Persistently Persistent Posted April 1 Share Posted April 1 The school psychologist is the one who did all the testing on our student. in the IEP She says that she will spend a half hour twice a month helping her. In the first IEP meeting the district representative made a point of saying that school psychologist time is an extremely valuable asset that the District is committing to the student. (the school psychologist really likes the student who is bright, articulate, self-aware, psychologically minded, cooperative. The school psychologist wants to spend time with her.) the student already is meeting with a private education psychologist weekly. The student will be pulled out of class to meet with the school psychologist. My problem is that the purpose, goals and outcomes for these meetings are very vague, plus once they are not things that should need to continue for a whole year. I tried to push back a little bit about how this time would be used and what the activities and goals are, but the school psychologist shut me down. I asked what they would be working on and she said “I have lots of different curriculum.” Her main goal for the student is to identify the triggers that cause her to feel that she needs to take a break from class. The student is very articulate about what her triggers are but the psychologist is insisting on keeping this as a year-long goal. (there’s no talk about how to help ner keep from leaving class.) Our student had words with an administrator, (one time she talked back in her nine years of schooling,) and somehow that has now been included in her behavior plan. Because it was such an unusual situation that never happened before or since I don’t think it belongs in her behavior plan, but they won’t take it out. what can we do to make this time with the school psychologist productive? what are our options when someone at the school is insistent about something in the IEP that parents don’t agree with? Link to comment Share on other sites More sharing options...
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