You are the principal of a middle school. Michael is a sixth grader who regularly demonstrates signs of aggression toward fellow students. According to other students, he threatens to beat them up, he has damaged others' belongings, and he pushes students in the hallway. In class, he is disruptive and bothers others. Michael always denies these accusations, even when a teacher or you have witnessed the behavior.

When the teachers and you contact Michael's parents regarding the behavior, the parents say that their child is always targeted, and the problem is not with him. You instruct the teachers to document Michael's behaviors and academic progress. You continue to deal with his discipline referrals and the wrath of his parents who berate you and the teachers for not managing the other students who are the cause of Michael's behaviors.

After2 months of tracking and assessing Michael's behaviors, your analysis of the data suggests that he may have an emotional exceptionality. You suggest to Michael's parents that he be evaluated for special education services which would provide him extra support. As soon as you say the words special education, the parents get angry and refuse any type of testing.

What do you do when the evidence strongly indicates that Michael needs extra support