Consider the following fact pattern:

Sherry is a 13-year-old student with a specific learning disability and attention deficit hyperactivity disorder (ADHD). She is halfway through the eighth grade and has been eligible for special education since second grade. She has IEP goals in reading, spelling, writing, and social skills. She also has a number of accommodations in her IEP regarding preferential seating in class, providing instruction to her in various modalities, and allowing her to take breaks from class when needed. During the first two quarters of school, her grades were average, she made modest progress on some goals and no progress on others, and she mastered some of her goals in reading. She also had a number of in-class behavioral incidents that led to disciplinary measures, which is something that has not occurred in the past.

Should the team meet to review and revise her IEP? What types of changes, if any, might the team want to make? Should the team take any other actions?