Student is having learning and problem-solving issues

Student is having social or communication issues

As a result, test scores are down and homework is often incomplete

View past academic record

See if the student is on any current accommodations

Review the students attendance record and any student-teacher conference requests

What is the students reading and writing comprehension?

Compared to English, for how long has the child been speaking and exposed to their home language?

Are the difficulties present in both the child’s home language and the new language?

Are the concerns evident in multiple settings (e.g., home, childcare)?

Have developmentally appropriate strategies been delivered systematically?

Have these strategies produced any significant differences in the child’s learning and development?

The child not have a language disability but may need catered instruction to bring student to standardized level.

First, a home language survey determines what is the main language spoken at the home

Students are assessed using a state adopted English proficiency screening measure, such as the WIDA screener

According to the law, a child who scores below an overall proficiency of 5.0 is considered eligible for ESOL services.

Progress using ESOL planning is monitored

Adjustments are added, changed or removed as need during the school year

Student is re-evaluated using state standardized assessments

GMAS and MAPP testing can also be growth indicators

Is the student also struggling in his/her native language?

Has student been assessed for cognitive disabilities?

Any potential abuse/environmental influences?

Maternal Disease

Head Trauma

Create a framework

IEP Meeting

IEP Meeting Planner

Present Plan (How the child is doing now, P.L.O.P Present Level Of Performance)

Future Expectations (Where do we want growth, What are the goals)

Instruction (Accommodations)

Updated every year

An IEP Multidisciplinary Team is a group of professionals, along with the student's parents or guardians, who work together to evaluate a student suspected of having a disability and to develop or review the student’s Individualized Education Program (IEP).

This team typically includes teachers, a school psychologist, special education staff, and other specialists as needed.

They assess the student’s strengths and needs, determine eligibility for special education, and create a plan with goals, services, and supports to help the student succeed in school.