What is the role of a school psychologist or diagnostician in the IEP meeting when notable concerns arise about a student’s progress?

• A. Make final decisions without input.
• B. Only share conclusions and not invite questions.
• C. Present assessment findings, clarify interpretations, answer questions, provide evidence-based recommendations, and support collaborative decision-making.
• D. Avoid discussing assessment results to prevent confusion.

Answer: (C)

When concerns about a student’s progress arise, the school psychologist or diagnostician plays a data-informed, collaborative role in the IEP meeting. They present the assessment findings in understandable terms, clearly explain what the results mean for the student’s learning and needs, and clarify interpretations so the team can discuss implications accurately. They answer questions from parents and other team members, provide evidence-based recommendations for services, accommodations, and instructional strategies, and help the group plan goals and progress monitoring. The goal is to support collaborative decision-making, ensuring decisions are grounded in data and best practices rather than opinion or avoidance of the topic. Final decisions come from the IEP team with input from all members, guided by the professional’s expertise.