Advocating 4 Fair Education - Blog #EvaluationsAdvocating 4 Fair Education - Blog #Evaluationshttps://www.advocating4faireducation.com/blogs/tag/evaluationsSat, 08 Aug 2026 21:01:12 -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[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[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[Why You Need an Advocate: Traversing the World of Fair Education and Special Needs]]>https://www.advocating4faireducation.com/blogs/post/special-education-advocateAn advocate should be your ally, a knowledgeable and experienced professional who understands the needs of kids like yours, the balance of the classroom questions, the rights of children with special needs and the laws that protect them.]]>

    Restoring Balance

    As parents of special kids, we often find ourselves facing the complex and overwhelming public education system. We juggle appointments, therapy sessions, and IEPs while also trying to ensure our child receives a fair and appropriate education. Amid this whirlwind, an advocate can be your guiding light, helping you traverse this tiring process.

    What an Advocate Should Do:

    An advocate should be your ally, a knowledgeable and experienced professional who understands the needs of kids like yours, the balance of the classroom questions, the rights of children with special needs and the laws that protect them.

    I work tirelessly to:

    Ensure fair and appropriate education: I help you understand your child's IEP, advocate for the most appropriate placement to help them find success, and ensure they receive the necessary accommodations and modifications to succeed.

    Traverse complex systems: From school districts to government agencies, I can guide you through the maze of bureaucracy and help you understand your rights and options.

    ​Empower parents and guardians: I can help you become a more confident and effective advocate for your child. They will equip you with the knowledge and tools you need to make informed decisions and speak up for your child's needs.

    Why You Need an Advocate:

    You're not alone: Parenting a child with special needs can be isolating. I provide support, understanding, and a listening ear.

    Level the playing field: The education system can be intimidating, especially when you're facing complex issues. I help you communicate effectively with school officials and ensure your child's needs are met, while documenting the issues and agreements.

    ​Maximize your child's potential: I help you identify and access resources that can unlock your child's full potential.

    Think Back:

    Remember that time you felt lost in a meeting with school officials, unsure of what questions to ask or how to advocate for your child's needs? I would have been there to guide you and ensure your voice was heard.

    Recall the frustration of trying to decipher your child's IEP and understand the legalese? I can help you break down the jargon and make sense of the document.

    ​Think about the countless hours you've spent researching resources and support services for your child. I can save you time and energy by connecting you with the right people and organizations.

    As an advocate for fair education and children with special needs, I understand the challenges you face. I'm here to support you and help you traverse this journey.

    Follow us on social media for more information and resources, and don't hesitate to reach out to set up a 20-minute consultation to share your story with me and see how I can help. Together, we can ensure that all children, regardless of their abilities, receive the education they deserve.

    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

    ​References:

    ]]>    Fri, 17 Jul 2026 15:04:01 +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.

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    ]]>    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
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    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.

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    ]]>    Fri, 17 Jul 2026 14:55:27 +0000    <![CDATA[WHEN TO ASK FOR AN EVALUATION?]]>https://www.advocating4faireducation.com/blogs/post/when-to-ask-for-an-evaluationAs a former teacher, I can't tell you how frustrating it is to suspect a child has a learning disability just to have the school refuse to test them. Fixing this issue has become a passion for me. But the question remains for many parents, "when should I ask for my child to be evaluated?"]]>

    As a former teacher, I can't tell you how frustrating it is to suspect a child has a learning disability just to have the school refuse to test them. Fixing this issue has become a passion for me. But the question remains for many parents, "when should I ask for my child to be evaluated?"

    Ask yourself a few questions: (although you should note that even if you answer no to all of these questions and still suspect a disability, it is worth a conversation with the school. )

    • Is my child struggling academically? -- this does not mean failing; failing is relative. My child's school has a system in place to ensure students do NOT fail by never giving a grade lower than 50%.
    • Is my child struggling socially?
    • Is my child struggling with behavior problems at home or school?

    If you answered yes to any or all of these questions, I would draft a letter to your child's school requesting testing. The Individuals with Disabilities Act (IDEA) mandates identifying and evaluating all children with disabilities.

    What if my child's disability isn't as bad as Joey's next door? -- the severity of the disability does not matter when it comes to identification.

    What if my child is passing all of his classes? Again, this does not matter.

    If my child is passing, why does it matter? -- Only a parent can answer this question. But the state is required to provide all children with a Free and Appropriate Education. If a child has a learning disability and is not learning to his potential, he should be provided with an education that is "designed to meet their unique needs and prepare them for further education, employment, and independent living..." (20 U.S.C. 1400(d))


    The most common response from schools hedging on testing students:

    "Your child has been included in an intervention program (or RTI - Response to Intervention). Let's see how they respond to the intervention and go from there. Then, we can revisit this next semester."


    My response to the comment would be:

    According to the Office of Special Education and Rehabilitative Services, "a Response to Intervention (RTI) Process can not be used to delay-deny an evaluation for eligibility under the Individuals with Disabilities Education Act (IDEA)." I understand that parents have the right to request an evaluation for their child anytime during the RTI process; I am seeking that evaluation now.


    If you plan to request testing and would like a checklist of things to include in your letter to the school, click the button below. I'm also available to help you draft a letter and guide you through the process of eligibility and creation of a productive IEP, just email me at lisa@advocating4faireducation.com.

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    Is the school trying to use 'wait and see' intervention programs to delay your child's testing? We're here to help!

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    ]]>    Fri, 17 Jul 2026 14:32:13 +0000    <![CDATA[Need IEP assistance? We're here to help!]]>https://www.advocating4faireducation.com/blogs/post/what-do-these-numbers-meanThe next task you must tackle is the monstrous report you just got back filled with charts and numbers. I know it can seem daunting, but I'm here to help you figure it out. And if you hyperventilate looking at the paperwork, pop me an email. I thrive on charts, graphs, and numbers.]]>


    Yay! You did it. You successfully advocated for your child to be tested for a learning disability. Congratulations! You have jumped the first hurdle of many.

    The next task you must tackle is the monstrous report you just got back filled with charts and numbers.

    I know it can seem daunting, but I'm here to help you figure it out. And if you hyperventilate looking at the paperwork, pop me an email. I thrive on charts, graphs, and numbers.

    The first thing you should know is that even though it seems like a lot of information with many different numbers, everything can be converted into a percentile rank. If the examiner did not do this for you, grab a pen and take a look at my chart below. Just write in the percentile to every score and sub-score provided. Pro tip: If you are looking for dyslexia or a specific learning disability, the data for that disability is often found in the subscores, NOT the composite score.

    If you are unsure why a percentile is so essential, it is because it gives you a measuring stick against other hypothetical students of the same age or grade (should be specified). I'm sure you have heard the analogy that if you are in the 60th percentile and were lined up with 100 hypothetical peers, you would be the 60th in line. Performing above 59 other peers, and not quite as well as the additional 39. Please note percentile is not the same as a PERCENT. The 60th percentile is not a score of 60% on the assessment. It is a comparison to other same-aged peers.


    If you are unsure why a percentile is so essential, it is because it gives you a measuring stick against other hypothetical students of the same age or grade (should be specified). I'm sure you have heard the analogy that if you are in the 60th percentile and were lined up with 100 hypothetical peers, you would be the 60th in line. Performing above 59 other peers, and not quite as well as the additional 39. Please note percentile is not the same as a PERCENT. The 60th percentile is not a score of 60% on the assessment. It is a comparison to other same-aged peers.

    A few other words you might see on testing are Confidence Interval and Qualitative Description. Sometimes when a student tests, you might hear a teacher or parent say, "Well, he was having an off day." or "All the pistons were firing today." The confidence interval is a range of scores your child would fall into if the test were administered 100 times. For example, a 96% confidence interval means there is a likelihood that your child would score within the given range if tested again.

    The qualitative description generally consists of words like "average," "below-average," "deficiency," "severe," "above average," etc. Unfortunately, they tend to be an interpretation according to the company that developed the tests. Therefore, they are not always the most helpful terms when sitting at the IEP table. So again, I prefer the numbers; I prefer the percentile.

    But Lisa, Why do you prefer percentile to the descriptors? Here is your answer: not only are the terms arbitrary and flexible, but they are sometimes misleading. For example, on one test, say your child scores a 4 on the scaled score. The examiner says this puts him in the "moderately below average range." But, of course, moderately below average can mean different things to different people. But If I told you --- If you line up 100 hypothetical students of the same age, your child would be number 2 in line, with only one child performing lower than him. Well, that shines a different light on the score, don't you think?

    You will frequently find that schools use qualitative descriptors in their reports. I don't know if it is to help with shock value, to make a stronger case for fewer services, or because they don't think parents can decipher the numbers. But if you go in and start asking about percentile, the conversation will change.

    Good Luck --- and as always, if you need me, I'm here for you.

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    ]]>    Fri, 17 Jul 2026 14:23:52 +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.

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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!

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