The meeting detailed the IEP process, highlighting the criteria under New Jersey state law for student eligibility. Mallerie explained the three-pronged approach to evaluating a student’s need for special education services, which includes meeting state code criteria, requiring specific services, and assessing educational impact. She emphasized the importance of the child study team, which consists of a school psychologist, a social worker, and a learning disabilities teacher consultant, in making determinations.

An essential part of the discussion focused on the differences between IEPs and 504 plans. While both provide legal protections, IEPs offer services and curriculum modifications, whereas 504 plans provide accommodations like extra time without modifying the curriculum.

Parental involvement and communication were topics, with Mallerie describing efforts to keep parents informed through a chain of communication and regular meetings. To aid transitions for students with special needs, the district offers tours of new programs and maintains open communication channels.

Mallerie also addressed the mediation process for parents who disagree with child study team decisions, emphasizing the role of impartial mediators to resolve disputes before reaching court.