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Steps to Identify and Help Struggling Students By: Victoria Quai Hoi,…

- - - - IEP Meeting & Implementation
        
        The IEP team will be formed including the parents, general education teacher, special education teacher, school psychologist, and representative of the local education agency.
        
        The IEP should include background information about the student, assistive technology needs, extracurricular activities, goals, benchmarks, and evaluations.
        
        The student may also need a Behavior Intervention Plan (BIP) in conjunction with the IEP.
        
        The IEP team will work together to implement the plan and meet frequently to discuss the student's progress and response to the plan.
        
        The IEP team will meet annually to evaluate the strengths and limitations of the plan, and decide what special education services should be provided the following year based on observation, documentation, and assessment,
        
        IEP Video
      - The teacher will provide all background information, documentation, and observations, and work together with a multidisciplinary team.
        
        The team should include the teacher, parents, general educators, special educators, related service providers, educational diagnosticians, and/or medical doctors.
        
        The student will have a comprehensive evaluation that may measure intelligence, achievement, behavior, disability specific issues, and/or medical needs.
        
        If it is determined that the student has a disability or needs special education services, then an Individualized Education Program (IEP) team will be formed and develop a plan for the student.
    - - The teacher will provide clear documentation of classroom interventions used and work together with the team to find other possible solutions.
        
        If more formal interventions do not address the student's needs, then they will be referred to special education for an assessment with the consent of the parents.
  - - - Parents and teacher discuss the need
        that has been recognized and determine if it is recurrent, constant, and/or typical for children this age.
        
        Parents and teacher develop a plan of action, strategies, and document progress. The teacher will document all strategies and interventions used in the classroom and their impact on the student.
        
        Classroom intervention strategies could include scaffolding, differentiation, increased 1:1 instruction, frequent monitoring and feedback, and modeling.
        
        If the teacher observes that the needs of the student are not being met with the classroom intervention plan, then the teacher will notify the parents and seek assistance from the pre-referral team.