#73 Pull-Out, Push-In, or Pulled Apart: What Your Child's Service Delivery Model Really Means
When you’re in an IEP meeting, it’s easy to focus solely on the "30 minutes twice a week" and nod along as the school lists off terms like resource room, push-in, or consultation. But here is the hard truth: those aren't just administrative logistics, they are the exact mechanisms that dictate whether your child’s intervention will actually move the needle or just fade into the background.
In this episode, we’re peeling back the layers on service delivery models to understand the "where," the "who," and the "how" of your child’s support. We’re moving past what’s convenient for the school and their schedule, and looking at what the research actually says about effective, systematic instruction.
It’s time to stop nodding along to terms you don't fully understand and start advocating for the support your child actually deserves, because that’s what truly matters.
Would you like to understand reports, ask the right questions, and get schools to take you seriously? Together Through Dyslexia 6-month program provides expert mentorship for parents of dyslexics and struggling readers, and you can claim your spot now at https://www.literacyuntangled.com/together-through-dyslexia!
My mini-course, From Lost to Empowered: How to Get Your Struggling Reader: The 3-Step Evaluation Request Blueprint for Parents of Struggling Readers, is available now! This 3-step evaluation request blueprint walks you through everything you need to know, from documenting concerns with the right details to writing the evaluation request letter with language that triggers legal timelines, to handling what to do when schools try to push you off, and so much more. You can break through the barriers NOW and get instant access at https://www.literacyuntangled.com/from-lost-to-empowered.
Topics Covered:
- A realistic look at the pros and cons of moving your child to a resource room versus keeping them in the general education classroom [2:21]
- What these terms actually mean in practice, and why consultation might not be enough for a child who needs intensive, systematic intervention [2:58]
- Why small group size and skill-matching are the "invisible" details that determine if your child is actually making progress [3:28]
- Why there is no one-size-fits-all model, and how to identify whether your child needs a quiet, distraction-free space or support with transitions to stay engaged [4:03]
- A real breakdown of transition time, packing up, and group sharing, and why your child might only be getting 20 minutes of actual instruction [6:29]
- How to look past the logistics to determine if your child actually needs quiet, intensive support or in-class help to navigate their day successfully [7:57]
- The way to shift from nodding along to asking powerful, specific questions about group size and missed classroom instruction [10:14]
Key Takeaways:
- "Logistics" like pull-out or push-in services, aren't just details, they are the critical factors that determine whether your child's intervention will actually move the needle.
- Follow the minutes and always calculate the actual instructional time your child receives.
- Your child’s IEP must be built on their specific learning profile, not staffing convenience for them.
When you're ready to work with me, here are 3 ways I can help you:
Claim your spot now to Together Through Dyslexia, my 6-month program providing expert mentorship for parents of dyslexics and struggling readers!
Subscribe to my Podcast Literacy Untangled Podcast for bimonthly episodes on navigating the dyslexia journey with your kid.
Want 1:1 help from an Orton-Gillingham expert? Book a call to see how I help kids who are struggling to learn how to read.
Have a question or want a certain topic covered? Send an email to [email protected] or a DM on Instagram.
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