Tessa is a 13-year-old student with a learning disability and comorbid ADHD. She is halfway through the eighth grade and has been eligible for SPED 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.  

Answer these specific questions in your response:

1. Should the IEP team meet to review and revise Tessa's IEP?
2. What type of changes if any, might the team want to make?
3. Should the team take any other actions?