You may also wish to get DS' input as to goals.
A) to have a better understanding of what we need to work on, specifically and B) to have written guidelines for the teachers that are specific, in terms of how assignments and behavior issues are accommodated.
You may wish to have separate lists of goals to discuss with the advocacy agency, for example:
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Goals for parent - learning of tests, results interpretation, diagnoses, and appropriate remediation approaches, to feel confident and empowered during advocacy
- learning about advocacy:
-- How to make written request to public school for evaluations
-- How to prepare for IEP/504 meetings
-- How to follow-up on school compliance
-- Forging/maintaining positive relationship with advocacy agency and with school
- Having/developing a Plan "B"... other learning environment alternatives
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Goals for student- understand diagnoses, assist with prioritizing, provide input to remediation plans, instructional differences, and accommodations
- Goals for measuring success of remediation
- Goal for student to remain in gifted program
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Goals for school - to comply with request for evaluation, IEP/504 development and implementation
- Goals for measuring success of remediation
- Goal for student to remain in gifted program
Wrightslaw contains much of this information, however it may be helpful to you for the advocate to walk you through targeted portions of the material as they apply to your circumstances. (That's also what many posters are doing here, although the advocate may know your situation better and may be able to advise you more specifically on a number of points.)
