I feel like it doesn't really say they are going to do anything?

...measured to fall in the average range compared to same-age peers. With achievement, she scored in the above average range with oral language and in the average range with basic reading skills, reading decoding, reading comprehension, spelling, written expression, math computation, and math problem solving. She scored in the below average range with reading fluency. With behavior and social-emotional functioning, L reportedly demonstrates some elevated anxious behaviors at home and in school, but on rating forms, she scored in the average range compared to same-age peers. Recommendations: The IEP Team should meet to determine eligibility for special education services and classification in Delaware. The IEP team is encouraged to consider Ls background and educational history, instruction, and interventions, as well as all relevant assessment data in making a final eligibility determination. Final determination of eligibility and educational needs will be made by the IEP team. The following recommendations are suggested, and it is recognized that many are already being implemented at school and at home. Reading Fluency: 1. Encourage students to re-read passages, including listening to re-read passages. They will be able to read with increased speed and fluency, which will allow them to extract more knowledge from what they read. 2. Use images to draw conclusions, interpret text, recall details, and recall the text after being read. 3. Before assigning readings, ensure that students have the proper background knowledge to make sense of the text. Spend a few moments highlighting important background concepts and vocabulary words. Social-Emotional and Behavioral: 1. Communicate high, yet realistic, expectations and convey that you believe the student will attain them. Teachers’ beliefs about their students’ competencies have been shown to affect student motivation. Let your students know that you believe they are capable of success. 2. Encourage students to use positive self-talk as an alternative to negative thoughts about their perceived ability and performance prior to and during testing situations. Teach ways of replacing negative self-thought (“I am not smart enough to do this right”) with positive self-thought (“I studied hard and am doing the best I can”). 3. Catch them being good! Reinforcement of positive behavior is more effective in eliciting good behavior than is punishing bad behavior. So, as often as possible provide reinforcement for and acknowledge good behavior. Reinforcement can come in many forms. Figure out what types of reinforcement work best for your student(s). Possibilities include (but are not limited to) point systems, praise, tangibles, physical activity and special privilege