Steps to Identify and Support Struggling Students at School (Evaluation…
Steps to Identify and Support Struggling Students at School
The student's progress is evaluated after the IEP has been in place. The student should be reaching the goals outlined in the initial meeting between specialists, teachers, parents, and other school members.
Teachers should track the student's progress extensively and provide support and additional resources to the student and parents
The IEP can be determined for revision or further evaluations can be held if the teacher and/or parent feels it is necessary
If the student is exceeding their goals, new goals and milestones can be made and the student can even result in returning to a traditional classroom
If the student is not meeting the goals outlined in the IEP, revisions to the IEP will be made to cater the student's needs
The student may be evaluated annually or every three years depending on the residing state
Re-evaluation will be determined by the goals and milestones met
The school as well as parents should be held accountable for the student's progress and growth as the plan in place should be a collaborative efforts on all parts to maximize the student's learning
IEP in Action
The IEP has been finalized and outlined for all of those involved. Parents have a clear understanding of the goals in place, the accommodations that will be provided, and future steps that will be taken.
Accommodations and services, depending on the student's needs such as a speech-pathologist or physical therapist, are in place at the school
Teachers are consistently working with specialists as well as the parents
Teachers, along with everyone else involved, will receive written copies of the IEP report and the IEP coordinator will discuss how the program will be carried out
Individualized Education Program
After the student is deemed eligible for special education services, an IEP will be created to support and maximize the student's growth.
As implemented before, a multi-disciplinary team with additional specialists will create an IEP for the student addressing their needs in the classroom
Short term and long term goals will be outlined and explained in further detail for everyone involved
Being the educator who interacts with the student on a daily basis in the classroom, teachers should provide support to the parents as this process can be overwhelming
After the evaluation of the student, data and reports are finalized to determine if the student has a disability and is eligible for special education services.
The student will be determined as a child with a disability or without, according to guidelines in place by IDEA
If the student is deemed ineligible for special education services, parents have the right to challenge this decision
The student's disability will be outlined, ranging from anything such as ADHD to visual impairments
At this stage, an assessment will be carried out to determine if the student has a disability that require special education services.
The student's performance in school, at home, and their interpersonal relationships will be documented
An evaluation will assess the student's strengths and needs to determine if special education services are necessary
The teacher will become a part of a multi-disciplinary team that may include the school administration, special education teacher, school nurse, and school psychologist
If general interventions carried out by the teacher in the classroom are unsuccessful in the student's learning progress, the student may be referred to be further evaluated by special education services.
Teachers should be in contact with parents and provide support in the process of their student being evaluated
Identify which behaviors have not subsided even after interventions have taken place:
Poor academic performance
Collaborate with the school administration by presenting documents and notes on the student's challenges as well as interventions that have been carried out
Teachers are usually the first to identify a struggling student in the classroom. This stage is used to determine the challenges of the student, whether it be educational or behavioral, and to determine if these challenges can be resolved in the general classroom. This helps by using general interventions to help the student's learning progress and to avoid any unnecessary evaluations and placements.
Identify and document the challenges the student exhibits
Track the progress of the student
Determine existing classroom accommodations and new ones that can be implemented
Introduce methods of differentiated instruction depending on the student's challenges such as providing visuals with words for students with hearing disabilities, or oral assignments for students with reading disabilities
Facilitate a positive classroom environment and not one that singles out the struggling student
Scholastic. (n.d.). A Step-By-Step Guide to the IEP Process. Retrieved June 2, 2019, from
Special Education Resource. (2017, October 10). 7 Steps Of The IEP Process. Retrieved June 2, 2019, from