Advocating 4 Fair Education - Blog #ADHDAdvocating 4 Fair Education - Blog #ADHDhttps://www.advocating4faireducation.com/blogs/tag/adhdSat, 08 Aug 2026 08:01:29 -0700http://zoho.com/sites/<![CDATA[Vacation With Sensory Kids? Yes You Can! 8 Tips for Travel That Actually Works]]>https://www.advocating4faireducation.com/blogs/post/vacation-with-sensory-kids-yes-you-can-8-tips-for-travel-that-actually-worksTraveling with kids who have sensory concerns, ADHD, or autism doesn't have to be a nightmare. This guide provides 8 practical, parent-tested tips for sensory-friendly travel, focusing on kid buy-in, visual schedules, and sensory kits to ensure a successful family vacation.]]>

I’ve been there. The mere thought of packing a suitcase, navigating a crowded airport, or sitting in a car for six hours makes your heart race. When you have a child with sensory processing needs, ADHD, or autism, "vacation" often feels like just another word for "parenting in a place with fewer resources and more triggers."

For years, I stayed home. I was afraid of the meltdowns, the "picky" eating struggles in unfamiliar restaurants, and the sheer exhaustion of managing sensory overload in a world that isn't built for our kids. But here’s what I’ve learned: Travel with sensory kids is not only possible, it can be wonderful.

It won’t look like a glossy travel brochure. It might involve noise-canceling headphones, a suitcase full of familiar snacks, and a much slower pace. But the memories? They are worth every bit of extra planning.

Inspired by some of the best advice from the neurodivergent community, here are my eight tips for successful, sensory-friendly family travel.

You don’t have to start with a cross-country flight to Disney. In fact, please don’t! Just like we scaffold learning in an IEP, we need to scaffold travel.

Start with a "staycation" or a local day trip. Visit a nearby museum, take a short train ride, or spend one night at a hotel thirty minutes away. This helps you identify triggers: does the hotel air conditioner hum too loudly? Does the car seat get too hot?: without the high stakes of a thousand-dollar vacation.

Our kids often feel like life is something that happens to them rather than something they are a part of. To get buy-in, involve them in the planning.

Give them two or three "parent-approved" options for a destination or an activity. "Would you rather go to the park with the big splash pad or the museum with the dinosaur bones?" When they choose, they have skin in the game. They aren't being dragged along; they are on their vacation.

For a child with sensory concerns, the unknown is a threat. Use visual schedules and social stories to walk them through the day.

  • Photos are your friends: Show them pictures of the hotel room, the airplane cabin, or the beach.
  • The Schedule: Create a simple visual timeline. "First, we wait in line. Then, we sit on the plane. Then, we get a snack."
  • The "Why": Explain why things happen (like security checks) so they don't feel like they're losing control.

This is your survival bag. It should be within arm's reach at all times: not buried in the trunk or an overhead bin.

Your kit might include:

  • Noise-canceling headphones or earplugs.
  • Familiar textures: A favorite soft blanket or a weighted lap pad.
  • Fidgets: Anything that keeps hands busy and brains regulated.
  • Chewies: For those who need oral input to stay calm.
  • Sunglasses and hats: To block out harsh terminal lights or the bright sun.

The biggest mistake we make is trying to "do it all." If you try to hit three monuments, two museums, and a fancy dinner in one day, someone will melt down (and it might be you!).

Follow the One Big Thing Rule: Plan one main activity per day. Spend the rest of the time at the hotel pool, a quiet park, or just decompressing with a movie. Regulation is more important than sightseeing.

Unfamiliar food and scratchy hotel sheets can derail a trip fast.

  • Bring the "Safe" Foods: Pack a supply of the snacks and meals you know they’ll eat.
  • Kitchenettes are Key: Whenever possible, book a room with a fridge and microwave.
  • The "Home" Smell: Bring their pillowcase from home or use the same laundry detergent for their travel clothes. Those small sensory anchors tell their nervous system, "You're safe."

Keep those hands busy! Boredom often leads to sensory seeking (which can look like kicking the seat in front of them).

  • Travel Trays: A flat surface for LEGOs, coloring, or playdough.
  • New-to-Them Toys: Wrap a few small, cheap toys from the dollar store. The novelty of unwrapping them can buy you 20 minutes of peace.
  • Audiobooks: A great way to engage the brain without the eye strain of a screen during a long car ride.

Things will go wrong. There will be a missed flight, a spilled juice box, or a sensory overload in the middle of a theme park. It’s okay.

When it happens, take a breath. Remind yourself that your child isn't giving you a hard time; they are having a hard time. If you have to leave an event early or skip a "must-see" spot to keep everyone regulated, you haven't failed. You're being the advocate your child needs.

You’ve Got This!

Traveling with neurodivergent kids requires a different kind of "itinerary," one built on patience, preparation, and a whole lot of snacks. But seeing your child experience the world: on their own terms: is a victory worth celebrating.

If you’re feeling overwhelmed by the upcoming school year or need help navigating your child’s IEP to ensure they get the support they need to thrive (even when you're not on vacation!), I'm here for you.


Working together, we can make sure your child has the tools they need to succeed both in the classroom and out in the world.

Resources

Contact information
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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@advocating4faireducaiton.com

]]>Sun, 26 Jul 2026 17:13:15 +0000<![CDATA[How to Request an Initial Evaluation for Special Education]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-educationLearn how to formally request a full comprehensive special education evaluation for your child. Discover why wording matters and download a free letter template.]]>

One of the questions I hear most often from families is:


“How do I request an evaluation for special education?”

If you suspect your child may have a disability, it is important to understand how to formally request a full comprehensive educational evaluation.  This guide provides clear steps and best practices to help families navigate the process.

What Is an Initial Evaluation?

An initial evaluation for special education is the formal process schools use to determine if a child is eligible for special education services. This isn’t a quick screening—it’s meant to be a full comprehensive educational evaluation that examines ALL areas related to your child’s suspected disability.

The evaluation answers two important questions:

  • Does the child have a disability?
  • Does the child need special education and related services as a result?

When Should You Request an Evaluation?

You can request an evaluation anytime you notice concerns with your child’s learning, behavior, attention, communication, social skills, or emotional development. You don’t need a diagnosis, and you don’t need to wait for the school to suggest it. (NOR SHOULD YOU!)

Common reasons families request evaluations include concerns about:

  • Slow or failing to progress in academic areas
  • Attention or focus issues
  • Emotional regulation or behavior
  • Speech and language development
  • Social or peer interaction skills
  • Sensory needs
  • Executive functioning (planning, organization, impulse control)

Why the Wording Matters

When making your request, it’s essential to use precise language. You should clearly state that you are requesting a:

Full comprehensive educational evaluation for special education for the suspicion of [insert disability(s)].

Examples:

  • “…for the suspicion of a learning disability.”
  • “…for the suspicion of ADHD.”
  • “…for the suspicion of autism.”
  • “…for the suspicion of an emotional disability.”

This ensures the school understands that:

  • You are making a formal request
  • You expect a FULL comprehensive evaluation
  • The evaluation must cover all suspected areas

*Note: You should list every area of disability you suspect and the reason you suspect it.  

How to Make the Request

  • Put it in writing. An email or letter is fine, but keep a copy for your records -- and follow up if you don't hear back in a reasonable amount of time
  • Be clear and direct. You don’t need to prove anything—just state your request and a simple reason why.
  • Save everything. Dates and documentation are important in special education.

Sample wording for your request for an evaluation for special education:

“I am requesting a full comprehensive educational evaluation for special education for the suspicion of [insert disability].

 I have concerns about my child’s educational performance and believe an evaluation is necessary to determine eligibility for special education services.”

What Happens Next?

Once the school receives your request:

  • They should respond within a "reasonable timeframe"
  • You will receive a proposed evaluation plan and consent form OR they will call a meeting to discuss.
  • The school must get your written consent before testing begins. NOTE: The clock does not start ticking until the consent is signed, so ask to sign it TODAY.
  • The evaluation is completed (hopefully) within the legal timeline for your state. * Google "Special education timeline for [State]"

What a Full Comprehensive Evaluation Includes

Depending on your child’s needs, this may include:

  • Academic testing
  • Cognitive assessments
  • Speech and language evaluation
  • Occupational therapy evaluation
  • Social-emotional or behavioral assessments
  • Classroom observations
  • Input from parents and teachers

The evaluation must be individualized and cover all suspected areas.

Get a Template Letter for Your Request

To make the process easier, we’ve created a ready-to-use template letter you can send to your child’s school. It includes the exact language to request a full comprehensive educational evaluation for special education for the suspicion of [blank] disability.

Request the FREE Template Here

Need Support Navigating the Process?

Understanding the special education evaluation process can feel overwhelming. If reviewing timelines, requirements, and school responses feels like too much—or if you simply want guidance from the start—you do not have to navigate this alone.

If understanding the entire process feels overwhelming, let me guide you. You can schedule a time to talk with me here:

Meet with Lisa

Being proactive now can make a huge difference in ensuring your child receives the support they deserve. I am here to support you in understanding the process, preparing strong requests, and ensuring evaluations truly reflect your child’s needs.

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Check out this video for more guidance:

Related Articles:

How to Requestion an Evaluation: A Parent's Guide 

How does the special education evaluation process work?  /pacer/

Special Education Evaluation /ld online/

Understanding the Special Education Process /Reading Rockets/

Contact information
​Get in touch with us

Overwhelmed by timelines and school guidelines? Let’s map out your evaluation request 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

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:20:15 +0000<![CDATA[What I See Parents Struggle With Most at IEP Meetings  (And How to Fix It)]]>https://www.advocating4faireducation.com/blogs/post/how-to-request-an-initial-evaluation-for-special-education1If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.]]>

If you’ve ever walked out of an IEP meeting replaying the conversation in your head—thinking “I should have said something” or “I didn’t really understand what I just agreed to”—you are not alone.

I’ve sat at many IEP tables. Some were collaborative and productive. Others felt rushed, overwhelming, or heavy with acronyms and decisions made too quickly. Many parents leave IEP meetings with that uneasy feeling in their stomach—wishing they had asked more questions, slowed things down, or trusted their instincts.

Advocacy doesn’t come naturally to most of us, especially when emotions, exhaustion, and unfamiliar terminology are involved.

Here are six of the most common advocacy mistakes parents make at IEP meetings, shared with the real-life moments parents often recognize immediately.

Mistake #1: Agreeing in the Moment Because You Feel Pressured

What This Often Feels Like:

  • “I guess that’s fine.”
  • “If you think that’s best.”
  • “I don’t want to hold everyone up.”

A Better Approach:

Pause before agreeing. Say things like:

  • “I need time to review this before deciding.”
  • “Can you explain how this goal or service will help my child?”
  • “I’m not comfortable agreeing to this today.”

Tips to Avoid This Mistake:

  • Take notes during the meeting.
  • Ask for clarification on any unfamiliar terms or strategies
  • Request a follow-up meeting if you need time to consider the proposed IEP.

Mistake #2: Letting the Child's Behavior Take Center Stage Instead of Supporting Them

What This Often Feels:

  • “They’re talking about my child like they’re the problem.”
  • “Why does this feel like a discipline meeting?”

A Better Approach:

Bring the focus back to needs and supports:

  • “What support is in place to address this behavior?”
  • “What skills does my child need help developing?”
  • “How will this be taught, not just managed?”

Tips to Avoid This Mistake:

  • Frame concerns in terms of skills and learning, not blame..
  • Ask the team to connect behavior to measurable goals and interventions.
  • Keep documentation of behavior and strategies from home or therapy to share with the team.

Mistake #3: Assuming “Doing Okay” Means No Support Is Needed

What This Often Feels:

  • “They’re passing, so they must be fine.”
  • “Homework takes hours, but grades are okay.”
  • “They seem tired, but the teacher says they’re doing fine.”

A Better Approach:

Ask questions to uncover true progress:

  • “Is this progress appropriate for my child’s potential?”
  • “How does this compare to grade-level expectations?”
  • “Can we review data that shows both strengths and gaps?”

Tips to Avoid This Mistake:

  • Review past assessments and progress reports.
  • Bring observations from home about fatigue, frustration, or skill gaps.
  • Ensure the IEP reflects both current abilities and areas needing support.

Mistake #4: Not Using or Asking for Data to Support Decisions


Many parents leave meetings without fully understanding the data behind their child’s progress—or don’t ask for it at all. Decisions are often made on assumptions or brief observations rather than objective measures.

What This Often Feels:

  • “I don’t really know how they decided this.”
  • “The teacher says they’re doing okay, but I haven’t seen the numbers.”
  • “I didn’t realize I could ask for test scores or progress reports.”

A Better Approach:

Request data that shows your child’s current performance and growth:

  • “Can I see the assessments or progress reports that support this recommendation?”
  • “How does this compare to grade-level expectations?”
  • “What measurable evidence will show if my child is making progress on this goal?”

Tips to Avoid This Mistake:

  • Ask for both qualitative and quantitative data (test scores, classroom work, progress monitoring).
  • Track your child’s performance over time to notice trends or gaps.
  • Make sure each IEP goal is supported by clear, measurable data so progress can be monitored accurately.

Mistake #5: Letting Emotions Take Over

IEP meetings can feel stressful, personal, and emotional. Many parents leave feeling frustrated, angry, or even guilty—sometimes expressing those feelings in ways that make it harder to communicate their child’s needs clearly.

What This Often Feels:

  • “I just got so frustrated I couldn’t speak.”
  • “I felt guilty that my child struggles more than others.”
  • “I almost shouted because I felt the team wasn’t listening."

A Better Approach:

  • Take a deep breath and pause before responding.
  • Speak calmly and stick to observable facts and needs:
  • “I noticed my child struggles with reading comprehension. Can we discuss targeted supports?”
  • “When homework takes hours, it affects my child’s confidence—can we look at accommodations to help?”
  • It’s okay to ask for a short break if you feel emotions rising.

Tips to Avoid This Mistake

  • Prepare talking points in advance so you have clear, fact-based points to reference.
  • Bring notes, data, or examples from home to stay focused on your child’s needs rather than feelings.
  • Consider bringing a support person (friend, family member, or advocate) who can help you stay grounded during the meeting.

Mistake #6: Leaving Without Clear Understanding

What This Often Feels:

  • “I think I understood… mostly.”
  • “I’ll figure it out later.”
  • A Better Approach:
  • Clarify decisions before leaving:
  • “Can we summarize what was agreed on today?”
  • “What will this look like day-to-day for my child?”
  • “When and how will progress be measured?”

Tips to Avoid This Mistake:

  • Request a written summary of the IEP meeting outcomes.
  • Ask for timelines and responsible parties for each goal or service.
  • Take notes and review them after the meeting to ensure everything is clear.

I’m Here to Help
After sitting through one IEP meeting—or five—you know the feeling: juggling questions, trying to remember everything the teacher said, and leaving with a mix of relief and worry. You might even catch yourself thinking, “Did I say enough? Did I ask the right questions?”

That mix of emotions is completely normal. No parent expects to have all the answers, and advocacy isn’t about being perfect—it’s about showing up for your child, even when it feels overwhelming.

​You don’t have to navigate it alone. I’m here to help you make sense of the process, organize the information, and feel confident speaking up. Together, we can ensure your next IEP meeting leaves you feeling prepared, supported, and ready to help your child thrive.

If the IEP process feels overwhelming, let me guide you.
Click the button below to schedule a time to talk:


Talk To Lisa

If you're more of a visual learner or just need a quick breakdown of these strategies in action, I’ve put together a few short videos to help.

These clips dive deeper into the specific ways you can reframe conversations about behavior, decode the data the school provides, and stay calm under pressure.

Grab a notebook, hit play, and let’s get you ready for your next meeting.

]]>Fri, 17 Jul 2026 16:15:13 +0000<![CDATA[Back to School After Winter Break: A Special Education Parent’s Survival Guide]]>https://www.advocating4faireducation.com/blogs/post/back-to-school-after-winter-break-a-special-education-parent-s-survival-guideAh, winter break. A magical time of family, holidays, and… complete chaos. And now, just like that, it’s back to school. For neurodivergent households, the first day back often feels like preparing for a small natural disaster.​]]>

Ah, winter break. A magical time of family, holidays, and… complete chaos. And now, just like that, it’s back to school. For neurodivergent households, the first day back often feels like preparing for a small natural disaster.​

Parent:  Please hold my hand

My child: 


The Night Before: Optimism Meets Reality

You start the evening before school thinking, “This year will be different. We’ll go to bed on time. Mornings will be calm. Homework routines will magically reappear.”
​
​Fast forward three hours: your child is bouncing around like a pinball, the dog is barking, socks are missing, and you’re negotiating whether breakfast can actually be eaten before putting on shoes. Suddenly, your “calm, optimistic evening” has become a tactical operation worthy of military precision.

The Neurodivergent Household Twist

For families navigating ADHD, dyslexia, autism, or other neurodivergent profiles, mornings aren’t just “chaotic”—they’re a complex puzzle of executive function, sensory regulation, and meltdowns. A “simple” back-to-school morning may involve:

  • Multiple reminders to brush teeth, comb hair, or put on deodorant.
  • Negotiating clothing choices that must match sensory preferences.
  • Walking the fine line between encouragement and nagging without triggering a meltdown.
  • Secretly counting how many hours until the first recess.

Surviving the Day

By the time the first school bell rings, parents may feel like they’ve completed a marathon they didn’t train for. And the kids? They might have a meltdown in the car, forget the lunchbox, or proudly announce they did everything “all by myself” (and you know that’s a slight exaggeration).

Tips to survive the first week:

  • Plan for the chaos. Even the best-laid plans may crumble, and that’s okay.
  • Prep the night before. Lay out clothes, pack backpacks, and check homework folders—even if it’s a guessing game.
  • Set realistic expectations. The goal isn’t perfection—it’s survival and small wins.
  • Celebrate victories. A matched pair of shoes? Breakfast eaten? Success!
  • Laugh. You’ll need it. Humor is the best way to survive neurodivergent mornings.

Remember: You’re Not Alone

If your morning looked like a circus, that’s okay. Every parent of a neurodivergent child knows the drill. And after the first week, routines start to stick (sometimes), the chaos becomes predictable, and your child’s unique strengths start to shine.

You’ve got this. And yes—you may need coffee. Lots of coffee.

Click here to contact us

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Mornings shouldn't feel like a tactical military operation. Let’s build a smoother routine 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

Support

support@advocating4faireducation.com

]]>Fri, 17 Jul 2026 16:14:12 +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[DIY Social Skills]]>https://www.advocating4faireducation.com/blogs/post/diy-social-skillsSummer can isolate kids with ADHD or autism who miss school structure. This guide shows parents how to create easy, at-home "DIY Social Skills Groups" to help children build confidence, form friendships, and prevent social regression during the break.]]>

    Summer break is full of sunshine and freedom—but it can also be a tricky time for children who thrive on structure, support, and connection. If your child struggles with making friends, managing emotions, or navigating social situations, this season can feel isolating. 

    ​The good news? You don’t need to wait for the next school year or sign up for an expensive camp to help your child build social skills. You can create a simple, meaningful DIY Social Skills Group right at home (or in the backyard!) with just a few kids and a little creativity. 

    🌻 🌞 Why Social Skills Matter—Even in Summer 🐝 🩴

    Social skills are essential for kids to form friendships, express themselves, problem-solve, and feel included. For children with autism, ADHD, or other developmental differences, social interactions don’t always come naturally—and that’s okay! 

    ​Summer is a great time to practice in a low-pressure, fun environment, where kids can grow their confidence without the hustle of the school day. 


    Here’s how to kick off the fun 👇😎
    ✨ Step-by-Step: How to Set Up a DIY Summer Social Skills Group✨


    1. Start Small

    Invite 2–4 children of similar ages. This could be siblings, cousins, or neighborhood friends. Keep the group manageable so kids feel safe and heard. 

    Pro Tip: Start with shorter sessions—30 to 45 minutes is plenty for younger children or those new to group activities.


    2. Pick a Theme for Each Week 

    Choose a social skill to focus on each week. Keep it simple and age-appropriate. 

    ​Here are some summer-friendly topics: 

    • 🌟 Introducing Yourself
    • 😊 Taking Turns & Sharing 
    • 🗣 Using Kind Words
    • 😠 Managing Big Emotions
    • 🧍 Personal Space 
    • 🤝 Problem Solving with Peers 

    3. Use Games and Activities to Teach the Skill 

    ​Kids learn best through play—so skip the lectures and try hands-on activities like: 

    • Role Play: Act out different scenarios together. 
    • Charades or Emotion Bingo: Practice recognizing and expressing feelings. 
    • Board Games (like Candy Land or Guess Who?): Great for turn-taking and conversation starters. 
    • Crafts or Building Challenges: Work together on a shared goal. 
    • Scavenger Hunts or Obstacle Courses: Perfect for practicing cooperation and following directions. 

    🎉 Don’t forget to praise positive behavior as it happens: 

    “I love how you waited your turn!” or “That was such a kind thing to say!”​ 


    4. Create a Predictable Routine

    A simple structure helps children know what to expect. Try this: 

    • Welcome Circle (5 minutes)

    – Greet each other by name 
    ​– Share how you’re feeling today (use visuals if needed) 

    • Skill-of-the-Day (10–15 minutes) 

    – Brief teaching moment + modeling

    • Activity/Game (10–15 minutes) 

    – Practice the skill through play 

    • Wrap-Up (5 minutes)

    – Reflect on what went well 
    ​– Give “social stars” or a small token 


    💡 Bonus Ideas to Keep It Fresh: 

    🦸‍♂️Make “Social Superhero” capes or badges 
    🎭Use puppets or toys for storytelling 
    🫙Create a “Kindness Jar” with ideas to pull from 
    ​🍦Take the group to a playground or ice cream shop for a real-world practice day 

    🌈 Final Thoughts: You’ve Got This 

    You don’t need to be a therapist or teacher to help your child grow socially. You just need a little patience, structure, and fun. By creating a DIY social skills group this summer, you’re not only preventing social regression—you’re setting the stage for stronger relationships, better communication, and a more confident school year ahead. 


    ​And remember, progress doesn’t have to be perfect. Every high-five, kind word, or “I did it!” moment is a win.✨ 

    Let's work together to make summer both meaningful and magical. 🍦🌞🌻 



    Contact information
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    Looking for more ways to support your child's social growth? 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 16:09:52 +0000    <![CDATA[Teaching Life Skills Over Summer Break (and Making It Fun!)?]]>https://www.advocating4faireducation.com/blogs/post/diy-social-skills1Summer can isolate kids with ADHD or autism who miss school structure. This guide shows parents how to create easy, at-home "DIY Social Skills Groups" to help children build confidence, form friendships, and prevent social regression during the break.]]>

    Summer break isn’t just about sunscreen and swimming—it’s also the perfect time to teach life skills that will empower your child far beyond the classroom.

    Whether your child is neurotypical, neurodivergent, or somewhere in between, life skills—like managing emotions, preparing meals, or getting dressed—are essential building blocks for independence.

    And the best part? You can teach them without turning your home into a boot camp.

    Here’s how to weave life lessons into everyday summer fun ☀️

    🧼 1. Daily Routines = Daily Wins

    Simple routines help children feel safe and build confidence. Use summer mornings to introduce small responsibilities, like:

    • Making their bed 
    • Brushing teeth independently 
    • Choosing and putting on their clothes
    • Preparing a simple breakfast (hello, cereal and sliced fruit!) 

    For kids with executive functioning challenges, visual checklists can be a game-changer. Laminate a chart or use magnetic boards with step-by-step icons!

    🍳 2. Get Kids Involved in the Kitchen

    Cooking is more than just a life skill—it’s math, science, reading, and sensory learning all rolled into one. Let your child: 

    • Measure ingredients (great for math) 
    • Stir, pour, and set timers 
    • Pack their own snack or lunch
    • Help plan a meal or grocery list 

    🎉 Make it fun: Have a “Make-Your-Own Pizza Night” or “Smoothie Taste Test” challenge! 

    🧺 3. Chores That Don’t Feel Like Chores

    Yes, kids can learn to clean—without the moaning and groaning. Turn everyday tasks into games:

    • Match socks = sorting practice 
    • Fold towels = fine motor work 
    • Set the table = sequencing 
    • Wipe windows = sensory + focus 

    🪄 Try the “Chore Wheel of Fortune”—a spinner or jar with tasks written on popsicle sticks for surprise fun! 

    💵 4. Money Skills in Real Life

    Even young kids can begin learning how money works. Summer is great for: 

    • Sorting and counting coins 
    • Playing “store” with toys or snacks 
    • Using real money to pay at a lemonade stand, yard sale, or farmers’ market
    • Earning small allowances and tracking savings

    💡 Bonus: Open a summer piggy bank or jar and set a fun goal—like buying a new game or book together.

    🗣 5. Social and Communication Skills

    Life skills aren’t just practical—they’re personal, too. Use summer to build:

    • Eye contact and greetings with neighbors or shopkeepers
    • Making phone calls (with a script!) 
    • Asking for help or directions
    • Ordering food at a restaurant 

    ☀️ Try this: Let your child “be the host” when a family friend visits—offering a drink, making small talk, or showing them around.

    🧠 6. Executive Function Fun

    Planning, organizing, and problem-solving are lifelong tools. Build these into:

    • Packing for a picnic or day trip 
    • Creating a simple summer calendar 
    • Following a recipe or building instructions
    • Creating a “morning checklist” or “bedtime routine chart” 

    🎒 Let your child pack their own bag—with a little guidance—and celebrate what they remembered! 

    💬 Final Thoughts: Every Moment Counts 

    Teaching life skills doesn’t mean more pressure or long lectures. It means using everyday summer moments—making breakfast, folding towels, or picking out clothes—as chances to connect, empower, and grow.

    It’s not about perfection—it’s about progress.

    ​So go ahead: let your child crack that egg, choose their outfit (even if it’s socks with sandals), and take the lead now and then. You’ll be amazed at how capable they feel—and how much fun you’ll have together.

    Additional Resources: 

    Contact information
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    Want to help your child build lasting independence? 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 16:05:32 +0000    <![CDATA[Extended School Year]]>https://www.advocating4faireducation.com/blogs/post/extended-school-year-and-the-iep-student-a-guide-for-parentsImagine your child making significant progress during the school year, only to lose those hard-earned skills during summer break. Unfortunately, this scenario is all too common for many students with Individualized Education Plans (IEPs).]]>
    Imagine your child making significant progress during the school year, only to lose those hard-earned skills during summer break. Unfortunately, this scenario is all too common for many students with Individualized Education Plans (IEPs).
    Extended School Year (ESY) services are designed to help prevent this regression, providing crucial support for IEP students during the summer months.
    In this post, we will explore the eligibility criteria, data collection to support the need for ESY, what to expect during ESY, and how parents can advocate for their child’s right to these essential services.


    What is Extended School Year (ESY)?

    Individualized Programming- The ESY instruction must align with the IEP goals and be specific to the child. The IEP skills to be maintained during ESY should be outlined, and a progress report should be provided. Just because your child did not meet some of their IEP goals, it does not mean they are guaranteed ESY. And parents need to note ESY is not used for “additional learning”; it is ONLY to address the IEP goals.

    Eligibility - Like all IEP decisions, a single data point should not be the determining factor. An ESY decision must be based on all of the data available. Regression cannot be used as a single qualifying factor.

    Eligibility criteria - (These will vary by state, please check with your DOE for the requirements in your state)

    • Regression and recoupment- does the team believe your child will lose critical skills?
    • Emergent skill is at a critical point? - the key word here is “breakthrough” point. Suppose you or the teacher believe your child is just about to gain a new skill or has recently acquired a new skill that needs to be sustained and reinforced. In that case, ESY is vital to continue that instruction.
    • Behavior concern - does your child struggle with behaviors that interfere with learning? Will a disruption in that behavior support risk an increase in the behaviors when your child returns in the fall
    • Nature and severity of disability - Students with moderate-severe ASD, PDD, IDD, severe multiple disabilities, or emotional disturbance may qualify simply because of the nature of their disability.
    • Curriculum weaknesses that require continuous work - failure to progress in a goal preventing your child from meaningful engagement and learning next year.
    • Parental inability or unwillingness to provide structure at home This might be a topic of discussion if your child requires ABA, Speech, OT, PT, or counseling services.
    • Rate of progress - if little or no progress is being made, this time can be used to help close that gap.

    No cost to parents

    Collecting Data to Support Your Claim for ESY

    Use regression, recoupment, and predictive data - Data that supports the need for ESY includes student progress reports, evaluations, and evidence of regression during previous breaks. NOTE: a school can not require a student to fail before offering ESY. You also do not need to PROVE regression will happen, simply agree it is likely.

    Data collection methods could include tracking your child’s progress through regular assessments, anecdotal records, and work samples. Then, use the collected data to demonstrate that your child is at risk of regression without ESY services and present it during IEP meetings.

    Duration and level of support - Duration, and instruction of ESY services cannot be arbitrarily confined to the school’s schedule. Just like the IEP, it must provide for the child’s needs. It should also be noted that ESY is not just a summer program. It can include after-school instruction, weekend instruction, and instruction over breaks if necessary.

    Curriculum and instruction- this needs to be targeted to the child’s needs; one-size-fits-all summer agendas do not fit the definition of ESY.

    What to Expect at ESY

    ESY programs typically have a more relaxed structure than the regular school year, focusing on individualized instruction and reinforcement of critical skills. Services available during ESY include specialized instruction, related services (such as occupational therapy), and social skills development.

    Prepare your child for ESY by discussing the program, their goals, and its purpose and setting participation expectations. This should be a part of your routine and a continuation of school.

    Conclusion:

    ESY is a vital service that helps IEP students maintain their progress and prevent regression during summer break. Understanding the eligibility criteria, data collection, and what to expect during ESY empowers parents to advocate for their child’s right to these essential services.

    As a parent, it’s crucial to be proactive in seeking ESY services for your child if you believe they require it to be successful.

    For additional help, consult your child’s IEP team or a special education advocate.

    Schedule a time to meet with Lisa

    Contact information
    ​Get in touch with us

    Stop summer regression before it starts. 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 15:44:29 +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
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    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[Back to School Tips for Parents of Special Education Kids]]>https://www.advocating4faireducation.com/blogs/post/back2schoolStarting a new school year can be daunting, particularly for special education students. Here are some strategies to cultivate a positive outlook:]]>

    Fostering a Positive Mindset for Success

    Starting a new school year can be daunting, particularly for special education students. Here are some strategies to cultivate a positive outlook:

    • Encourage Open Dialogue: Create an atmosphere where your child feels comfortable expressing their feelings about returning to school.
    • Visualize Success: Use positive imagery and affirmations to help your child envision a successful start to the year.
    • Engage in Role-Playing: Simulate school scenarios at home to alleviate anxiety and build confidence.

    Individualized School Supplies Checklist

    When it comes to supplies, every child has unique needs. Here’s a checklist to help you prepare:​

    • Personalized Items: Ensure your child has a supply of items they are comfortable with, like fidget toys or sensory tools.
    • Visual Aids: Use color-coded folders and labels to help with organization
    • Adaptive Tools: Consider writing aids and ergonomic supplies tailored to your child’s needs.

    Creating Supportive and Structured Routines

    A consistent routine can provide the stability your child needs. Consider these steps:​

    • Set Clear Timelines: Establish a morning routine that includes ample time for each activity.
    • Incorporate Breaks: Schedule short breaks to help your child recharge throughout the day.
    • Reward System: Implement a rewards system to reinforce positive behaviors and accomplishments.

    Collaborating with Educators for Academic Success

    Strong collaboration with educators is vital. Here’s how to ensure effective communication:

    • Schedule Meetings: Regularly meet with teachers to discuss your child’s progress and needs.
    • Share Insights: Provide teachers with insights into your child’s preferences and triggers to foster understanding.
    • Utilize Resources: Explore additional resources available for special education support, such as community programs or online workshops.

    Student Introduction

    We believe when teachers the ins and outs of the student from the get go they have some necessary tools to start building a relationship, and relationships are the key to social and academic success.  


    To help you set the stage we encourage you to put together a little cheat sheet for teachers.  It is even more beneficial if your child helps to create or edit the sheet with you.  

    We have a free template to get you going.  Fill out the form below and we will send you the link to get you started.  

    References:

    Contact information
    ​Get in touch with us

    Need an advocate on your team? 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 15:22:36 +0000