#tutor provider

[rigelmejo]

I read this post recently on reddit and it made a lot of sense Why duolingo doesn’t seem to listen to its users (it's not just because of money)

(I ignored the user advertising their own language learning tool at the bottom. If you want to learn from stories, LingQ exists, along with MANY Graded Reader websites for various languages and many physical Graded Reader books. There is likely already a tool that exists for free, or paid but very well made for the language you are learning specifically, to learn basics in the language using stories).

Read the article above if you are wondering "is duolingo useful for me?"

The short answer: is that if you ever want to learn a language, the answer is no. It's target audience is people who use the app frequently, and that is usually beginners who want very easy questions (so they learn slow if ever), who'd get on social media if they weren't playing duolingo like a 'game.'

The long answer is: yeah some people learned up to A2/B1 with Duolingo, if they pushed very hard to get through the whole duolingo course, and then kept studying with other materials, and usually those people spent more than 5-15 minutes daily on the language they were studying. Evan Edinger is an example of someone who successfully 'used duolingo' and many other things, to learn a language. Basically, if your goal is to learn to do things in a language, almost any other learning resource will be providing information to you faster than duolingo, and your success is going to be more about time spent studying than what you use, so there's no particular point in using duolingo over anything else.

My answer is: fuck duolingo it's going AI first, and I have seen enough shitty AI translations and explanations of language to say it's probably going to result in some fucked up lessons, and it means less employees who actually get a paycheck and put in real human thought into lessons, and literally ANY OTHER RESOURCE where real humans are putting effort into the course will be better to use. Pick any other resource! Pick anki user made decks, or LingQ, or Mango Languages app (free from many Libraries), or Innovative Languages/LanguagePod101 lessons (free in Library apps like Hoopla), or old Glossika cd courses, or Assimil audio/textbooks, or Teach Yourself textbooks, or free open online courses like on Coursera, or any specific courses made for teaching the specific language you're studying! If you just look up "beginner textbook" then "intermediate textbook" for the language you're studying, and follow that recommendation and do all the stuff in them, you'll be on a path to understanding novels and shows and conversations in the language upon completing those materials! It really is that simple. So many free great resources exist for language learning! And paid great resources! (I genuinely just looked up "2000 common words list" and "grammar guide summary" online as a beginner, and that'll get you to the point of being able to read graded readers, then eventually regular novels and shows if you're willing to look up words in a translation app!) There's no need to use an AI based course, which will almost certainly teach some things wrong.

[interestingturnofthetables]

The fact I’m currently in the midst of a comparative analysis between Goncharov and Zepotha for my uni class is so funny actually. Like why is this a real thing I’m writing seriously about?

[goblins-and-gloves]

Angry at parents hour!

Undiagnosed autistic fuckers are delulu.

[jey-chan]

Working as a school psychologist is interesting, and even more so when you are also an experienced childcare specialist.

But it is even more so when you work in a school specialized in educating the new generation of elementary and preschool teachers.

Most of the time, students come to me to ask about how to take care of "that child who just seems to not get it" on theyr intership, how to deal with parents, and how to accuse their teachers of school misconduct

Then there is the clasic one that is here because the parents are teachers too and do not want to work with childrens.

And the ones that realy needs my help on psycology isues.

So far my work had been this:

5% actualy psicology problems that i can work on/ students on a emotional crisis.

5% problems that need legal and more heavy healcare specialists (those oh how i cry at nights)

40% help idk what im doing in this scholl! this is not my choice carrier!

40% how do i deal with a kid with sepcial nesesitis and/or the parents. Is this adecuate for my intership? WHAT DO I DO WHEN IM SUPOST TO TEACH A KID ON THE INTERCHIP! THEY DO NOT CARE ABOUT ME! QWQ

5% romantig things that i am so ace to be dealing with but that they think i am the only reasonably and somehow a miracle worker.

5% how do i tell my teacher to go to hell?

[stardustedknuckles]

I'll hear from the sex shop by the end of the week if they want to schedule an interview, but in the meantime I got side work as an online tutor! I took a bunch of tests to qualify me to tutor a lot of subjects (and there are a few more I'm still going to take) and somehow made a 100% on college essay writing, which is great because that one pays more and includes asynchronous editing (on my own time without the student).

It's not quiiiite enough for me to count it as a whole ass second job, at least until September when peak times start back up, but it's still more money to go to rent provided my background check goes as fine as it always has. I still want that sex shop job so bad.

Still! It's something! And it's a legitimate site with mentors and oversight, which gets rid of a lot of issues I've had trying other tutoring sites.

[niamhthefae]

i feel like if my weird autistic emo self walked into litteraly any time in the early mideaval period people would just be like "ok and? their clothes are a little weird but they havent died of the common cold yet, so who gives one. they aren't Christian you say? neither am i to be honest, not a big fan of these Romans who have decided we follow their god now. oh and they do things a little weird? so did I when I first started working on the farm,they'll learn the ways soon enough"

people would litteraly not give a shite. I'm more worried about walking into the tudor period. I'd get told off first for not being christian,then when I join the main form (catholicism) people would get upset because "didn't you hear that king Henry decided about 0.5 seconda ago that protestantism is better?" so I'd be a protestant,then I'd almost get burned and go back to being catholic when mary gets on the throne,before ending up in a whole mess when queen liz decides we can compromise. that's without even starting on the language barrier,the clothing,the food,my unfamiliarness with how tutor britain works,and the fact that no one has a clue who I am

even so,if any time travelers feel like going on a bill and ted style trip just so I can finnaly get that good,good research and see old buildings in their prime then that would be much appreciated ok bye

[prettyboysdontlookatexplosions]

i appreciated this study: "They Can't Read Very Well: A Study of the Reading Comprehension Skills Of English Majors At Two Midwestern Universities"

[ETA: if you are somehow finding your way here pls note some - not exhaustive!!!! - follow up notes in this reblog. sorry again i mixed up megalodons and megalosaurs]

essentially, a pair of professors set out to test their intuitive sense that students at the college level were struggling with complex text. they recruited 85 students, a mix of english majors and english education majors - so, theoretically, people focusing on literature, and people preparing to teach adolescents how to read literature - and had them read-while-summarizing the first seven paragraphs of dickens's bleak house (or as much as they made it through in the 20 minute session). they provided dictionaries and also said students could use their phones to look up whatever they wanted, including any unfamiliar words or references. they found that the majority of the students - 58%, or 49 out of the 85 students - functionally could not understand dickens at all, and only 5% - a mere 4 out of the 85 students - proved themselves proficient readers (leaving the remaining 38%, or 32 students, as what the study authors deemed "competent" students, most of whom could understand about half the literal meaning - pretty low bar for competence - although a few of whom, they note, did much better than the rest in this group if not quite well enough to be considered proficient).

what i really appreciated about this study was its qualitative descriptions of the challenges and reading behaviors of what the authors call "problematic readers" (that bottom 58%), which resonated strongly with my own experiences of students who struggle with reading. here's their blunt big picture overview of these 49 students:

The majority of these subjects could understand very little of Bleak House and did not have effective reading tactics. All had so much trouble comprehending concrete detail in consecutive clauses and phrases that they could not link the meaning of one sentence to the next. Although it was clear that these subjects did try to use various tactics while they read the passage, they were not able to use those tactics successfully. For example, 43 percent of the problematic readers tried to look up words they did not understand, but only five percent were able to look up the meaning of a word and place it back correctly into a sentence. The subjects frequently looked up a word they did not know, realized that they did not understand the sentence the word had come from, and skipped translating the sentence altogether.

the idea that they had so much trouble with every small piece of a text that they could not connect ideas on a sentence by sentence basis is very familiar to me from teaching and tutoring, as was the habit of thought seen in the example of the student who gloms on to the word "whiskers" in a sea of confusion and guesses incorrectly that a cat is present - struggling readers, in my experience, seem to use familiar nouns as stepping stones in a flood of overwhelm, hopping as best they can from one seemingly familiar image to the next. so was this observation, building off the example of a student who misses the fact that dickens is being figurative when he imagines a megalodon stalking the streets of london:

She first guesses that the dinosaur is just “bones” and then is stuck stating that the bones are “waddling, um, all up the hill” because she can see that Dickens has the dinosaur moving. Because she cannot logically tie the ideas together, she just leaves her interpretation as is and goes on to the next sentence. Like this subject, most of the problematic readers were not concerned if their literal translations of Bleak House were not coherent, so obvious logical errors never seemed to affect them. In fact, none of the readers in this category ever questioned their own interpretations of figures of speech, no matter how irrational the results. Worse, their inability to understand figurative language was constant, even though most of the subjects had spent at least two years in literature classes that discussed figures of speech. Some could correctly identify a figure of speech, and even explain its use in a sentence, but correct responses were inconsistent and haphazard. None of the problematic readers showed any evidence that they could read recursively or fix previous errors in comprehension. They would stick to their reading tactics even if they were unhappy with the results.

i have seen this repeatedly, too - actually i was particularly taken with how similar this is to the behavior of struggling readers at much younger ages - and would summarize the hypothesis i have forged over time as: struggling readers do not expect what they read to make sense. my hypothesis for why this is the case is that their reading deficits were not attended to or remediated adequately early enough, and so, in their formative years - the early to mid elementary grades - they spent a lot of time "reading" things that did not make sense to them - in fact they spent much more time doing this than they ever did reading things that did make sense to them - and so they did not internalize a meaningful subjective sense of what it feels like to actually read things.

like, i've said this before, but the year i taught third grade i had multiple students who told me they loved reading and then when i asked them about a book they were reading revealed that they had absolutely no idea what was going on - on a really basic literal level like "didn't know who said which lines of dialogue" and "couldn't identify which things or characters given pronouns referred to" - and were as best as i could tell sort of constructing their own story along the way using these little bits of things they thought they understood. that's what "reading" was, in their heads. and they were, in the curriculum/model that we used at the private school where i taught, receiving basically no support to clarify that that was not what reading was, nor any instruction that would actually help them with what they needed to do to improve (understand sentences) - and i realized over the course of that year that the master's program that had certified me in teaching elementary school had provided me with very little understanding of how to help these kids (with perhaps the sole exception of the class i took on communications disorders, not because these kids had communications disorders but because that was the only class where we ever talked, even briefly, about things like sentence structures that students may need instruction in and practice with to comprehend independently). when it comes to the literal, basic understanding of a text, the model of reading pedagogy i was taught has about 6 million little "tools" that all boil down to telling kids who functionally can't read to try harder to read. this is not productive, in my experience and opinion, for kids whose maximum effort persistently yields confusion. but things are so dysfunctional all the way up and down the ladder that you can be a senior in college majoring in english without anyone but a pair of professors with a strong work ethic noticing that you can't actually read.

couple other notes:

obviously it's a small study but i'm not sure i see a reason to believe these are particularly outlierish results (ACT scores - an imperfect metric but not a meritless one IMO for reading specifically, where the task mostly really is to read a set of texts written for the educated layperson and answer factual questions about them - were a little bit above the national average)

the study was published last year, but the research was conducted january to april 2015. so there's no pandemic influence, no AI issue - these are millennials who now would span roughly ages 28-32 (i guess it's possible one of the four first-year students was one of the very first members of gen z lol). if you're in your late 20s or early 30s, we are talking about people your age, and whatever the culprit is here, it was happening when you were in school.

i think some people might want to blame this on NCLB but i find this unconvincing for a variety of reasons. first of all, NCLB did not pass because everyone in 2001 agreed that education was super hunky-dory; in fact, the sold a story podcast outlines how an explicit goal of NCLB was to train teachers in systematic phonics instruction, because that was not the norm when NCLB was passed, and an unfortunate outcome was that phonics became politicized in ed world. second, anyone who understands anything about reading should need about ten minutes max to spend some time on standardized test prep and recognize that if your goal is truly to maximize scores... then the vast majority of your instructional time should be spent on improving actual reading skills because you actually can't meaningfully game these tests by "practicing main idea questions" (timothy shanahan addresses this briefly near the top of this post). so i find it very difficult to believe that any school that pivoted to multiple choice drill time in an attempt to boost reading scores was teaching reading effectively pre-NCLB, because no set of competent literacy professionals would think that would work even for the goal of raising test scores. third, NCLB mandated yearly testing in grades 3-8 but only one test year in high school; kansas set its reading and math test year in high school as tenth grade. so theoretically these kids all had two years of sweet sweet freedom from NCLB in which their teachers could have done whatever the fuck they wanted to teach these kids to actually read. the fact that they didn't suggests perhaps there were other problems afoot. fourth, and maybe most saliently for this particular study, the sample text was the first seven paragraphs of a novel - in other words, the exact kind of short incomplete text that NCLB allegedly demanded excessive time spent on. i'm not really sure what universe it makes sense in that students who can't read the first seven paragraphs of a novel would have become much better reader if everything else had been the same but they had been making completely wack associations based on nonsense guesses for all 300 pages instead. (if you read the study it's really clear that for problematic readers, things go off the rails immediately, in a way that a good program targeted at teaching mastery of text of 500 words or less would have done something about.)

all but 3 of the students reported A's and B's in their english classes and, again, 69% of them are juniors and seniors, so like... i mean idk kudos to these professors for being like "hold up can these kids actually read?" but clearly something is wack at the college level too [in 2015] if you can make your way through nearly an entire english major without being able to read the first seven paragraphs of a dickens novel. (once again i really do encourage you to look at the qualitative samples in the study, lest you think i am being uncharitable by summarizing understandable misunderstandings or areas of confusion that may resolve themselves with further exposure to the text as "can't read.") not to mention the fact that most students could not what they had learned in previous or current english classes and when asked to name british and american authors and/or works of the nineteenth century, roughly half the sample at each college could name at most one.

the authors of the study are struck by the fact that students who cannot parse the first 3 sentences of bleak house feel very confident about their ability to read the entire novel, and discover that this seeming disconnect is resolved by the fact that these students seem to conceptualize "reading" as "skimming and then reading sparknotes." i think it's really tempting to Kids These Days this phenomenon (although again these are people who in some cases have now been in the workforce for a decade) and categorize it as laziness or a lack of effort, but i think that there is, as i described above, a real and sincere confusion over what "reading" is in which this makes a certain logical sense because it's not like they have some store of actual reading experiences to compare it to. i also think it's pretty obvious looking at just how wildly severed from actual textual comprehension their readings are that these are not - or at least not entirely - students who could just work harder and master the entirety of bleak house all on their own. like i don't think you get from "charles dickens is describing a bunch of dinosaur bones actually walking the streets of london" to comfortably reading nineteenth century literature by just trying harder. i really just don't (and i say that acknowledging i personally have had students who like... were good readers if i was forcing them to work at it constantly... but i have also had students, including ones getting ready to enter college, who were clearly giving me everything they had and what they had was at the present moment insufficient). i think that speaks to a missing skillset that they don't know are missing, because they don't have any other experience of "reading" to compare it to.

just wanna highlight again that although they don't give the breakdown some of these students are not just english majors but english education majors a.k.a. the high school english teachers of tomorrow. some of them may be teaching high school english right now, in case anyone wishes to consider whether "maybe some high school english teachers can't read the first seven paragraphs of bleak house?" should be kept in mind when we discuss present-day educational ills.

[doonhometuition]

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[hellothetutorshelp-blog]

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[motsimages]

You don't owe anyone anything unless they've specifically paid for a service you offer.

If sex work is work, take it like any other freelancing job. You decide what you offer, you establish the limits of it, you decide how to be paid for it. You can be flexible because only you know how bad you may need the money, but you are a freelancer and freelancers should have clear boundaries or burnout and serious risks are around the corner. Even more so in such a misunderstood line of work.

To younger broke adults getting into sex work here’s some common scams:

“I’ll pay you $ every week for feet/genital/fetish pics” they start a long conversation about this. Then they convince you to send some sample pics. They will try to get you to enact their fetishes with promise of later payment. Then they cut and run. They will be kind, promise large things, but become aggressive when you refuse. Lesson: never give things for free unless you’re specifically doing it for marketing. Personalized fetish content should require payment upfront.

“I want to be your sugar mommy/daddy” These are insanely common and will use a variety of tactics. They prey on vulnerable broke people who are desperate for stable cash. They may try to use a BDSM dynamic to make you feel sexy and submissive. They’ll start a long flirty conversation that makes you feel good and desired and confident. Then they might send a link…. Don’t click it! Or they might ask you to “prove your loyalty” as their sub/babygirl/whatever. Proving your loyalty will probably involve sending them money in some way. The most common way is to buy a gift card and tell them the code. If a stranger ever asks you to buy them a gift card that’s pretty much always an instant block.

The same thing goes for “pay pigs”. There are very few people out there actually into financial domination. Chances are people promising you access to their bank accounts are liars trying to get dommed by a stranger, or scammers trying to get money from you.

There’s essentially two main categories of scams in sex work: 1. Traditional scams (trying to get money, personal info, account access) and 2. Freebie scams (trying to get your SW content for free)

Freebie scams can involve someone trying to piss you off so you curse them out and they can go jerk it to being rejected by someone hot. You can just block people being weird.

As a new or established SWer you literally don’t owe anyone anything unless they’ve specifically paid for a service you offer.

[wonderingabout]

I need to write a statement for a job I am convinced I am not qualified for but my friend has the job already and thinks I can do it and suggested me for the role and I just need! to write the statement bit!!!

[connormoving]

helped mavis w their social studies work and god the format of their school interface thing is so horrible

[020butterfly]

Home Tuition Provider Near Me: A Guide to Finding the Right One for Your Needs

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[tutor-helpdesk]

Impact of Dummy Variables on Regression Outcomes: Econometrics Analysis Help

Introduction

In general, dummy variables in econometrics are effective tools to incorporate qualitative data into regression models. Usually taking values of either 0 or 1, dummy variables allow us to capture the effects of discrete categories (such as gender, region, or treatment) on the dependent variable. To students studying econometrics, dummy variables represent the possibility of making such categorical influences quantifiable within the standard methodologies of regression testing. These are particularly useful when analyzing data that contain not just quantitative factors but also qualitative factors such as disparity of income between different genders and the effect of government policies across various regions.

Dummy variables are very useful in econometric analysis for obtaining accurate analysis and interpretable results, as they segment data based on meaningful categories that may otherwise remain hidden. For students working on econometric analysis, learning how to implement dummy variables can simplify complex analyses and make models more instinctive. Students can take assistance from econometrics homework help experts to master different techniques that can be used in the most efficient way to set up and interpret dummy variables. This guide focuses on the basic concept of dummy variables, their use in linear regression, their importance, and their implementation using Python codes to help students in their coursework assignments.

How to Use Dummy Variables for Better Interpretability in Linear Regression Models 

Explaining what Dummy Variables are in Linear Regression

When conducting a linear regression analysis, dummy variables are used to quantify how categorical variables impact the outcome variable. For instance, we can examine the effects that the region of an individual has on his or her income. Here, the region is categorical (North, South, East, West), and by using dummy variables we obtain the binary set of indicators for each corresponding region allowing us to model the changes in incomes peculiar to these locations. If the dummy variables were not included in the equation, the regression would assume the region to be a continuous variable which is a nonsensical approach, or it would exclude this variable altogether, thus eliminating useful insights. Dummy variables solve this issue by following a binary format, where 0 or 1 are assigned to show whether that certain category exists or not. Here is a guide on performing dummy variable coding in Python, especially for simple regression analysis.

Step-by-Step Guide with Python Code 

Suppose we have a dataset involving information on income, gender, and level of education. To incorporate categorical effects into the income prediction, we will incorporate dummy variables.

1. Loading the Dataset

Suppose we have a sample dataset of people's income, gender, and education levels. We’ll use the Python library pandas to load and explore the dataset:

import pandas as PD

# Sample dataset

data = pd.DataFrame({

    'income': [55000, 48000, 62000, 45000, 52000],

    'gender': ['Male', 'Female', 'Male', 'Female', 'Male'],

    'education': ['Bachelor', 'Master', 'Bachelor', 'PhD', 'Master']

})

print(data)

Now, let’s introduce dummy variables for gender and education to capture their unique impacts on income.

1. Creating dummy variables using pandas.get_dummies()

To make dummy variables, python’s Panda library provides an easy method. Let’s create dummy variables for gender as well as for education.

# Generate dummy variables

data_dummies = pd.get_dummies(data, columns=['gender', 'education'], drop_first=True)

print(data_dummies)

By using drop_first=True we prevent the so-called dummy variable trap which happens when all categories are included in the model leading to perfect multicollinearity. Here, the gender_Female and the education_Master, education_PhD point to each category.

1. Setting Up the Regression Model 

It is now possible to fit the linear regression using dummy variables to predict income. We are going to build and evaluate the model by using the statsmodels package in Python.

import statsmodels.api as sm

# Define the dependent and independent variables

X = data_dummies.drop('income', axis=1)

y = data_dummies['income']

# Add constant for intercept

X = sm.add_constant(X)

# Fit the model

model = sm.OLS(y, X).fit()

print(model.summary())

In this setup, we include gender_Female as a dummy variable and assign it a value of 1 for ‘Female’ and 0 for ‘Male’ which will be our reference category. Likewise, for education, “Bachelor” is the baseline category, with separate summy variables on “Master” and “PhD”. Using the results of the constructed model, we can understand how being female as well as having higher educational standards influences income as compared to other baseline categories.

Interpreting the Results

Let’s understand how dummy variables affect the regression:

• Intercept: The intercept means the anticipated income for the reference category, in this case, a male with an education level of Bachelor’s degree.

• Gender Coefficient: The coefficient of gender_Female describes the variation of income of females from the male baseline category.

• Education Coefficients: The coefficients for education_Master and education_PhD indicate the income difference caused by these degrees compared to those with a bachelor’s degree.

We get insight of how each categorical variable affects the income by comparing each dummy variable’s coefficient. For instance, if the coefficient for gender_Female is negative this means, females earn less on average than males.

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I made a post the other day that mentioned IEPs. So I wanted to make a post as someone who was worked for the american school system, and explain IEPs versus 504s. I double checked by looking online just to make sure I wasn't spreading misinformation. (Or just the way my severely underfunded county did things, bc they cut corners) And I found this site above that gives a great break down. It offers a pdf with a chart that compares the two. There is a video that explains it as well. There's also video, a podcast, and the transcription available here . That link also has a few links to other resources.

I'm going add a quick summary of the most important details below regarding IEPs vs 504s. I'm also to going to add a link for parents/guardians who either don't speak/have limited English. (Unfortunately the pdf is in English, but you could probably put it through a one of online translators and the gist of what it saying.)

Most important differences between an IEP and a 504:

IEP: Is always written. Includes related services and specially designed instruction.

Generally much more in depth.

Requires any changes made to the IEP are given to parents/guardians in writing before the IEP team meets and makes any changes. You are automatically part of your child's IEP team. You have to right to attend these meetings. They will send a letter, by snail mail, telling you of a time and date they would like to meet. (If your kid has a good teacher, they will call and try to find a date that works for you. If not, you can contact the school and request a different day. Most schools are willing to be accommodating.)

Written consent from parents/guardians is required before evaluation and before the IEP is put into affect. HOWEVER, the student has to fall under one the 13 disability categories.

Typically includes modifications of the what the student is expected to know and learn. (For example, if the student has an intellectual disability, their learning goals will be established by the IEP team.)

This doesn't mean the student will not be presented with general education grade level concepts, just that they will be modified to meet the student's capability.

IEPs have annual goals that are measurable. These goals are made by the IEP team, including parents/guardians. (Aka, there is a lot of progress monitoring.)

Usually teachers will send out a progress report every two weeks. However, most teachers send out less formal methods of progress monitoring weekly or daily. Sometimes it's just a chart in a file folder where the teacher will jot a note of anything that the student was doing well with, or anything the were struggling on. Sometimes it's their complete work for the week sent home, excluding anything the teacher is keeping for records.

An IEP team has to include at least one gen ed teacher, one special education teacher (special education is usually called EC these days) a school psychologist/specialist, a district representative, and the parent/guardian of the student.

An IEP team is required to meet at least once a year, and the student is reevaluated at least once every three years. (Typically they are reevaluated and deemed still in need of an IEP. Though there are cases when students (mostly in high school) have received enough support that they no longer feel the need an IEP)

An IEP is a legal agreement. You have the right to sue the hell out of the school system if they fail to meet it.

504s:

Doesn't include specially designed instruction. Is meant to help student remain in general education.

Doesn't have to be a written document. (Though typically most schools do write documents. Bc otherwise they would not be able to keep track of what students need, bc there are so many).

Usually provides accomadations/assistive technology, but not related services of modifications. (Though sometimes these are also provided, especially if a student fails to qualify for an IEP, but still needs services and/or modifications)

Requires a student have a disability that impacts their education

Much easier to obtain than an IEP bc less requirements

No specific set of rules of who is on the student's plan team. Generally includes the parents/guardians, the student's general education teacher, (in the event the student has multiple teachers, the teacher will probably be their 'homeroom' teacher, and/or the teacher(s) of whatever subject/area your student is struggling in) and someone from administration, such as the principal or assistant/vice principal. Hopefully also someone from EC who has been trained to teach students with exceptional needs.

Parent/guardian consent is needed to evaluate the child, but this consent does not have to be written. (Many schools will still send some sort of consent form, bc the school system believes in documenting everything.)

The school has to tell you of any big changes to the plan, but they do not require your consent before starting them. Generally you'll be sent a letter of those changes in the mail. (If your students team is good at their job, they'll contact you before. Like, the teacher will call and say we are planning on starting x thing on y date, or email you if that's your preferred method of contact.)

504s don't track annual progress or create annual goals. (Though usually teachers will keep their own form of progress monitoring, bc a student with a 504 could be reevaluated and found they meet the criteria of an IEP. For that reason, many schools treat 504s as if they IEPs. Some schools suck though.)

For parents/guardians with limited or no English language known.

Most importantly, if you have a language barrier, your school must provide a competent translator/interpreter. They should NOT expect your child to work as translator for you.

And there is a lot of times where the translator isn't available that teachers will ask a bilingual staff member to translate for them. How you feel about that is up to you. A lot of parents don't mind in my area, bc we are severely understaffed when it comes to translators, and they want a quick response. If it's something you absolutely don't want, be sure to tell the school. You don't have to do so verbally; send a letter in your language stating your wishes. The school will find someone to interpret it. Keep a back-up copy for yourself.

Just as a general rule to all parents/guardians, keep documentation of everything the school sends you. You never know when you may need it.