Advocating 4 Fair Education - Blog , IEP meetingsAdvocating 4 Fair Education - Blog , IEP meetingshttps://www.advocating4faireducation.com/blogs/iep-meetingsFri, 07 Aug 2026 21:50:52 -0700http://zoho.com/sites/<![CDATA[An Advocate's Guide to a Difficult School Team]]>https://www.advocating4faireducation.com/blogs/post/Difficult-IEP-MeetingsYou walk into the school conference room with a notebook full of concerns, only to find a team that seems to have already written the story of your child’s year. Instead of a collaborative brainstorm, the meeting feels like a defensive play.]]>

We’ve all been there. You walk into the school conference room with a notebook full of concerns, only to find a team that seems to have already written the story of your child’s year. Instead of a collaborative brainstorm, the meeting feels like a defensive play.
​
When a school team becomes difficult, it’s easy to feel gaslit, ignored, or simply outmatched. But a "stuck" team doesn't have to mean a stuck student. Here is how to handle the heat and why having a professional advocate in your corner changes the entire dynamic.

How to Conduct yourself when the Room is Tense

We’ve all been there. You walk into the school conference room with a notebook full of concerns, only to find a team that seems to have already written the story of your child’s year. Instead of a collaborative brainstorm, the meeting feels like a defensive play.
​
When a school team becomes difficult, it’s easy to feel gaslit, ignored, or simply outmatched. But a "stuck" team doesn't have to mean a stuck student. Here is how to handle the heat and why having a professional advocate in your corner changes the entire dynamic.

  • The "Pause" Technique: If a team member is being dismissive or speaking over you, wait three seconds after they finish before you speak. This lowers the "temperature" of the room and helps you regulate minimizing the reaction out of raw emotion.
  • Ask, Don't Assert: Instead of saying, "You aren't helping my child," try asking, "What specific data are we using to determine that this level of support is sufficient?" It forces the team to move from opinions to evidence.
  • The Power of the "Parking Lot": If the team tries to shut down a topic by saying "we don't have time," ask them to "park" that topic in the official meeting notes to be addressed in a follow-up meeting within a specific timeframe.

The Turning Point: How a Special Education Advocate Changes the Game

You shouldn't have to be the parent, the researcher, and the negotiator all at once. Bringing an advocate to the table shifts the power balance from a "hierarchy" to a true "team." 


Here is how we help:

We Speak the "Language" of the Table

School teams often use acronyms and educational jargon that can feel like a barrier. We translate that "ed-speak" into plain English so you know exactly what is being proposed—and what is being left out.

We Bridge the Data Gap

If the school says your child is "doing fine" but your private evaluations say otherwise, we know how to bridge that gap. We help present outside evidence in a way that the school can actually use to build better goals.
We can also help guide you in collecting your own data, or in collecting other impartial data.

We Ensure the "Paper Trail" is Accurate

In a heated meeting, the official notes often miss the parent's most important points. We make sure your concerns are documented clearly and professionally, ensuring that "No" isn't just a verbal brush-off, but a recorded decision that requires a reason and accountability.

We Take the Emotional "Heat"

It is hard to stay clinical when it’s your child’s future on the line. We provide a level-headed buffer. We can ask the tough questions and push for better services while you focus on being the expert on your child

Don’t Go Into the Next Meeting Alone

A difficult school team isn't always a "bad" team—often, they are simply stuck in old patterns, limited by resources, or missing the full picture of your child’s potential. Our role is to provide the creative solutions and the professional momentum needed to shift the conversation back to where it belongs: your child -- their vision, their progress, their ability to succeed.

You are the expert on your child; let us be the expert on the process.

Book a 20-Minute Strategy Session with Lisa
]]>Fri, 17 Jul 2026 16:23:23 +0000<![CDATA[PLAAFP/PLOP/Present Levels... Whatever You Call It:  Here's What Every IEP Parent Needs to Know]]>https://www.advocating4faireducation.com/blogs/post/plaafp-plop-present-levels...-whatever-you-call-it-here-s-what-every-iep-parent-needs-to-knowIf you're new to the IEP world, the acronyms can feel overwhelming. But there's one you absolutely need to understand: PLAAFP. It stands for Present Levels of Academic Achievement and Functional Performance, and it's arguably the most important section of your child's entire IEP.]]>

If you're new to the IEP world, the acronyms can feel overwhelming. But there's one you absolutely need to understand: PLAAFP. It stands for Present Levels of Academic Achievement and Functional Performance, and it's arguably the most important section of your child's entire IEP.
Think of PLAAFP as a detailed snapshot of exactly where your child is right now: their strengths, challenges, and everything in between. It's not about where they were last year or where you hope they'll be next year. It's about today, this moment, and what your child can and cannot do.
Why PLAAFP Is the Foundation of Everything
Here's something that might surprise you: every single goal in your child's IEP should stem directly from their PLAAFP. If the PLAAFP says your child struggles with reading comprehension, there should be a goal addressing that. If it mentions difficulty with social interactions, that needs a goal too.
The PLAAFP serves several critical purposes:

  • Establishes the baseline for measuring your child's progress
  • Identifies specific areas where your child needs support
  • Explains how your child's disability impacts their ability to participate in general education
  • Justifies the special education services your child receives
  • Creates the roadmap for IEP goals and objectives

Without a solid, accurate PLAAFP, your child's entire IEP becomes shaky ground. It's like trying to build a house without a proper foundation: everything else depends on getting this part right.

What Should Be Included in Your Child's PLAAFP

A comprehensive PLAAFP isn't just about academics, though that's certainly part of it. It should paint a complete picture of your child across multiple areas:

This covers the traditional school subjects: reading, writing, math, science, and social studies. But it goes deeper than just grade levels. A good PLAAFP will explain not just that your child reads at a second-grade level, but how they read. Do they struggle with decoding? Comprehension? Fluency?

These are the practical life skills that help your child function independently. Depending on your child's age and needs, this might include dressing, eating, personal hygiene, or managing money.

How does your child interact with peers and adults? Can they regulate their emotions? Do they understand social cues? These skills are crucial for success both in school and in life.

This isn't just about whether your child can speak. It includes receptive language (understanding what others say), expressive language (communicating their thoughts), and pragmatic language (using language appropriately in social situations).

Does your child have difficulty sitting still? Following directions? Managing transitions? These behavioral aspects significantly impact learning and should be thoroughly documented.

Any physical limitations, sensory processing issues, or motor skill challenges should be clearly described and measured.

How to Read and Understand Your Child's PLAAFP

When you review your child's PLAAFP, you're looking for specific, measurable statements backed by data. Vague descriptions like "Johnny struggles with reading" aren't helpful. Instead, you want to see something like: "Based on recent assessments, Johnny reads 45 words per minute with 85% accuracy at the second-grade level, compared to the typical third-grade rate of 70-80 words per minute with 95% accuracy."

Look for These Key Elements

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Objective Data: Good PLAAFPs include specific numbers, percentages, and concrete examples. This might come from standardized tests, classroom assessments, or behavioral data collection.

Current Performance: Everything should reflect how your child is performing now, not six months ago. If the IEP meeting is in October, the data should be recent, not from the previous spring.

Strengths and Needs: A balanced PLAAFP highlights what your child does well alongside areas of concern. This isn't about being positive for the sake of it: strengths can be built upon to address challenges.

​Functional Impact: The PLAAFP should clearly explain how your child's disability affects their ability to learn and participate in school activities.

Red Flags to Watch For

Not all PLAAFPs are created equal. Here are some warning signs that your child's PLAAFP might need improvement:

  • Generic language that could apply to any child with a similar disability
  • Outdated information from assessments conducted more than a year ago
  • Only focusing on deficits without mentioning any strengths
  • Vague descriptions without specific data or examples
  • Missing key areas that affect your child's learning
  • Inconsistencies between different sections or with your observations

If you notice these issues, don't hesitate to ask questions or request updates. You know your child better than anyone, and your input is valuable.

Your Role as a Parent in the PLAAFP Process

You're not just a passive recipient of information: you're an essential part of the team that creates your child's PLAAFP. Here's how you can contribute:

Share Your Observations

You see your child in different settings and situations than school staff do. Your insights about how your child functions at home, in the community, or during unstructured time are incredibly valuable.

Ask Questions

If something in the PLAAFP doesn't match your experience with your child, speak up. Ask for clarification or additional assessment if needed.

Provide Context

Help the team understand your child's history, what motivates them, what strategies work at home, and what you've tried that hasn't been successful.

Making Sense of the Assessment Data

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PLAAFPs often include results from various assessments, and the numbers can be confusing. Here's a quick guide to common terms:

Standard Scores: These typically have an average of 100, with most people scoring between 85-115. Scores below 70 often indicate significant challenges in that area.

Percentiles: These show how your child performed compared to other children their age. A 25th percentile score means your child scored better than 25% of same-age peers.

​Grade Equivalents: These can be misleading. A grade equivalent of 2.5 doesn't mean your child should be in second grade: it means they performed similarly to a typical student in the fifth month of second grade on that particular test.

Questions to Ask About Your Child's PLAAFP

Come prepared to your IEP meetings with specific questions:

  • How recent is this data?
  • What specific assessments were used?
  • How does this compare to typical peers?
  • What are my child's greatest strengths?
  • Which areas need the most support?
  • How does this disability impact my child's daily school experience?
  • What additional assessments might be helpful?

​Moving Forward: From PLAAFP to Goals

Once you have a solid understanding of your child's PLAAFP, you can better advocate for appropriate goals and services. Each area of need identified in the PLAAFP should have corresponding goals that are:


  • Specific and clearly defined


  • Measurable with concrete criteria

    • Achievable but appropriately challenging


  • Relevant to your child's needs


  • Time-bound with clear deadlines

    • Remember, the PLAAFP isn't set in stone. As your child grows and changes, their PLAAFP should be updated to reflect their current abilities and needs. This typically happens during annual IEP reviews, but you can request updates more frequently if significant changes occur.

    Taking Action

    Understanding your child's PLAAFP empowers you to be a more effective advocate. When you know exactly where your child is academically and functionally, you can better evaluate whether the proposed goals and services are appropriate.

    Don't be afraid to ask for clarification, request additional assessments, or suggest changes if the PLAAFP doesn't accurately reflect your child. This document will guide your child's education for the entire year: it's worth getting it right.

    If you're feeling overwhelmed by the IEP process or need support understanding your child's PLAAFP, remember that you don't have to navigate this alone. Professional advocates can help you understand the complexities and ensure your child receives the support they deserve.

    ​The most important thing to remember is that the PLAAFP is a tool to help your child succeed. When it's thorough, accurate, and well-written, it becomes the roadmap that guides everyone working with your child toward the same destination: helping them reach their full potential.

    Meet with Lisa to Chat

    Resources & References

    Want to dig deeper, or need a little backup? Start here.

    OSPI Procedural Safeguards (Parent Rights under IDEA) — A clear overview of parent rights, consent, evaluations, and dispute options. While Washington-specific, it’s a practical guide to what safeguards look like in many states.

    Wrightslaw: PLAAFP and IEPs — Plain-language explanations and examples of strong Present Levels, plus how they connect to measurable goals and services.

    Understood.org: The IEP Team — Who's on it? — Meet the typical IEP team members and learn what each person does, with tips for how parents can participate confidently.

    ​Advocating 4 Fair Education IEP Parent Workbook — A step-by-step workbook with prompts, checklists, and templates to help you prepare your child’s Present Levels and advocate with clarity.

    Contact information
    ​Get in touch with us

    Build a stronger foundation for your child's IEP today. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 16:12:26 +0000    <![CDATA[Crafting a Compelling Special Education Parent Concerns Letter for IEP Meetings]]>https://www.advocating4faireducation.com/blogs/post/crafting-a-compelling-special-education-parent-concerns-letter-for-iep-meetingsLooking for better parent participation in an IEP then you need to draft a parent concerns letter. And we are here to help.]]>

    Write a Parent Concerns Letter Before Every IEP Meeting

    The Importance of a Parent Concerns Letter in Special Education


    In the realm of special education, the Individualized Education Program (IEP) meeting is a pivotal opportunity for parents. It's the time to ensure that your child receives the tailored support they require. One instrument vital to this process is the parent concerns letter – a document that conveys a parent's insights and aspirations for their child's educational journey.

    Essential Tips for Writing Your Parent Concerns Letter

    Crafting an effective parent concerns letter is more art than science, requiring a blend of empathy, precision, and foresight. To navigate these waters, here are some essential tips:

    • Begin with gratitude for the team's efforts and an affirmation of your shared goal: your child's success.
    • Clearly articulate your child's strengths, interests, and areas where they excel – this sets a positive tone.
    • Transition to your concerns, focusing on specific examples and observations. Provide context to ensure the IEP team grasps the gravity of your concerns.
    • Express you interest in addressing these concerns during the meeting as a team to find solutions for support.

    Building Bridges: Parent Concerns Letter Fosters Collaboration

    A well-crafted parent concerns letter does more than inform; it builds a bridge between home and school, fostering a collaborative atmosphere. By sharing your child's narrative, you invite the IEP school team to join you in a partnership that's crucial for your child’s educational growth.

    • Utilize respectful and collaborative language to nurture a team mentality.
    • Share anecdotes that illustrate your child's experiences, making their needs more tangible to the team.
    • Invite dialogue by asking open-ended questions about potential strategies and resources.

    The Anatomy of an Impactful Parent Concerns Letter

    An impactful parent concerns letter is brief, structured, and easy to follow. It should convey your concerns with clarity and provide a checklist for the IEP team to follow.

    • It should be kind, passionate, collaborative, and hopeful.
    • It should be categorizing into strengths and weaknesses.
    • It should address, academic, behavior, social/emotional, communication, and training if appropriate.

    Empowering Advocacy Through the Parent Concerns Letter

    In crafting a parent concerns letter, you are not just fulfilling a procedural necessity; you are engaging in an act of advocacy. This document can be a catalyst for meaningful discussion at the IEP table and a change in your child's education. It's a testament to your involvement and commitment to ensuring that your child's unique needs are met with empathy and expertise. Remember, as a parent, you are an integral part of the IEP team, and your voice is indispensable.

    Does this sound like a lot?  We can help.  
    We will gladly write your parent concerns for you and send it to your inbox! 
    Get Started Now

    Contact information
    ​Get in touch with us

    Ready to ensure your voice is the most impactful one at the IEP table. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 15:24:50 +0000    <![CDATA[Inclusive Education: Ensuring Equal Opportunities and Tailored Support for Every Child in Special Education]]>https://www.advocating4faireducation.com/blogs/post/inclusive-education-ensuring-equal-opportunities-and-tailored-support-for-every-child-in-special-eduEvery child, regardless of their abilities, deserves an education that not only meets their academic needs but also nurtures their social and emotional well-being.]]>

    As a special education advocate and a parent myself, I understand the unique challenges and joys of raising a child with special needs. Every child, regardless of their abilities, deserves an education that not only meets their academic needs but also nurtures their social and emotional well-being. Inclusive education is more than just a buzzword; it's a commitment to providing every child with the tools and opportunities they need to thrive in their least restrictive environment.

    What is Inclusive Education?

    Inclusive education means that all children, when possible, regardless of their physical, intellectual, social, or emotional abilities, learn together in the same classrooms. It's about breaking down barriers and allow for the most successful opportunity for growth.

    Why Inclusive Education Matters

    • Equal Opportunities: Every child has the right to education. Inclusive education ensures that children with special needs have the same access to learning as their peers.
    • Social Integration: Being in an inclusive environment helps children with special needs develop social skills and build friendships with peers. This integration is essential for their emotional and social development.
    • Building Confidence: When children with special needs are included in mainstream classrooms, it sends a powerful message—they belong. This boosts their self-esteem and confidence.
    • Tailored Support: Inclusive education isn't about treating every child the same. It's about recognizing each child's unique needs and providing the appropriate support to help them succeed.
    • Grow Peers: General education peers also grow their social skills, tolerance, and collaboration when special education peers are included in their classroom.

    How Parents Can Advocate for Inclusion

    You play a crucial role in advocating for your child's education. Here are some ways you can support your child’s inclusion in the classroom:

    • Collaborate with Educators: Build a strong relationship with your child’s teachers and school staff. Regular communication ensures that everyone is on the same page and working towards the same goals.
    • Know Your Rights: Familiarize yourself with the laws and regulations surrounding special education in your state and district. This knowledge empowers you to advocate effectively for your child's needs. – No really, look up your district policies, print it out and take it to the next IEP meeting. It is powerful to use the words of the district supporting your child when in the meeting.
    • IEP placement: When talking about placement in the IEP meetings, be specific. What will the day look like? How much time will your child spend in the special education room, and how much time will be spent in the genearl education classroom?
    • Encourage Peer Interaction: Advocate for opportunities where your child can interact with their peers, both in and out of the classroom. This might include group projects, extracurricular activities, or playdates.
    • Stay Involved: Attend school meetings, volunteer in the classroom, and stay informed about your child's progress. Your involvement shows that you are committed to their education and well-being.

    Questions to ask:

    When deciding on the placement for your child ask a few questions:

    • Can my child be included in less demanding tasks in the classroom? - story time? Morning meeting? Art? PE? Music? Library? Math Minutes? Computer/robotics? Recess? Lunch?
    • Could my child be successful in the general education classroom if they were properly supported by staff? NOTE: It is not important if the school has the staff to answer this question, the question is COULD THEY?
    • Would being in a general education classroom provide positive role models to my child that they would benefit from even if the academics are a struggle?

    The Future of Inclusive Education

    Inclusive education is an ongoing journey. As we move forward, it’s crucial to continue advocating for better resources, training, and policies that support all children. By working together—parents, educators, and the community—we can create a world where every child, regardless of their abilities, can learn, grow, and succeed.

    Final Thoughts

    As parents of children with special needs, your voice is powerful. Inclusive education is not just about fitting children into existing systems; it’s about transforming those systems to meet the diverse needs of all learners. Together, we can ensure that every child has the opportunity to reach their full potential.

    Remember, you are not alone in this journey. There are communities, resources, and advocates ready to support you and your child every step of the way. Let’s continue to work towards a more inclusive, equitable, and supportive education system for all children.

    Meet the Advocate, Lisa Stewart M.Ed

    Hi, I’m Lisa and I’m dyslexic. I tell you this for a few reasons, I hope it will afford me some grace when you find the inevitable misspellings, I hope it will help you to understand that I “get it” when it comes to struggling in school, and it is important for me to feel no shame in my identity as a dyslexic.


    I am the mother of 3 children. All of my children are amazing people. But, because my youngest needs so much support, I had to learn to navigate the world of SPED support. Eli has made me a better teacher, a better mother, and has given me a desire to help other that are trying to navigate the tightrope of IEP support as well.


    After years of navigating this process and advocating for other families, I realized how helpful it can be to have guidance along the way. If you need support navigating the special education process, click the link below to schedule a time to talk with me, and I’d be happy to help.

    Set up a time to chat with Lisa

    Meet with Lisa

    Contact information
    ​Get in touch with us

    True inclusion is about belonging, not just a seat in the back of the room. Let's build their strategy. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 15:21:50 +0000    <![CDATA[Ensuring Effective Communication Between Teachers and Parents in Individualized Education Programs (IEPs)]]>https://www.advocating4faireducation.com/blogs/post/education-programs-iepsOngoing communication between teachers and parents is essential for the success of students with disabilities.]]>

    Special Education is a Team Effort

    I firmly believe that open and ongoing communication between teachers and parents is essential for the success of students with disabilities. Just this week a parent reached out to me explaining that the school is not requiring all of the communication with any member of school staff must first be sent through the Assistant Principal. And now, the AP is complaining that she is getting too much communication from this parent and is threatening to "shut it down."

    ​Unfortunately, some schools are restricting communication channels and funneling all interactions through one person, often the case manager. This practice raises concerns among parents and begs the question: Can they do that? Can parents request two-way communication as an accommodation in their child's Individualized Education Program (IEP)? The answer is yes, it is, and it should be. In this post, we explore the regulations in the Every Student Succeeds Act (ESSA) that support the need for effective communication in IEPs.

    Understanding the Legal Framework

    The Individuals with Disabilities Education Act (IDEA) does not explicitly require ongoing communication between teachers and parents. Probably because when it was passed in 1975 congress could not imagine a school trying to limit communication with a parent. However, IDEA guarantees parents and their children with disabilities various legal rights, known as "Procedural Safeguards." These safeguards emphasize the importance of parental participation, highlighting parents' role as mandatory members of the IEP Team. While IDEA focuses on parental participation in the development of the IEP, it does not specifically address daily, ongoing communication with the school.

    Enter ESSA:

    In 2017, Congress passed the Every Student Succeeds Act (ESSA), amending the No Child Left Behind Act (NCLB). ESSA emphasizes the need for parents to participate in regular, two-way, and meaningful communication involving student academic learning and other school activities. It recognizes parents as integral partners in their children's education and encourages their active involvement. You can find 20 US Code Section 6318 - Parent and Family Engagment, here.

    Making Two-Way Ongoing Communication a Part of the IEP:

    Since Congress deemed effective communication so important that it was enshrined in ESSA, it is crucial for parents to advocate for this accommodation to be included in their child's IEP. By referencing the law and presenting their case during the IEP meeting, parents can firmly assert their right to ongoing dialogue with teachers. However, it's important to exercise this right responsibly, being mindful of teachers' time and workload. Reasonable, respectful communication ensures a productive and efficient partnership between parents and teachers.

    Conclusion:

    Promoting effective communication between teachers and parents is not only common sense but also a legal obligation outlined in ESSA. I encourage parents to be proactive in asserting their rights to ongoing communication as an accommodation in their child's IEP. By working together, parents and teachers can create an inclusive educational environment that supports the unique needs of students with disabilities. Remember, it is not just common sense anymore, it is the law.

    Get Started Now

    Contact information
    ​Get in touch with us

    Ensure your voice is heard. Let's make communication a priority in your next IEP meeting. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 15:01:46 +0000    <![CDATA[From Overwhelmed to Confident: How to Prepare for an IEP Meeting]]>https://www.advocating4faireducation.com/blogs/post/how-to-prepare-for-an-iep-meetingAs parents of children with special needs, we know that preparing for an Individualized Education Program (IEP) meeting can feel overwhelming. It's a pivotal moment where we advocate for our child's education and ensure they receive the support they need.]]>


    As parents of children with special needs, we know that preparing for an Individualized Education Program (IEP) meeting can feel overwhelming. It's a pivotal moment where we advocate for our child's education and ensure they receive the support they need. In this post, I'll guide you through the process of preparing for an IEP meeting, drawing from personal experience, professional expertise, and valuable insights. As a community, let's help each other and navigate this journey together.

    Understanding the IEP Meeting


    An IEP meeting is a legal process that involves parents, the school team (at least the case manager and general education teacher), and a representative from the district to develop or review an Individualized Education Plan for a child with a disability. The purpose of the IEP meeting is to identify the child's unique needs and goals, assess the educational program, and determine how to support the child's academic and functional success.
    IEP meetings should be held at least annually, but can be as frequently as needed. Additional meetings may be requested by either the parent or the school team to address any new concerns or changes in the child's needs.

    Gathering Essential Documents


    Before an IEP meeting, parents should gather essential documents that will help inform the meeting's discussion. These documents include previous IEPs and progress reports, medical and evaluative information, emails from teachers or communication from the school, letters from doctors or therapists, and parent observations and concerns. By reviewing previous IEPs and progress reports, parents can access information on their child's academic goals, progress, and any modifications or accommodations that were previously implemented. School/teacher communication can shed light on behaviors or struggles and will hold a lot of weight at the IEP meeting because it is behavior at school. Parent observations and concerns can help identify areas of need that may not have been addressed in previous IEPs or evaluations. I always recommend that parents create "THE LIST." This is a list of concerns they have for their child: academics (don't forget writing), behavioral, social, emotional, etc. Make sure each of the areas of concern is not only noted in the Parent Concerns section of the IEP, but also addressed one by one during the meeting. If something is not addressed, pause the conversation and ask to have it addressed. If you are running out of time, ask to reconvene.
    I highly recommend asking for a draft copy of the IEP from the school. At the very LEAST this draft should cover the present levels of your child, it is good to review this section with a find tooth comb, this will give you some insight into what the school team is thinking. Most schools will also provide proposed goals and accommodations in the draft. This inclusion will also allow you to go over "the list" before even walking into the room and write down your thoughts and suggestions for improvement.

    Effective Communication and Advocacy

    During an IEP meeting, parents should express their child’s unique strengths and needs, share their vision with the team, and utilize clear, jargon-free language. Parents should also be active listeners and responders, clarifying any uncertainties and acknowledging the school team’s input.

    Collaborating with the IEP Team
    Collaboration is key in ensuring the success of a child's IEP. To foster positive relationships, parents should take an active role in developing trust and open communication with the IEP team. Understanding the various roles of different IEP team members will help parents navigate the process and build mutual respect and knowledge.

    Addressing Parents' Concerns and Questions

    It's normal to feel overwhelmed or concerned during an IEP meeting. Assertive communication techniques and asking questions that ensure clarity and understanding can help parents address their child's needs and goals effectively. Parents should also request that any refusals be well documented in the PWN and specify that the team needs to include their specific reasons for the refusal or denial.



    Seeking Further Support and Resources

    There are many resources available to parents who want to further educate themselves on the IEP process. Advocacy groups and networks, training and workshops, and online resources and guides can be helpful tools. Understood.org and Wrightslaw.com are great options for researching IEP guidelines and issues. Parents can also seek out an advocate to accompany them during the meeting and provide additional support. (I know a fabulous advocate if you are looking).

    I'm looking for an advocate to help me navigate Special Education - Meet with Lisa
    Meet with Lisa

    IEP Compass

    Do you feel like you need more support guidance but don't necessarily need an advocate at the table with you? I have just the thing. I have taken my $698 package and put it in a step by step workbook. Please note, it is not easy to get all my expertise in a short guide, this guide is 55 pages long, but it is designed to give you all of the support you need to have confidence in the meeting. And let me assure you confidence is half the battle. You can have this package for $239, BUT WAIT THERE IS MORE!!! I don't want to leave you without a way to get your questions answered, so the workbook comes with 1 hour of 1:1 facetime with me. You will work through the book and then before your meeting meet with me and ask all your questions. You will be prepared!!!

    Learn More about the IEP Compass - The Parent Handbook to IEPs

    Conclusion

    Navigating the IEP meeting process shouldn't be daunting. By understanding the purpose of the meeting, preparing relevant documents, communicating effectively with the IEP team, collaborating with them, and seeking further support, parents can confidently approach the meeting to ensure the best outcomes for their child. Remember, you are not alone in this journey. With the appropriate preparation and resources, we can all navigate through the complexities of special education and empower our children to thrive.

    Contact information
    ​Get in touch with us

    The school team is already prepared for the IEP meeting. Let's make sure you are, too. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 14:55:27 +0000    <![CDATA[LISA, HOW DO WE GET OUR CHILD AN IEP BEFORE THE SCHOOL STARTS? ]]>https://www.advocating4faireducation.com/blogs/post/back2school1This is a practical guide for parents seeking summer special education evaluations. It explains how state timelines vary, with some districts pausing until fall.]]>

    Just recently, a parent reached out with a question that echoes the concern of so many families across the country:

    “How do we get our child an IEP before school starts?”

    ​It’s an honest and important question—and one that comes from a place of deep love and urgency.

    But here's the reality:

    👉 In most cases, the testing process won’t even start until school is back in session—and even if it starts now (check your state timeline to see what the rules are in your state), it likely won’t be completed before the first day.

    Instead of stressing about having an IEP in place by the first day, focus on getting the process started as soon as possible—the sooner you submit your request, the sooner the timeline begins.

    📅 Step 1: Understand Your State’s Timelines

    Schools are required to respond to special education evaluation requests and move forward with the process. 

    However, the timeline varies by state.
    ​Here’s what to know:

    • Some states count calendar days
    • Others count school days or working days
    • Some start the clock as soon as your request is received—even during summer
    • Others wait until the first official day of school

    🧭 Action step:

    Check your state’s special education regulations so you know when the evaluation timeline begins and how long it is. Knowing your state’s rules gives you the clarity you need to act confidently.

    📝 Step 2: Submit a Formal Request 


    Once you know your state’s guidelines, it's time to make your move.
    The most important step is to submit a written request for a special education evaluation to your child’s school or district.
    ​Be sure to include:

    • Your child’s full name and grade 
    • A clear request for a "full comprehensive educational evaluation" 
    • List the areas of suspected disability(s)
    • A brief explanation of your suspension
    • Your contact information 

    📌 Tip:

    ➤ If submitting in person, include the date and bring two printed copies—one to give the school and one to have signed and dated by staff for your records.
    ➤ If submitting via email, ask for a confirmation of receipt and save the email chain for your documentation.

    📂 Step 3: Keep Documentation Organized 

    Keep track of everything: 

    • Save all emails and letters 
    • Write down who you spoke to and when 
    • Keep copies of outside evaluations, pediatrician notes, or therapist reports 

    🗂️ These documents may become important reference points during the evaluation process. 

    📣 Step 4: Follow Up and Speak Up 

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    If you don’t receive a response in a timely manner, follow up—politely, but firmly.
    You are your child’s most important advocate.
    ​Ask questions. Clarify. Push back if needed. You have every right to ensure your child’s needs are being addressed.

    ✅ Quick Recap: What to Remember 

    • In most states, the IEP process won’t be finalized before school starts.
    • Know your state’s timeline—some count calendar days, others wait for school to begin.
    • Start the process as early as possible—even if that’s day one of school.
    • Submit your request in writing, with clear language and proof of submission.
    • Keep records of everything you submit and every person you speak with.
    • Stay involved, follow up, and don’t be afraid to speak up.

    Although it might feel defeating that your child won't have the support you believe they need from day one of this next school year, there are still steps that can be taken. 

    ➤ Discuss a 504 plan while you wait for the evaluation to be completed.
    ➤ Work with your child's teacher(s) explaining your concerns and support you hope to see in place to help your child feel successful.
    ➤ ​Document your conversation(s) with a follow up email and then continue follow up after school starts--this data can be used during the eligibility process.


                                                 💙 Final Thoughts: You’re Not Alone 

    If this feels overwhelming to you-- you don’t have to do it alone.
    Whether you're just getting started or you’re feeling stuck, we’re here to help you move forward with clarity and confidence.


    📩 Reach out anytime at support@advocating4faireducation.com— we’re always happy to support you.

    Let’s keep advocating — together. 💙 

    Meet with Lisa

    Contact information
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    Don't wait for the first day of school to ask for help. Let's get the testing clock ticking now. We're here for you!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 14:49:22 +0000    <![CDATA[QUICK CHECK: YOUR CHILD'S IEP ]]>https://www.advocating4faireducation.com/blogs/post/quick-check-your-child-s-iepIs your child's IEP working? Use this quick checklist to review accommodations, goals, and services. Empower yourself before the next review meeting and ensure your child gets the support they need!]]>

    Let's be honest; there are a million things to consider when examining an IEP. It really can get overwhelming. Where do I start? Why do I need to worry about anything other than goals? Isn't this the school's job?

    I can and will write blogs on each step and process in the IEP. But for those of you that don't want to get in the nitty-gritty, just want to look at the snapshot and make sure the basics are there, or simply don't have the time or energy to do a deep dive into your child's IEP, I have put together a quick and easy checklist to make sure those basics are there.

    I'll touch on the big five here, but if you would like the checklist, please let me know below, and I'll gladly send you this checklist.

    PARENT STATEMENT 

    This is a VITAL part of the IEP. Often I will see in the IEP draft "Will discuss at the meeting." or "TBD." This is YOUR opportunity to be heard. What you submit here will determine the tone and level of participation the team will expect from you during the meeting. This is your opportunity to sit in the driver's seat for the goals and services being written.

    PRESENT LEVELS

    Make sure this is detailed. You should see not only your child's current reading level here, their last standardized test score, or their last report card grades, but this should also include all baseline data driving the goals and the teachers' areas of concern. It should also include your child's strengths and areas of accomplishment.

    GOALS

    .These should be SMART! Specific, Measurable, Achievable, Realistic, and Time-bound.

    ACCOMMODATIONS

    This is the time to sit down with your child and talk to them. Are they using these accommodations? Are they working? If they are not using them, why? If they are not working, what would work? Only your child can fill in these blanks.

    SERVICES

    This is always the trickiest part of a long and detailed IEP. Sometimes the school will imply they will support a child in one way or another but then fails to record that support here. Make sure every single minute is documented here. Remember, if it is not written down, the school is not legally bound to follow through.

    If you get nothing else from this blog, please know your voice is the most critical voice at the table. You know your child better than anyone else sitting there. But you will only be heard if you are well-informed and speak up. You are the best advocate for your child, and you can CHANGE their future for the better.

    If you need help navigating the special education process, email me at support@advocating4faireducation.com or click this button below.

    Meet with Lisa

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    Need IEP assistance? We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 14:33:18 +0000    <![CDATA[WHAT TO EXPECT DURING THE EVALUATION?]]>https://www.advocating4faireducation.com/blogs/post/back2school11This is a practical guide for parents seeking summer special education evaluations. It explains how state timelines vary, with some districts pausing until fall.]]>

    Most of my readers are already in the throws of an IEP, so this process is behind them. However, if you are reading this and that describes you, please leave your experience below for others to read and learn from. Two of my three children have been evaluated. My youngest has been through 6 evaluations (2 through the school and four private.) Our experiences have been vastly different, but there are some constants, so I will speak to those. But please know no two experiences are the same.

    The first thing every eval has started with is an interview about family history and my child's milestones and history. It is always interesting to see what different evaluators fixate on. Still, all in all, this is a very cathartic part of the eval process for me because I get to process Eli's journey.


    Most school evaluations will consist of classroom observations and teacher input. I have had one or two private evals ask teachers to fill out a questionnaire, but in general, the information the private practitioner collects is from the family.


    Most school evaluations will consist of classroom observations and teacher input. I have had one or two private evals ask teachers to fill out a questionnaire, but in general, the information the private practitioner collects is from the family.

    In my experience, this is one big difference between the two evaluations. I have always felt that the school evaluation summaries tend to lean heavier into the teacher input and "school position." On the other hand, the independent evaluations tend to (probably because little school data is collected) lean toward the "family position." Theoretically, both positions should lean toward data and evidence and land near an actual representation of the child, but that is not always the case. And when the data is off, there can be an us vs. them feeling at the IEP table.

    Because of these different leanings, the parent statement at the IEP is vital. I will write another blog about creating a parent statement, but ensuring your voice is heard and represented in all documentation is essential.

    After this first step, the examiner will determine which tests to use. There is generally a neuropsychological evaluation conducted. This assessment will test the child's intelligence quotient, language ability, attention, memory, problem-solving and perceptual skills, regulation, and ability to plan.

    They will also likely conduct an educational achievement assessment. This will assess your child's reading, writing, and math abilities in relation to their age or grade.

    Depending on their needs, they may also conduct an occupational therapy assessment, speech and language assessment, emotional and social function assessment, functional behavior assessment, and/or an attention and processing assessment. If you know you will want one of these assessments when you request testing, you should outline that expectation from the beginning. Do not wait for the results to come back.

    Often parents will ask how to prepare their child for the upcoming testing. And I say, don't make a big deal out of it unless they are older, and it would seem odd to be pulled out of class, and they will become stressed. My child is in and out of the classroom all the time. I treat testing day (school or private) like any other day. This is not an exam they need to pass; this is a window into their learning path. They will follow your lead if you make a big deal about it. The best and most accurate results are if your child is relaxed and behaves like they would on any other day.

    However, a good way to ensure you get the most accurate results is to ensure your child is well-rested and has a good healthy breakfast. Hungry and tired children never perform to their ability level.

    Another question often asked is, if my kid takes ADHD meds, should I medicate them? Talk to the examiner. All of the school assessors said yes. Most of our private assessors have asked us to bring him one day unmedicated and the other days medicated—either way, all of it is noted in their reports.

    Every evaluation we have ever had ends with a "debrief" of sorts. For private evals, this is generally done almost immediately after the evaluation letting parents know the gist of the results and letting them know when to expect the final written report. It is typically within 60 days for school evaluations when the full report is complete.

    So there you have it—a quick rundown of what to expect. Of course, reading and understanding the results is a whole other blog. But until then, if you need help with your testing results, please reach out, and we can look at them together. lisa@advocating4faireducation.com

    Meet with Lisa

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    An evaluation is just a window into their learning path. Let’s navigate it together. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

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    ]]>    Fri, 17 Jul 2026 14:25:28 +0000    <![CDATA[BUT I HAVE A DIAGNOSIS!!!]]>https://www.advocating4faireducation.com/blogs/post/but-i-have-a-diagnosis“My child has been diagnosed, but the school said that doesn’t matter.” This statement is one of the most common frustrations I hear from parents.]]>

    “My child has been diagnosed, but the school said that doesn’t matter.” This statement is one of the most common frustrations I hear from parents.

    The eligibility process for dyslexia or any reading/language disability is complicated. First, most schools won’t accept your independent evaluation at face value. They will want to do their own testing, and then most won’t diagnose dyslexia. Most will call it a “Specific Learning Disability.” As an advocate and IEP coach, I continue to use the term(s) dyslexia, dyscalculia, and dysgraphia as they are more specific. However, in my opinion, it is not worth knit-picking in the paperwork.

    Here is the kicker, just because your child is diagnosed (even from the school) with one or all of these things, it does not mean the school is required to provide your child with an IEP. And to make things even more complicated and confusing, there is no single method to be followed. However, although it can be confusing, understanding this (or hiring someone that does) works to your benefit. Most schools will stick to one method, but you can flex your muscles and try alternate paths if theirs does not work for you.

    • The discrepancy between ability and achievement (this is probably the most commonly used eligibility measure.)
    • A pattern of strengths and weaknesses (generally comparing cognitive and achievement scores)
    • Failure to respond to instruction or intervention. (keep reading for details on this)

    **Please note that each state and district will often implement these mandates differently, so check with your state for clarification.


    The most common response I hear from schools when denying testing is that the child is receiving intervention; or that we need to wait to see if a response to intervention will work. (This is a tiered program.)

    As a teacher, I BELIEVE in tiered intervention for kids, and I have seen a lot of progress with tiered support. However, we should NOT withhold special education testing/services because we are waiting to see if tiered support will help your child. The school can AND SHOULD be offering tiered support AND testing your child if there is reason to do so. A letter from the US Department of Education dated January 21, 2011, states,

    “The regulations at 34 CFR §300.301(b) allow a parent to request an initial evaluation at any time to determine if a child is a child with a disability. The use of RTI strategies cannot be used to delay or deny the provision of a full and individual evaluation, pursuant to 34 CFR §§300.304-300.311, to a child suspected of having a disability under 34 CFR §300.8. If the LEA agrees with a parent who refers their child for evaluation that the child may be a child who is eligible for special education and related services, the LEA must evaluate the child.”

    To sum it up, if the school says, “We are waiting to see if your child will respond to RTI.” or “We don’t know, let’s offer intervention first and see if that helps.” Your response should be, “Wow, thank you, YES! We should definitely offer more intensive intervention WHILE going through the testing to determine if my child has a reading disability. However, implementing RTI strategies is not a good reason to delay evaluation; and as a team, we should push forward to ensure she does not have a learning disability interfering with her ability to access the curriculum.”


    There are many reasons why we should be testing early instead of waiting to see if the intervention will work.

    We only teach HOW TO READ until 3rd grade. It is much harder to close that gap if we miss that window.

    ​Dyslexia requires specialized instruction, but not every dyslexic benefits from the same instruction. (Multi-sensory instruction is a universal tool, but deficits are unique to each kid.) Some cognitive deficits are:

    • Phonological Awareness
    • Phonological Memory
    • Orthographic Awareness
    • Rapid Naming
    • Processing


    I often tell parents you will find dyslexia in the sub-tests of testing. So, reference my blog on understanding test scores to ensure you are putting the entire puzzle together.

    Lastly, dyslexia, ADHD, and autism have an alarming number of students considered twice exceptional. And although it is a beautiful thing to have a gifted child, it can also get in the way of determining eligibility. Sadly, suppose a student is scraping by because their gifted ability has allowed them to find a workaround to reading, decoding, or writing. In that case, they can often be overlooked. Endrew F. vs. Douglas County School District determined that a child’s educational services should “meet its substantive obligation under the IDEA, a school must offer an IEP [individualized education program] that is reasonably calculated to enable a child to make progress appropriate in light of the child’s circumstances.” The Court additionally emphasized the requirement that “every child should have the chance to meet challenging objectives.” [IDEA DoE website].

    To summarize, the school district must do more than just meet the bare minimum; they must provide services, so a child has the opportunity to meet their potential.

    I know this is a lot of information and can be overwhelming. If you need help navigating the waters of eligibility for dyslexia, ADHD, or autism, please click the button below to make an appointment for a low cost 20-minute consultation or email me at lisa@advocating4faireducation.com or hit the contact tab at the top of the page.

    Meet with Lisa

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    A clinical diagnosis isn't enough to secure an IEP. Let's bridge the gap together. We're here to help!

    Contact us for expert advocacy support. Our team is ready to assist you with your special education needs and concerns.

    Book a Consultation with Lisa

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    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 14:22:44 +0000