Mrs. Moon

Highly Qualified Special Needs Teacher

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Administrative Feedback

I am not exaggerating in the least . . . the Special Ed Dept should have co-teaching teams from all over the system observe in A-2. Ms. Moon and Ms. Donnelly put on a clinic every day. I always leave their classroom feeling even better about what’s going on at EHS than I did before I walked in. They do a million things well, but I think my favorite thing is that they always differentiate effectively but without really compromising the content, concept, or DOK for anyone. Typically, the temptation or survival mode for teachers teaching this kind of subject to SWD is to rely heavily (sometimes exclusively) on superficial mnemonic devices and little substance. This team doesn’t stray from teaching the content and the students learn it.

I am truly honored to work with such dedicated and talented professionals. These students are extremely fortunate to have such awesome teachers!!!


Bart Buff

Assistant Principal

Eastside High School

Newton County Schools

Phone 770.784.2920 x4304

Visit us online


Formative Assessment Feedback

Ms. Donnelly & Ms. Moon,

Thank you for being so predictable. There really is nothing more valuable to me than a classroom in which I know that no matter what might be going on otherwise – there will always, always, always be good, effective teaching going on when I walk in.

I really can’t express how much I will truly miss coming into your classes. I would be happy for both of my children to have both of you as teachers.

Thank you so much for the job you do. And hang in there a little while longer. J


Bart Buff

Assistant Principal

Eastside High School

Newton County Schools

Phone 770.784.2920 x4304

Visit us online


Summer Academy with Kim Bearden

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School-wide movement #BringBackOurGirls

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Instructional Coach Feedback

Hi Ms. Donnelly and Ms. Moon,

I'm looking through lesson plans, and I just wanted to tell you how much I love the Layered Curriculum you two have put together. The variety of assignment options certainly allows for all learners to find something that piques their interest, and the point system empowers students to think critically to make a choice on what they will complete.

I know from experience that putting together this type of differentiated assignment requires careful planning, and I genuinely admire your dedication to providing meaningful assignments that steer our kids in the direction of excellence.

Keep up the good work! I'll come by later this week to see how it's going in class.

Ashley Rickard
Eastside High School
Instructional Coach


Guide to Special Needs

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1. Autism...

...means a developmental disability significantly affecting verbal and nonverbal communication and social interaction, generally evident before age three, that adversely affects a child’s educational performance. Other characteristics often associated with autism are engaging in repetitive activities and stereotyped movements, resistance to environmental change or change in daily routines, and unusual responses to sensory experiences. The term autism does not apply if the child’s educational performance is adversely affected primarily because the child has an emotional disturbance, as defined in #4 below. A child who shows the characteristics of autism after age 3 could be diagnosed as having autism if the criteria above are satisfied.

2. Deaf-Blindness...

...means concomitant [simultaneous] hearing and visual impairments, the combination of which causes such severe communication and other developmental and educational needs that they cannot be accommodated in special education programs solely for children with deafness or children with blindness.

3. Deafness...

...means a hearing impairment so severe that a child is impaired in processing linguistic informa- tion through hearing, with or without amplification, that adversely affects a child's educational performance.

4. Emotional Disturbance...

...means a condition exhibiting one or more of the following characteristics over a long period of time and to a marked degree that adversely affects a child’s educational performance:

(a) An inability to learn that cannot be explained by intellectual, sensory, or health factors.

(b) An inability to build or maintain satisfactory interpersonal relationships with peers and teachers.

(c) Inappropriate types of behavior or feelings under normal circumstances.

(d) A general pervasive mood of unhappiness or depression.

(e) A tendency to develop physical symptoms or fears associated with personal or school problems.

The term includes schizophrenia. The term does not apply to children who are socially maladjusted, unless it is determined that they have an emotional disturbance.

5. Hearing Impairment...

...means an impairment in hearing, whether permanent or fluctuating, that adversely affects a child’s educational performance but is not included under the definition of “deafness.”

6. Intellectual Disability...

...means significantly subaverage general intellectual functioning, existing concurrently [at the same time] with deficits in adaptive behavior and manifested during the developmental period, that adversely affects a child’s educational performance.

7. Multiple Disabilities...

...means concomitant [simultaneous] impair- ments (such as intellectual disability-blindness, intellectual disability-orthopedic impairment), the combination of which causes such severe educational needs that they cannot be accommodated in special education programs solely for one of the impairments. The term does not include deaf-blindness.

8. Orthopedic Impairment...

...means a severe orthopedic impairment that adversely affects a child’s educational performance. The term includes impairments caused by a congenital anomaly, impairments caused by disease (e.g., poliomyelitis, bone tuberculosis), and impairments from other causes (e.g., cerebral palsy, amputations, and fractures or burns that cause contractors).

9. Other Health Impairment...

...means having limited strength, vitality, or alertness, including a heightened alertness to environmental stimuli, that results in limited alertness with respect to the educational environment, that—

(a) is due to chronic or acute health problems such as asthma, attention deficit disorder or attention deficit hyperactivity disorder, diabetes, epilepsy, a heart condition, hemophilia, lead poisoning, leukemia, nephritis, rheumatic fever, sickle cell anemia, and Tourette syndrome; and

(b) adversely affects a child’s educational performance.

10. Specific Learning Disability...

...means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, that may manifest itself in the imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations. The term includes such conditions as perceptual disabilities, brain injury,

minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include learning problems that are primarily the result of visual, hearing, or motor disabilities; of intellectual disability; of emotional disturbance; or of environmental, cultural, or economic disadvantage.

11. Speech or Language Impairment...

...means a communication disorder such as stuttering, impaired articulation, a language impairment, or a voice impairment that adversely affects a child’s educational performance.

12.Traumatic Brain Injury...

...means an acquired injury to the brain caused by an external physical force, resulting in total or partial functional disability or psychosocial impairment, or both, that adversely affects a child's educational performance. The term applies to open or closed head injuries resulting in impairments in one or more areas, such as cognition; language; memory; attention; reasoning; abstract thinking; judgment; problem- solving; sensory, perceptual, and motor abilities; psychosocial behavior; physical functions; information processing; and speech. The term does not apply to brain injuries that are congenital or degenerative, or to brain injuries induced by birth trauma.

13.Visual Impairment Including Blindness...

...means an impairment in vision that, even with correction, adversely affects a child’s educational performance. The term includes both partial sight and blindness.

LEA Resources

IEP Case Manager Resources

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IEP Data Collection Resources

Reading Fluency

Reading Comprehension

Writing Fluency

Math Reasoning

Math Calculation


Social Skills


Positive Behavioral Supports (PBS)

Behavior Intervention
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Co-teaching and Paraprofessional Support
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Assistive Technology

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Teaching Resources

Interactive activities

Increased Engagement Resources

Student Resources

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