matters:

⚙️ IMPLEMENTATION.

Because an amazing IEP that nobody implements is still just a document.

That’s Making SPED Easy. 💙

09/14/2026

🔄 THE IEP CYCLE MADE EASY

One of the biggest misconceptions about an IEP?

The work is finished when the ARD/IEP meeting ends.

Actually…that’s when a lot of the work STARTS. 😉

An IEP isn’t a document we create once a year and put away until the next meeting. It’s a continuous cycle of support.

Here’s the cycle:

🔎 1. EVALUATE
What does the student need?
Use evaluation and current data to understand strengths and disability-related needs.

📝 2. DEVELOP THE IEP
What are we going to do about it?
Develop goals, accommodations, specially designed instruction, services, supports, and placement based on those needs.

⚙️ 3. IMPLEMENT
Do what we agreed to do.
This is where the IEP leaves the meeting room and becomes part of the student’s actual school day.

📊 4. MONITOR PROGRESS
Is it working?
Collect meaningful data. Are we seeing the progress we expected?

🔄 5. REVIEW & ADJUST
What does the data tell us?
If it’s working—keep going and build on it.

If it’s NOT working—something needs to change.

📅 6. ANNUAL ARD/IEP REVIEW
What does this student need NOW?
We use current performance and progress to develop the next IEP.

And then?

🔁 WE KEEP GOING.

Because students change.
Needs change.
Skills grow.
New challenges emerge.

And the IEP should change with the student.

💡 EVALUATE → PLAN → IMPLEMENT → MONITOR → ADJUST → REVIEW → REPEAT

The goal isn’t a perfect IEP sitting in a computer.

The goal is a living plan that actually changes what happens for a student every day. 💙

That’s Making SPED Easy.

09/11/2026

💜 FIE MADE EASY | PART 5

The FIE is finished. Now what?

This is where all that information becomes useful.

The ARD/IEP team reviews the evaluation and asks:

“What does this student need?”

If the student is eligible for special education, the FIE helps the team develop the student’s IEP.

Think of it this way:

🔎 FIE
Helps us understand the student.

⬇️

📋 IEP
Creates the plan.

⬇️

👩‍🏫 INSTRUCTION & SUPPORT
Puts the plan into action.

⬇️

📈 PROGRESS
Shows us whether it’s working.

That’s why the FIE shouldn’t be a document that gets put away after the meeting.

It helps us understand HOW to support the student.

And parents—you don’t have to understand every score or every technical term.

Start with one question:

💬 “What does this mean for my child at school?”

That’s FIE Made Easy. 💙

09/10/2026

💙 FIE MADE EASY | PART 4

So…what does the FIE actually tell us?

After all of the information is gathered, the team is trying to answer TWO big questions:

1️⃣ Does the student meet criteria for a disability?

AND

2️⃣ Because of that disability, does the student need special education services?

That second question is really important.

Having a disability doesn’t automatically mean a student needs special education.

The evaluation helps the ARD/IEP team understand the student’s:

💙 Strengths

💜 Needs

💙 Eligibility

💜 Educational needs

Then the team uses that information to make decisions.

Think:

🧩 EVALUATE → UNDERSTAND → DECIDE

That’s FIE Made Easy.

09/09/2026

🧩 FIE MADE EASY | PART 3

What happens during an FIE?

Here’s the easiest way to understand it:

The team gathers clues. 🔎

An FIE may include information from:

👨‍👩‍👧 Parents

👩‍🏫 Teachers

📚 Schoolwork and grades

📊 Assessments

👀 Observations

📈 Interventions and progress

📋 School history

Sometimes the student completes tests.

But testing is only ONE piece of the puzzle.

The team puts all of the information together and looks for patterns.

🧩 One test doesn’t tell us who a student is.

The whole picture matters.

That’s FIE Made Easy.

👪

09/08/2026

💜 FIE MADE EASY | PART 2

Why would a student need an FIE?

Usually, there’s a question.

Maybe a student is struggling with:

📚 Reading

✏️ Writing

➗ Math

🗣️ Communication

🧠 Learning

❤️ Behavior or emotions

🤝 Social skills

Or another area that is affecting school.

Parents or educators may start wondering:

“Is there something more going on?”

That’s where an evaluation can help.

An FIE gathers information to help the team understand WHY the student may be struggling and WHAT support the student may need.

The goal isn’t to find something “wrong” with a child.

The goal is to understand:

What does this student need to learn and be successful?

That’s FIE Made Easy. 💙

09/07/2026

💙 FIE MADE EASY | PART 1

What is an FIE?

Let’s make this REALLY simple.

FIE stands for:

📘 Full Individual Evaluation

An FIE is an evaluation completed to learn more about a student.

Think of it like putting together the pieces of a puzzle. 🧩

The school gathers information to better understand:

💙 What is the student good at?

💙 What is difficult for the student?

💙 Why might the student be struggling?

💙 Does the student have a disability?

💙 Does the student need special education services?

That’s it.

An FIE isn’t just about giving a child a test.

It’s about understanding the whole student so we can figure out what they need to be successful at school.

🧩 FIE = Let’s understand the learner.

That’s Making SPED Easy.

09/04/2026

🍎 EVALUATION MADE EASY | PART 5

TEACHERS: Please read the evaluation.

And I don’t mean just the eligibility page. 😉

There is SO much information sitting inside an FIIE/FIE that can help you understand the student sitting in your classroom.

Look for:

💙 Strengths

💜 Areas of need

💙 Academic performance

💜 Communication information

💙 Behavior/social-emotional information when applicable

💜 Observations

💙 How the disability affects the student’s education

💜 Recommendations and educational implications

Then connect that information to the student’s IEP.

Ask yourself:

Does what I’m seeing in class match the evaluation?

Do I understand WHY this student may be struggling?

Do the IEP goals address the identified needs?

Do the accommodations actually address barriers identified in the evaluation?

What does this tell me about how I should teach this student?

The evaluation isn’t just something we complete so a student can qualify for special education.

It’s part of the roadmap for understanding the learner.

📘 FIIE/FIE → IEP → INSTRUCTION → PROGRESS

Don’t let valuable information live inside a document nobody opens.

Use it.

That’s Making SPED Easy.

09/03/2026

💜 EVALUATION MADE EASY | PART 4

PARENTS: You are allowed to ask questions.

Actually…

Please do. 💙

If you’re sitting in an evaluation or ARD/IEP meeting and don’t understand something, you don’t have to smile, nod, and hope it eventually makes sense.

Try asking:

💬 “Can you explain that in everyday language?”

💬 “What does that score mean for my child?”

💬 “What strengths did you identify?”

💬 “Where do you see the greatest area of need?”

💬 “Do the test results match what teachers are seeing at school?”

💬 “How will this information affect instruction?”

💬 “What support does my child need because of this?”

And one of my favorites:

💬 “Can you show me where you’re seeing that in the evaluation?”

That’s not being difficult.

That’s participating.

You know your child in ways no assessment ever will.

The evaluator brings expertise.

The teacher brings expertise.

The school brings data.

And YOU bring expertise too.

The goal isn’t for parents to become evaluation experts.

The goal is for parents to leave understanding their child better than when the meeting started.

💜 Understanding creates better partnerships.

That’s Making SPED Easy.

09/02/2026

🍎 EVALUATION MADE EASY | PART 3

You read the evaluation.

You understand the scores.

You know the eligibility.

Now ask:

“SO WHAT?”

Seriously. 😂

What does all of this information mean when the student walks into the classroom tomorrow?

That’s where the evaluation becomes powerful.

If the evaluation identifies difficulty with working memory…

What might that look like during instruction?

If processing speed is an area of concern…

How could that affect completing assignments?

If reading skills are significantly below expectations…

What instruction does the student need?

If behavior or attention is interfering with learning…

What supports could help?

This is where parents, evaluators, teachers, and the rest of the ARD/IEP team connect the dots:

EVALUATION → NEED → SUPPORT → INSTRUCTION

An evaluation shouldn’t end with:

“The student qualifies.”

It should help the team understand:

“Now that we know this, what are we going to DO differently?”

That’s when an evaluation stops being paperwork and starts becoming useful.

💙 Evaluation should drive instruction.

That’s Making SPED Easy.

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