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Document academic, behavioral, or social struggles.

Use multiple data points: classwork, participation, test scores, classroom behavior.

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Use formative assessments or class tasks to determine areas of need.

Track trends over time.

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Step 3: Communicate with the Student and Family 

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Step 3: Communicate with the Student and Family 

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Share observations.

Ask about any concerns at home (language, medical, social/emotional).

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Adjust seating, increase scaffolding, reteach content, provide visuals.

Begin differentiated instruction strategies.

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Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction.

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Step 5: Consider Language Need vs. Learning Disability

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Step 5: Consider Language Need vs. Learning Disability

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To check for a language need:

Is the student an English Learner (EL)?

Are errors related to language structure (e.g., syntax, vocabulary)?

Does the student perform better with native language support?

To check for a learning disability:

Struggles persist even with accommodations and intervention.

Gaps are present across content areas and settings.

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Differentiated Instruction for English Language Learners

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Each student comes to school, not only with unique academic needs, but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

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Step 6: Tier 2 Interventions & Progress Monitoring

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Step 6: Tier 2 Interventions & Progress Monitoring

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Small group instruction focused on skill deficits

Use progress monitoring tools weekly

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Progress monitoring assessments are designed to measure students’ response to intervention and progress throughout the year. Progress monitoring assessments are (read more...)

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Step 7: Consult with Support Staff or MTSS Team 

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Step 7: Consult with Support Staff or MTSS Team 

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Share intervention data

Discuss next steps with ESE specialist, EL coordinator, or MTSS lead

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Submit documentation for formal evaluation (504/IEP process begins)

Parent consent and evaluations initiated

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For kids to receive special education services, they need an IEP - an Individualized Education Program. If your child has been evaluated, the process of getting an IEP has already begun. But there's still a lot to learn about how the IEP process works and what your role will be.

This guide is designed to help you through every step of your IEP journey. It offers basic information, while also leading you to more detailed information and insights.

The more you know about the purpose of IEPs, the more involved you can be in getting your child the best support possible.

If you just started learning about IEPs, you'll likely hear about many things that are unfamiliar to you. And you'll probably have lots of questions. Who gets an IEP in school? What's the difference between an IEP and a 504 plan? What's the purpose of an IEP?

Having answers to your questions can help you decide if you want to pursue an IEP for your child. It can also help you advocate for your child with more confidence.

The process of getting an IEP for your child can be confusing. It's important to know what happens - and when. The first step is having an evaluation for special education. Then the school must decide whether your child qualifies for services and supports.

How will the school make that decision? What happens if the school decides your child isn't eligible?

If you've never seen an IEP before, the various documents can be hard to decipher. They cover many areas, using terms and information you'll likely have questions about. But all of those pieces - from testing results to goals for progress - add up to the best school program of instruction and supports for your child.

The information in an IEP can give you a deeper understanding of your child's strengths and challenges. And it should lay out exactly how the school plans to help your child improve and build skills.

Your child's special education program kicks off with an IEP meeting. The entire IEP team will be there. You may also hear from professionals at school who were part of the evaluation process. Some might provide services or supports for your child. And that's just the first of many IEP meetings you likely will attend over the course of your child's school years.

IEP meetings can be stressful for some parents. Knowing what happens at IEP meetings can make it easier to navigate them.

The IEP journey continues well after your child's plan is put into place. From here on, you'll play a key role in making sure the plan is working and your child is making progress. But what does that involve? What should you be looking for or asking about?

The IEP will change over time (and your role might as well) along with your child's needs. You'll also be involved in crafting a plan for transitioning out of an IEP toward the end of high school. But you'll still be your child's number-one advocate throughout the school years - and beyond.

Key takeaways

Your child needs an IEP to get special education services at school.

You play a key role throughout the IEP process.

It's important to stay on top of your child's IEP and make sure your child is making progress.

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IEPs in school: An Individualized Education Program (IEP) is a written education plan designed to meet a child's learning needs. Learn about the purpose of an IEP and the IEP process in this guide.

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Attend eligibility meeting (if applicable)

Implement accommodations or IEP goals

Continue classroom differentiation and communication with support staff

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This process should be cyclical by nature as students (especially in education) change over time. While certain portions of this process may happen less frequently, many steps should be continuously ongoing. Classroom teachers and support staff should be in constant communication about what is next and what is best for each student

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This process should be cyclical by nature as students (especially in education) change over time. While certain portions of this process may happen less frequently, many steps should be continuously ongoing. Classroom teachers and support staff should be in constant communication about what is next and what is best for each student

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Key Differentiation Step Summary (Language vs. Learning Disability):

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Key Differentiation Step Summary (Language vs. Learning Disability):

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Difficulty is limited to English language use

Gains skills with language support

Performs better in home language

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Struggles persist across settings and subjects

Gains are minimal even with interventions

Difficulty remains in all languages