Is the meeting being scheduled because they want to reduce the minutes or is it an annual review? What is the "recent behavioral data"? When was the last school evaluation done? Did it include an FBA? What are the disabilities? What grade is the child in? How many disciplinary referrals have there been, especially OSS? I'll try to answer your question in general terms. Try to stop the reduction in minutes at the meeting so that it never gets to the point of doing next steps after a PWN. That is much easier. If you don't get what you want in an IEP meeting, the options left to you are limited and can be cumbersome. Make sure you have the data you need to support your position. Unfortunately, the general education teacher(s) will be the most relevant data, and you have no way to control that and whether or not it is entirely forthcoming. But you can look at other data: Are grades slipping? Is the school calling you to pick them up? Have there been many disciplinary referrals? What are they showing at home - fatigue, hating school, etc.? Have a quick "interview" with your child after school each day and keep a journal. That can be data. Depending on your state, next steps could include not signing the PWN (but most will go into effect after 10 days, anyway; you can also write directly on the PWN stating what you disagree with and why and ask that this version be included in the educational file), requesting a facilitated IEP meeting (if your state offers those), request a mediation, file for due process. Due process will invoke "stay put" and keep your child's minutes the same until resolution of the due process. However, this option is not for the feint of heart, an attorney is highly recommended, and it is not a "parent-friendly" venue.

The school is proposing to reduce my child's 1:1 minutes. There is recent behavioral data to support that this is not warranted. An IEP meeting is being scheduled and I just want to make sure I am going about this correctly. If I disagree with the change and ask for a PWN, what are the next steps?

I'm not sure what agency oversees sports at his school but in my area, it's at the state level. Their rules are that students need to be passing classes to participate. I'm not sure you could make an IEP accommodation that would override these rules. What might make sense is for him to work with his teacher during office hours or afterschool to bring him up to speed rather than what's currently happening. Not sure, with a 4-week season, if he's bring his grade up enough - it's just not enough time. I wish I had a better solution.

I have a question about overidentification. I live in a county that has a disproportionate number of individuals qualifying for an autism waiver. There isn't much they can do about this because these individuals have a diagnosis and the need for a waiver. There are 12 public school districts in my county and they are not allowed to identify a disproportionate number of students for autism IEPs. If you have disproportionality in the adult services system, wouldn't you also expect the same in the in the school system? I don't think there are people moving to my area for adult services. I feel the people who are waiting for a waiver graduated from these schools and maybe they were underserved in the school system. I'm a numbers person and these numbers don't make sense. Anyone have an explanation for why this could be happening?

If he struggles with tests due to his disabilities and there are no supports in place to put him on an equal playing field with his peers, it would be discrimination. But I wouldn't recommend using that word right off the bat. I would ask for an IEP meeting to discuss (expedited - waive the 10 day notice requirement - due to the short basketball season) his accommodations and what needs to be put in place to help him with tests. If they refuse to or cannot convene a meeting in time, send an email to the IEP team (maybe copy director of spec ed) expressing your concern and the need to support your son as soon as possible. Suggest additional accommodations such as extended time, redirects, the ability to retake, take in non-distracting environment, etc. And stress that until these supports are put in place for his disabilities, he should not be punished (discriminated against) for failing tests.