Frequently Asked Questions

A parent reached out to Andrew about their struggling child. He thought Darrin could help. As we worked with the student and coordinated our expertise we realized what we were doing was working for the student and that it could help other students.

He does not. However, supplemental education does not require a teaching license under 5220.3 of the Vermont Licensing Rules.

Absolutely. We can also meet with them at their school. We develop a meeting schedule that works for everyone.

PsychED is fully insured for educational and psychological support services.

Every student’s schedule and journey is tuned to their needs, so each student’s schedule will differ. Here is an example of what a week could look like:

Monday: Andrew Discusses curriculum with school based educator

Tuesday: Andrew meets with student

Wednesday: Andrew continued student interest research. Student therapy with Darrin

Thursday: Andrew meets with student’s caregiver. Andrew Works with Student. Andrew and Darrin meet to discuss student progress.

Friday: Andrew preps assignments and curriculum for following week. Student therapy with Darrin.

Every student is different and their needs may change weekly. Everything below can be adapted to fit the needs of each student.

We typically start a month or two before the school year starts and continue through the entire calendar year. We also adjust this schedule based on school vacations, sickness, etc.

The phases below are designed to be focused learning blocks based on particular k-12 curriculum and an agreed upon student interest. Any of these factors have the flexibility to change on a weekly basis, but it is best if the student sticks to the interest through each phase.

Throughout the process outlined below the student engages in therapy with Darrin (1-2 hours per week) which informs personal wellbeing, educational work, home life, and school life.

Weeks 1-3: Coordinate with Special Educator or school-based educator and caregiver to establish scheduling and needs for the student.

Weeks 4-8: Intake/needs assessment with the student.

Weeks 9-13: co-engagement in student interest while developing curriculum based on student interest and desired learning outcomes from all parties.

Weeks 14-18: phase 1 of student interest curriculum initiated.

Week 19: Debrief, reassessment, and reevaluation of interest-based curriculum based on phase 1.

Week 20: Off week for student (Adjust curriculum as needed based on previous weeks’ feedback).

Week 21-25: Phase 2 of student interest curriculum initiated.

Week 26: Debrief, reassessment, and reevaluation of interest-based curriculum based on phase 2.

Week 27: Off week for student (Adjust curriculum as needed based on previous weeks’ feedback).

Week 28-31: Phase 3 of student interest curriculum initiated based on phase 3.

Week 32: Debrief, reassessment, and reevaluation of interest-based curriculum.

Week 33: Final Debrief of interest-based curriculum with student. Final Debrief of curriculum with school-based educator. Final Debrief with caregiver.

Summer: Less intense version of the Phases during the school year. Student works on prepping for the following year, adjusting goals, discussing new or changing interests.