Identifying Struggling Students (My student has a known disability, IEP,…
Identifying Struggling Students
My student has a known disability, IEP, or 504.
I have not received a copy of the IEP, 504, or accommodation recommendations for this student
Contact special services. If there is an IEP or 504 on file, you are required to follow its accommodations for the student.
I have reviewed the IEP or 504 information received from special services.
I have made appropriate changes to seating, curriculum, scheduling, equipment, and/or other accommodations to fit the student's needs. I am prepared to make changes in accordance with updates and changes in the student's needs.
There is no IEP or 504 on file for the student
Continue to monitor the student and collect data. If you suspect the student is in need or an IEP or 504, contact special services
I have received IEP, 504, or accommodation information, but I do not understand all portions, or I am not sure how to implement it.
Contact special services. You are required to follow an IEP or 504's accommodations for the student.
The IEP or 504 I received is more than 3 years old
Check with special services. IEPs and 504s are updated every 1-3 years. It's possible that there is an updated version
The IEP or 504 I have is up to date
The IEP or 504 I had was not up to date, but has now been updated
My student's parent/guardian has concerns about their progress.
The parent is concerned about achievement goals or grades
You should have historical data and class notes reflecting the student's progress. Review these and try to find any patterns of grades or behavior that could indicate a need for special services
Confer with special services. The student may benefit from their program. Ask how special services may help the student, if applicable.
The student is eligible for special services
Connect the parent(s) to special services. Provide the data you have collected in your research to assist in the creation of an IEP or 504 plan.
The student is not eligible for special services
Plan a conference with the parent(s). Discuss the data you collected as well as your findings from meeting with special services. Make a plan to work with them in monitoring and helping a student where necessary, such as with tutoring, extra practice exercises for home, office hours, etc. Provide resources about special services implementation specific to your school or district, if you can.
The parent is curious about special services that may be available to their student
The parent would like to provide special services to their student
My student is not meeting their achievement goals, and I am concerned.
This is a sudden, marked change in performance for my student
Gather historical data and observations from your class notes. Review these for any signs of a need for special services, especially if there is not an IEP or 504 in place
Check in with the student. How are they feeling about class? Is there anything in particular they are struggling with? Is there something happening that they wish you knew? Include this in your notes
My data and observations point to a possible need for special services.
My data and observations show a definite struggle in one or more areas, but do not point to a learning disability or a need for special services
Offer one-on-one help, tutoring, a different seating arrangement, extra practice, group work, peer tutoring, manipulatives, or anything that may help in particular areas. Continue to observe and check the student's progress
This is a long-standing observation, and I want to change my class to help my student to learn
United States, Arizona Center for Disability Law. (2006). Understanding Your Child's Educational Rights: A Self-Advocacy Guide For Parents of Children with Special Needs. Retrieved December 08, 2017, from
Funding for this document is provided by the United States Department of Health and Human Services, Administration on Developmental Disabilities
AZ DoE. (n.d.). Law. Retrieved December 11, 2017, from
Velen, M. (2008). A Guide to Education Systems in Arizona (United States, Arizona Children's Association, ANCOR). Retrieved December 08, 2017, from
Revision provided by the Arizona Department of Child Safety