I received an email from school principal today- it was in response to my email last week saying I was sorry my actions were interpreted as trying to just get difficult child out of trouble, but there's not a lot I can do if a kid tells her something and she can't (or won't ) look into it to see if it's true and I don't have enough info to look into it but I see no indication of it being true at home or in neighborhood. I also had said we don't need to meet if there is no tape to view- this was after I'd asked to see it with difficult child there so I would have a better understanding of his mindset (if I could see him in action) and the true context of it all. Her response was well, she knew I was very supportive but she's sure that they saw what they documented. That was pretty much it in the email. Now, I'm thinking it is pointless to talk to a wall and keep going back and forth with this- it will be viewed as arguing, I think. But the point is, psychiatrist and I truly are trying to nail down some things with difficult child- does he need more medications, different medications, less medications, is it mania, is it this.. blah, blah. They, at sd, can't tell me difficult child's mindset when he does things. It would be helpful if there is a tape of him "in action" to see which "side" of him this is coming out. It would also help to find out if he's just exagerating or blatantly lieing or if he misreads social cues, etc. I had also asked for the specific date that it happened on the bus (we were tring a new medication dosage for about 10 days) and she never told me that either. I can't believe that the school staff can't get a clue on this and WORK WITH ME. Last year, when difficult child started getting disruptive frequently, I tried to communicate with them- can I see this or that, can they try this or that- could they do anything- NO. I got the same kind of manipulative "play dumb" stuff in the pretense that I should be backing them up. I was baacking them up- I was also trying to find a way we could ALL work together to improve things. It was just like it is now and I stopped trying to talk to them because it seemed like every time I did, the story about difficult child got worse, he got more scrutiny, punishment, etc. Then, they put him on long term suspension and said they had kept me informed but I HADN"T DONE ANYTHING TO CHANGE THINGS. THEY ARE THE ONES WHO WON'T DO ANYTHING TO CHANGE THINGS. I know- I need to send a certified letter- but saying what? Do I play along with the BS and say "I'm sorry tthey are having such a difficult time understanding the needed accommodations for a cycling kid with a mood disorder- could I bring someone in to train them?" Now, that's my urge, but where will that get difficult child? When she first told me about the bus incident, first it was he got too rough with a girl, then it was "he punched a girl", then it became "he was punching on a girl". Why do I have these urges right now to punch on somebody? And furthermore, how can a kid who starts out making an A in a class- a collaborative class- get a ZERO on a test? Am I expecting too much to think maybe the teacher should be communicating something here? I have a feeling that if I try to find out if he refused to write anything or was it a makeup test he never made up or when the test was given or anything else, I'll get "well, this is what he got on it and we're not going to change it" period.