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process of identifying and helping struggling student - Coggle Diagram

- - - - contact the participants, including the parents
      - notify parents early enough to make sure they have an opportunity to attend
      - schedule the meeting at a time and place agreeable to parents and the school
      - tell the parents the purpose, time, and location of the meeting
      - tell the parents who will be attending
      - tell the parents that they may invite people to the meeting who have knowledge or special expertise about the child.
      - The IEP team gathers to talk about the child's needs and write the student's IEP. Parents and the student (when appropriate) are part of the team. If the child's placement is decided by a different group, the parents must be part of that group as well.
        Before the school system may provide special education and related services to the child for the first time, the parents must give consent. The child begins to receive services as soon as possible after the meeting.If the parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. If they still disagree, parents can ask for mediation, or the school may offer mediation. Parents may file a complaint with the state education agency and may request a due process hearing, at which time mediation must be available.
        
        Services are provided.
        The school makes sure that the child's IEP is being carried out as it was written. Parents are given a copy of the IEP. Each of the child's teachers and service providers has access to the IEP and knows his or her specific responsibilities for carrying out the IEP. This includes the accommodations, modifications, and supports that must be provided to the child, in keeping with the IEP.
        
        Progress is measured and reported to parents.
        The child's progress toward the annual goals is measured, as stated in the IEP. His or her parents are regularly informed of their child's progress and whether that progress is enough for the child to achieve the goals by the end of the year. These progress reports must be given to parents at least as often as parents are informed of their nondisabled children's progress.
        
        The IEP is reviewed.
        The child's IEP is reviewed by the IEP team at least once a year, or more often if the parents or school ask for a review. If necessary, the IEP is revised. Parents, as team members, must be invited to attend these meetings. Parents can make suggestions for changes, can agree or disagree with the IEP goals, and agree or disagree with the placement.
        If parents do not agree with the IEP and placement, they may discuss their concerns with other members of the IEP team and try to work out an agreement. There are several options, including additional testing, an independent evaluation, or asking for mediation (if available) or a due process hearing. They may also file a complaint with the state education agency.
        
        The child is reevaluated.
        At least every three years the child must be reevaluated. This evaluation is often called a "triennial." Its purpose is to find out if the child continues to be a "child with a disability," as defined by IDEA, and what the child's educational needs are. However, the child must be reevaluated more often if conditions warrant or if the child's parent or teacher asks for a reevaluation.
  - - - Mnemonics
        Students use special phrases to help them remember information. Here’s an example: Please Excuse My Dear Aunt Sally is often used to remember the order of operations in math: Parentheses, Exponents, Multiply, Divide, Add and Subtract.This strategy can also help with learning vocabulary. For example, a child can learn the scientific name for the common frog, Ranidae, by using rain as the keyword along with a picture of a frog sitting in the rain.
- - - - Eligibility is decided.
        A group of qualified professionals and the parents look at the child's evaluation results. Together, they decide if the child is a "child with a disability," as defined by IDEA. Parents may ask for a hearing to challenge the eligibility decision.
        
        The child is found eligible for services. If the child is found to be a "child with a disability," as defined by IDEA, he or she is eligible for special education and related services. Within 30 calendar days after a child is determined eligible, the IEP team must meet to write an IEP for the child. Once the student has been found eligible for services, the IEP must be written. The two steps below summarize what is involved in writing the IEP.