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Once the IEP is set in place the student's progress towards their goal is monitored and and reported to the parents.

If there's progress:
Continue as planned with the IEP
If there's no progress:
Revisit the IEP and make adjustments for what is and is not working

Regardless, IEP plans should be reviewed at least once a year to determine if changes are needed based on where the student is at that point in time

The student should be reevaluated at least every three years to check in with where the child's needs are and see if they still qualify for being a student with disabilities

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Once a student is identified as having a disability then a meeting with the parents, student (when age appropriate), teacher, school, and ideally a specialist should be set up. During this time the student's needs are discussed and what accommodations, modifications and extra support the student needs to succeed and it's written in the IEP (Individual Education Plan). Everyone in this meeting should have a copy of the IEP plan and should be aware of their responsibility in carrying out the plan.

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While meeting with the parents gather information that could help determine if the student is experiencing a learning or a language challenge such as information on L1 education, first language and cultural background.

Also determine from the data collected what kind of errors are the students making? Consistent errors are common with language challenges whereas inconsistent errors are prevalent in learning challenges

If it's suspected that it's a language challenge then students will be given quality instruction pertaining to their ability levels with their progress being monitored and being in small group for intervention support. -- If no progress is made then student is evaluated further for possible learning challenges

# data[].attributes.headline
Further Evaluation for Learning -- Assessing the Need

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Further Evaluation for Learning -- Assessing the Need

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Roughly 1 in 5 children with a learning and attention issues are not formally identified with a disability, so they are not able to receive the proper help that they need

Have the student evaluated for all areas of the suspected disability that is solely focused on that student alone. This allows for a better idea of where the students needs lie and what proper steps need to be taken to get them the help they need

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https://www.mheducation.com/highered/ideas/student-engagement/how-to-identify-help-struggling-students

https://openpress.usask.ca/ealbestpractices/chapter/16-distinguishing-between-a-language-acquisition-problem-and-learning-challenges-in-ell-students/

https://www.parentcenterhub.org/steps/

https://www.ncld.org/research/state-of-learning-disabilities/identifying-struggling-students/

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Connect with the student either one-on-one or with the parents as well to see if they can provide any extra insight into what is going on.
Is the student just having a bad week? Is there something else going on at home? Can it just be a matter or time management skills?

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Begins with observing students and their behaviors, looking out for signs indicating that they may be struggling including:

Avoiding participation

Coming to class late or leaving early

Poor study practices

During this time also getting feedback from parents if they have any concerns, other teachers who may be noticing different behaviors in the student and collecting data from the student's assesments.