Gifted Issues Discussion homepage Forums Twice Exceptional Advice on setting the stage with an iffy IS

Hi, Geo,

GAH! on the "ok that you can't read" speech. That must have been such a boost for DD's confidence and ego.


Oh, my. The self-directed piece sounds especially peculiar, but it all sounds challenging.


The separate meeting is the way to go, in any case. This kind of substantial work can't be done at back-to-school night IMO.

Some thoughts.

--How clear is the IEP about what teaching methods are to be used and what goals accomplished during the push-in time? If they are specified, that is helpful, and you can discuss implementation of the one or two you find most important. If not, you will have some work to do if you feel DD has to be taught a certain way. Only what's in the IEP is mandated. You can always call another IEP meeting and revise the document if you feel that what's happening is not working, but you do have to give the IS some startup time.

--You will want the IS to feel respected for her professional expertise even as you probe for her methods. "How are you approaching [difficult issue no. 1?] We'd like to make sure we tackle homework the same way for the sake of consistency." "What language do you use to instruct about [difficult issue no. 2]?" Sound like a learner.

--You can offer some info like "We have found in the past that [specific useful motivation strategy] has worked well for DD, especially if we tie it to [kind of praise or whatever]" but you can't insist that she use the info. IME the worst teachers don't usually care what works well in other contexts, they are going to do what they do.

--You could theoretically ask how she is planning to take data, although I would proceed with caution there: this may make her defensive; some ISs are good at taking data, many are not. But it is also part of the IS's job, because the IEP is a data-driven document, and to show that it is working there must be quarterly data on the student's progress. More conciliatory would be that you can ask to check in with her informally every 6 weeks to check in on the progress. It's unlikely that the data would be aggregated or even taken more than once per quarter, but she should be able to show you work samples.

If you have an advocate, it is viewed as less pushy (for some reason) to have the advocate ask about data than to be a parent who asks about data. I think this is silly, but there it is.

--You could request regular communication via email or some other means. Again, some teachers find this intrusive, and if it's not specified in the IEP that you get it, she may give you a hard time about it. The best ISs have been in regular communication with us voluntarily, and seen us as an extension of their team, knowing that we back up their work at school with our work at home.

--For backup: You will want to build bridges with the regular classroom teacher(s), because that person is going to be there the rest of the time when this IS is not, and if they are dedicated enough they may be able to make those goals happen with or without the IS's help. (Technically, everybody's responsible for your DD meeting her goals, even though that IS is supposed to do the push-in part.)

If the whole teacher team is working on the issue together, using a coherent system, that may do the most for DD in any case. You may find that the other IS (the one who is with the program now) can be helpful in educating other teachers (nicely, professionally) about a key issue or two and asking them be watchful for it and act on it. A good IS can be a really great professional liaison with the rest of the school staff. I wouldn't use the push-in IS that way until you trust her, obviously...

Sorry if that wasn't coherent. Lots to think about there.

DeeDee