I teach fourth grade in a low income district. We do have a lot of struggling readers, but my classroom this year seems to be doing fairly well. I have a student that just moved into our district and she is extremely low. She is so low that I am wondering if she possibly had an IEP at her old school. If she didn't I'm actually curious if she was ever suggested for services. She is on a Primer level in math and in reading. How can I approach her mom and ask in a round-about way if she was receiving any help/services? I guess I'm just looking for a way to bring this up. Do I just ask about her past school history? Do I ask how she works at home? Do I ask if they have any concerns? Or do I just voice my concerns? She has trouble following through with basic directions, let alone the actual work. She sits there lost and looking out in front of her like I am speaking a foreign language. Now for question 2. I know that someone at home is doing her homework for her and giving her answers. She can't do any of the work in school, yet it's all coming back done. I am modifying her work and differentiating for her, but I can't give her preschool/kindergarten work. I'm doing the best I can and giving her only 10 spelling words a week. I make sure that the spelling words follow the same patterns to help her as much as possible. So, how do I approach that situation about people giving her the answers? I stress the importance of doing work on your own and I also let the children know that it's okay to have someone help you and explain things to you. I make sure they know the difference between the two, but this situation is just so obvious. I know both of these are touchy subjects that cannot be directly stated. How can I approach her mom? I also know that with RTI in place, it could be awhile before she receives the help she needs....IF her mom is willing to sign off on the services. Any ideas would be greatly appreciated. I would like to call her mom this week and schedule a conference with her. Thanks!