We got a lot of new students at my school, and they're from quite a different demographic than we're used too. Most of them are extremely wealthy, and for the first time I'm having to deal with some "high maintnence" parents. One of my new students is a 3rd grader. His mom came in to observe my class last year when she was still deciding if she wanted him to come to our school or not. Her son struggles with decoding skills, and she asked me to show her any programs I used for that. We have orton gillingham, so I showed her the program and how it worked. Obviously, she decided to bring him to our school. I'm not going to go into any details, but already in the first 2 weeks, she's had some MAJOR run-ins with the gen ed classroom teacher, and said some very insulting things about other students in the class. She came to talk to me, and she told me that she had bought the orton gillingham program online and had been doing it with her son over the summer. (Again, what a change!) Don't get me wrong, I love that she's involved and helping her son at home, as it does make a huge difference in progress. However, from other comments she has made, I defnitely get the vibe that she is one of those parents who think their child will "outgrow" a learning disability or with the right teacher/program, will "get smart enough" to not need the IEP anymore. She wanted to show me what he could already do, so I knew where to start. I told her that was fine and I'd be happy to sit down with them at back to school night. They came in and the boy did know quite a bit from the beginning of the program. So far, I've had no negative experiences with her myself, so all is good. However, then she starts talking about his IEP. Right now, the only services he has are 20 minutes twice a week for reading pull out. That is less than even gen ed kids in title 1 get! I don't know if this is typical of the school he came from (a charter), or if she fought to have his pull out time so low. The problem is, I don't think I can follow the program with fidelity only seeing this child twice a week for 20 minutes. My other students in the program see me four days a week for 30 minutes minimum. She also mentioned that he should be pulled out during reading time in the classroom. Although I agree it would be great if I could do that for everyone, I simply can't. All of the classrooms do whole group reading at the exact same time and I can't pull from that at all. I can take them for independent work time of literacy block, but I already have a bigger group I see during that time, specifically scheduled that way because I re-teach the same concept they learned in whole group. I can make sure I don't pull this student out of any whole group lessons, but his time is going to have to be during independent work time for another subject (writing, for example). I'm afraid mom is not going to accept that. The student has an annual review in about 2 weeks, so I told mom that I'd start by following his current IEP, and then at the meeting we'd talk about the service hours and what we wanted to do for the future. How do I handle this situation with the program? I mean, she went out and bought it (I'm sure it's expensive) and taught him it all summer, so I assume she's going to be very upset if I don't use it with him. However, if I use it and literally triple his time out of the gen ed classroom to be able to do it, she's going to be upset about that too. I've seen what happens there with situations with the gen ed teacher and P- she is not someone who is easily placated. What should I do?