SERC Scoop Newsletters

SERC Scoop Newsletters

SERC Scoop

May 2019 

  • What is SERC?
  • Anatomy of an IEP
  • School Climate Resource Guide
  • ED: monitor progress, revise IEPs as needed given Endrew F. standard
  • Letter to Nathan
  • Rita Pierson - Inspirational and Wise Educator

What is SERC?

Special Education Resolution Center (SERC) of OSU has been collaborating with the Oklahoma State Department of Education for over 10 years to help families and school district resolve conflicts at the earliest stage possible. SERC provides services for children from birth to 3 in SoonerStart and for students 3 through 21 in public schools.

What does SERC provide to schools, SoonerStart, and families at no cost?

Anatomy of an IEP

Your child's Individualized Education Program (IEP) can be confusing to look at and read. But knowing what goes in it can help you make sense of it. Use this handy visual aid to boost your understanding of your child’s IEP.

Link to this IEP page 

A Parent and Educator Climate Guide Resources

Cover of Guide to Climate resourcesApril 10, 2019: Just released from the U.S. Department of Education.

Download the guide pdf here 

IDEA header and logoOSEP LETTER: Jan. 29, 2019 to Nathan

Topic Areas: Discipline Procedures

Summary: Clarification on a series of questions regarding the protections for children not yet determined eligible for special education and related services under IDEA.



Revise IEPs and Monitor Progress per the Endrew F. Standard Ruling

Case name: Questions and Answers on Endrew F. v. Douglas County Sch. Dist. Re-1, 117 LRP 50044 (EDU 12/07/17).

Ruling: In a Questions and Answers document, the U.S. Department of Education offered guidance aimed at providing parents and educational agencies information about the FAPE standard articulated by the U.S. Supreme Court in Endrew F. v. Douglas County School District RE-1, 69 IDELR 174 (2017), as well as the impact of that case on districts' obligations to implement IDEA requirements.

What it means: Endrew F. requires IEP teams to develop IEPs that are reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances. But districts also need to monitor each student's performance under her IEP and track whether the student is, in fact, making such improvement. If progress that's appropriate given the student's potential isn't occurring, the IEP team should determine whether the student requires new or different special education, related services, or interventions and should consider whether the goals remain sufficiently individualized and ambitious for the student.

Summary: To comply with the standard articulated by the U.S. Supreme Court in Endrew F., IEP teams must develop, monitor, and revise IEPs as necessary to ensure they are appropriately individualized and ambitious, ED indicated. In a Questions and Answers format, ED addressed steps IEP teams must take to ensure that they are providing FAPE to each student with a disability in light of the High Court's ruling.

ED explained that the Supreme Court held in Endrew F. that an IEP must be reasonably calculated to enable a child to make progress appropriate in light of the child's circumstances. Moreover, under Endrew F., ED stated, "every child should have the chance to meet challenging objectives."

ED noted that the ruling did not define the phrase "progress appropriate in light of the child's circumstances." However, the decision emphasized that the IEP decision-making process must be individualized and produce challenging objectives, ED noted. "Individualized decision-making is particularly important when writing annual goals and other IEP content because 'the IEP must aim to enable the child to make progress,'" ED wrote.

To that end, the IEP team, including the parents, must carefully consider the child's present levels of achievement, disability, and potential for growth.

As to ensuring every child has the chance to meet challenging objectives, ED indicated that meeting that standard will hinge on how effectively the team gathers and interprets information about the child's current performance. In determining an appropriate and challenging level of progress, each IEP team "must consider the child's present levels of performance and other factors such as the child's previous rate of progress and any information provided by the child's parents," ED wrote.

If it turns out a child is not making progress at the level the IEP team expected, ED stated, the team must revisit the IEP with the Endrew F. standard in mind and revise it as necessary to ensure the student is receiving appropriate special education and related services and that the goals are individualized and ambitious. IEP team members should collaborate to track progress to ensure progress remains appropriate to the child's circumstances, ED observed.

Finally, ED wrote that districts must implement policies, procedures, and practices related to 1) identifying present levels of academic achievement and functional performance; 2) the setting of measurable annual goals, including academic and functional goals; and 3) how a child's progress toward meeting annual goals will be measured and reported, so that the Endrew F. standard is met for each individual child with a disability. 

Joseph L. Pfrommer, Esq., covers special education legal issues for LRP Publications.
December 7, 2017 Copyright 2017© LRP Publications

Rita Pierson: Inspirational Educator

Rita Wilson image and quoteRita Pierson was an inspirational speaker and a very wise educator! These videos are fun to watch and only take a few minutes.

LINK> "Teaching Tips (Win-Win Conversations)"

LINK> "School Starts at 8"


For every student that finally “got it,” for every rookie teacher that said, “you inspired me to stay,” I get the raise that never quite made it to my paycheck. -Rita F. Pierson

"New" Pediatric Walker Loans Available

Boy with red pediatric walkerHelp Oklahoma ABLE Tech find recipients for 16 pediatric walkers, purchased new, from a very special family. We are collaborating with SoonerStart to disseminate these walkers across the state. 

We have 2 sizes (X-small, small) and 3 colors (purple, red, blue) to choose from.

X-small, Handle Height 15.5” – 19.5” Weight Cap = 75 lbs

Small, Handle Height 19” – 25” Weight Cap = 85 lbs

Priority will be given to non-SoonerCare members who are receiving SoonerStart services. 


Call Amy: 405-744-7734


Jo Anne Pool Blades, Program Manager
Special Education Resolution Center (SERC)
Oklahoma State University Sponsored Program
9726 E. 42nd Street, Suite 203 | Tulsa, OK  74146
Phone: 918.270.1849