A third-grade bilingual student with newly identified special education needs has parents threatening to contact the school board regarding state assessment. How should the principal respond?

The appropriate response in this situation involves clearly understanding the student’s educational needs and the legal requirements surrounding special education assessments. By explaining that the IEP (Individualized Education Program) team needs to convene to discuss the situation, the principal demonstrates a commitment to following the proper legal procedures and ensuring that the student receives the appropriate accommodations and supports based on their specific needs.

The IEP team includes educators, specialists, and the student's family, and convening this group is essential for making informed decisions about how to best support the student, particularly in the context of state assessments. This collaborative approach not only addresses the parents' concerns but also ensures compliance with the Individuals with Disabilities Education Act (IDEA), which mandates that students with special needs must have access to assessments with appropriate accommodations.

Engaging the IEP team allows for a thorough evaluation of the student's needs, including considerations for how language barriers may affect assessment performance. This response reassures parents that their concerns are being taken seriously and addressed with professionalism and adherence to educational standards.