Advocating 4 Fair Education - Blog #IEPAdvocating 4 Fair Education - Blog #IEPhttps://www.advocating4faireducation.com/blogs/tag/iepSun, 09 Aug 2026 10:31:52 -0700http://zoho.com/sites/<![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.

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    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.

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    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

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    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 16:12:26 +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
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    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

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    ]]>    Fri, 17 Jul 2026 15:44:29 +0000    <![CDATA[The Parchment Puzzle: High School Diplomas, Certificates of Completion, and GEDs]]>https://www.advocating4faireducation.com/blogs/post/diploma-puzzleThe fabric of educational achievement is woven with various credentials, each signifying a different level of accomplishment. Understanding the distinctions among a high school diploma, a certificate of completion, and a GED is crucial for students navigating their academic and professional futures.]]>

    Introduction to Secondary Education Recognition

        The fabric of educational achievement is woven with various credentials, each signifying a different level of accomplishment. Understanding the distinctions among a high school diploma, a certificate of completion, and a GED is crucial for students navigating their academic and professional futures.
        A high school diploma, a certificate of completion, and a GED are all signposts of educational attainment, yet they diverge in significance and implications for the future.
    ​        Navigating the academic terrain requires an astute understanding of the value each credential holds. It's imperative to discern the variegated pathways and their respective accolades—each a unique cipher unlocking different doors to the future.

    High School Diploma: The Traditional Benchmark​

    A high school diploma is more than just a piece of paper; it's a gateway to higher education and a competitive job market. It represents years of study and mastery over a broad spectrum of subjects. It offers:

    • Historical and current value of the high school diploma
    • The curriculum and extracurricular activities involved
    • The high school diploma is not merely a rite of passage, but a milestone of comprehensive education. It's the first building block for those aspiring to ascend the academic staircase or enter the workforce with a robust foundation. Future opportunities enabled by possessing a diploma

    Certificate of Completion: An Alternate Acknowledgment

    Not all academic journeys culminate in the traditional sense. A certificate of completion, although not a diploma, is a testament to perseverance and educational engagement.

    ​A certificate of completion is a show of achievement, albeit with different nuances than a diploma. This acknowledgment can be a stepping-stone for those whose educational sojourn has taken an unconventional route.

    GED: The Alternative Pathway

    The GED, or General Educational Development test, is a venerable alternative for those seeking to validate their educational proficiency outside the traditional classroom.

    ​The GED is academic validation for those who have strayed from traditional education. It's a testament to knowledge and skills, offering a different yet viable passageway to higher education and career opportunities.

    Conclusion

    The conclusion of High School can look different depending on the abilities of the student and the support of the staff and parents. But no matter what the path looks like for your child, keep in mind their mental wellbeing and goals.

    ​If you need help navigating the special education system so that your child can get the support needed to meet his/her goal. Please click the button and make an appointment with me to chat.

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    A certificate of completion is not a diploma. Let’s protect your child’s future options. We're here to help!

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

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    Support

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    ]]>    Fri, 17 Jul 2026 15:14:13 +0000    <![CDATA[Empowering Your Child with Executive Functioning Disorder: Help Through Middle and High School]]>https://www.advocating4faireducation.com/blogs/post/executive-functioning-disorderExecutive Functioning Disorder (EFD) is akin to the maestro of cognitive abilities, harmonizing tasks like planning, organization, time management, and problem-solving.]]>

    Introduction to Executive Functioning Disorders

    Executive Functioning Disorder (EFD) is akin to the maestro of cognitive abilities, harmonizing tasks like planning, organization, time management, and problem-solving. As children enter the labyrinth of middle and high school, those with EFD might find themselves struggling to keep pace with their peers.

    In this exploratory guide, we will traverse the rocky terrain of EFD, offering a beacon of strategies to illuminate the path for parents and educators alike.

    The Middle School Transition: Challenges and Strategies

    The leap from elementary to middle school can be like stepping into an entirely new cosmos, where students encounter myriad novelties—locker combinations, class rotations, and a new social milieu. For a child with EFD, these changes are like a labyrinth of confusion.

    Strategies to ameliorate these challenges include:

    • Implementing a meticulous and consistent routine.

    • Utilizing visual aids to assist in time management.

    • Structuring study time with breaks to prevent cognitive fatigue.

    High School Hurdles: Preparing Your Child for Success

    High school introduces a new complexity in academic and social demands. To vault over these hurdles, students with EFD often require a lot of support, encompassing both academic accommodations and skill-building techniques. Here are some suggestions on how to foster self-advocacy in your child.

    Techniques to Prepare for High School:

    • Develop time management skills

    • Encourage proactive communication with teachers

    • Explore technological tools for organization

    • Encouraging and understanding of their disability and helping them self-advocate for support in their disability .

    • Establishing an organized and distraction-free study environment.

    • Exploring therapeutic methods or academic accommodations.

    Parental Support: Best Practices for Home and School Collaboration

    The role of the parent is paramount in the educational journey of a child with EFD. We will outline an arsenal of best practices for parental involvement, from establishing a symbiotic relationship with educators to implementing supportive structures at home to reinforce learning.

    Tips for Parental Involvement:

    • Attend school meetings and advocate for your child's needs

    • Work with educators to implement IEP or 504 plans

    • Foster a supportive home environment that encourages independence

    • Frequent communication with teachers and school counselors.

    • Seeking external resources, such as therapists or support groups.

    Conclusion: Empowerment Through Education and Advocacy

    Our expedition concludes with a rallying cry for empowerment. Navigating the scholastic voyage with EFD is not insurmountable. With the right tools and collaborative effort, students can emerge triumphant, equipped with the skills to conquer academic challenges and flourish in their educational endeavors.

    Sources

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    Don't wait for your child to drown in missing assignments. Let's build their scaffolding now. We're here to help!

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

    Book a Consultation with Lisa

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    ]]>    Fri, 17 Jul 2026 15:10:57 +0000    <![CDATA[Supporting Your Child and their IEP in the New School Year: Engaging Them in the IEP Journey]]>https://www.advocating4faireducation.com/blogs/post/backtoschoolIn this blog post, we will explore teacher expectations, teaching them about their accommodations, coaching them on how to kindly remind teachers about their accommodations, and what to do if their access to accommodations is denied.]]>

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    Back to School

    As parents, we want the best for our children, especially when it comes to their education. If your child has an Individualized Education Program (IEP) or a 504 plan, it's essential to involve them in the process. By doing so, you can empower your child to advocate for themselves and ensure that their needs are met. In this blog post, we will explore four key areas of involvement: addressing the beginning of the school year and teacher expectations, teaching them about their accommodations, coaching them on how to kindly remind teachers about their accommodations, and what to do if their access to accommodations is denied.

    Addressing the Beginning of the School Year and Teacher Expectations

    At the start of the school year, it's crucial to establish open lines of communication with your child's teachers. Schedule a meeting to discuss your child's IEP or 504 plan, including their strengths, challenges, and any necessary accommodations. Ensure that teachers understand their roles and responsibilities in implementing the plan effectively. Encourage your child to attend this meeting, allowing them to introduce themselves and ask questions. By setting clear expectations from the beginning, with all 3 participants, you, your child, and the teacher, you can create a supportive scaffolding for your child's success.

    Teaching Them About Their Accommodations

    Educating your child about their accommodations is an essential step in their self-advocacy journey. Help them understand why these accommodations are necessary to support their learning and overall well-being. Explain each accommodation in simple terms, focusing on how it can positively impact their school experience. Encourage your child to ask questions and express any concerns they might have. Regularly reviewing or inquiring about their accommodations will help reinforce their understanding and ensure that they are being utilized effectively throughout the school year.

    Coaching Them on How to Kindly Remind Teachers About Their Accommodations

    It's natural for children to forget or feel uncomfortable reminding their teachers about their accommodations. Provide them with practical strategies on how to kindly and confidently communicate their needs. Role-play different situations, allowing your child to practice articulating their requests. Encourage them to write down reminders or create a discreet visual reminder, such as a small note or symbol in their notebook, to prompt them during class. By equipping your child with these tools, they will develop the confidence to advocate for themselves respectfully.

     What to Do if They Are Not Given Access to the Accommodations in Their IEP or 504

    In some unfortunate instances, teachers or school staff may fail to provide the necessary accommodations outlined in your child's IEP or 504 plan. If your child experiences this situation, it's essential to take prompt action. Start by reaching out to the teacher to discuss the matter, reminding them of the specific accommodations and their importance. If the issue persists, escalate your concerns to the principal or the school's administration. Document all interactions and communication related to the issue. If necessary, consult with an education advocate or seek legal advice to ensure that your child's rights are upheld.

    Empowering your child to be an active participant in their IEP or 504 plan not only fosters their self-advocacy skills but also promotes their overall educational growth. By addressing the beginning of the school year, teaching them about their accommodations, coaching them on how to kindly remind teachers, and knowing what steps to take if accommodations are denied, you can set your child up for success in their educational journey.

    Back To School Introduction Template

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    Don't wait for accommodation breakdowns. Let's prep your student for success now. We're here to help!

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    ]]>    Fri, 17 Jul 2026 15:08:42 +0000    <![CDATA[Understanding IEP Vocational Assessment: A Guide for IEP Parents]]>https://www.advocating4faireducation.com/blogs/post/vocational-assessmentThe transition from school to the adult world can be a thrilling yet daunting prospect, especially for students with special needs. Integral to this journey Vocational Assessment—a process that might seem elusive. Let's demystify this essential tool in special education.]]>

    Introduction to IEP Vocational Assessments:

    The transition from school to the adult world can be a thrilling yet daunting prospect, especially for students with special needs. Integral to this journey is the Individualized Education Program (IEP) Vocational Assessment—a process that might seem elusive. Let's demystify this essential tool in special education.

    In essence, IEP Vocational Assessments endeavor to weave together a comprehensive understanding of a student's talents, and vocational aspirations. This appraisal plays a pivotal role in sculpting an education that not only aligns with academic standards but also paves the way for a fulfilling vocational future.

    The Assessment Procedure:

    IEP Vocational Assessments are conducted by a team of professionals, including a vocational evaluator, educators, parents, and the student. They use a variety of methods, such as interviews, observations, and standardized tests, to gather information about the student's abilities, interests, and needs.

    The assessment process is flexible and individualized, taking into account the student's background, personality, and circumstances. The team works collaboratively to ensure that the assessment is respectful, responsive, and inclusive of the student's voice.

                                      Key Components of a Vocational Assessment:

    An IEP Vocational Assessment consists of three main elements: interviews, tests, and job site evaluations.

    Interviews explore the student's vocational interests, preferences, and expectations. They help the team understand what the student likes, dislikes, and hopes for in their work life.

    Tests measure the student's aptitudes, skills, and academic levels. They help the team determine the student's strengths, weaknesses, and areas for improvement.

    Job site evaluations expose the student to different work settings and tasks, and assess their performance and suitability. They help the team discover the student's potential, challenges, and accommodations in various work environments.

    The Role of Vocational Assessment in Transition Planning:

    If you are a parent of a student who is going to undergo an IEP Vocational Assessment, here are some tips on how to prepare for it:

    • Communicate with the vocational evaluator and the assessment team. Ask them about the purpose, process, and components of the assessment. Share any information or concerns that you have about the student's vocational interests and needs.

    • Encourage the student to participate actively in the assessment. Help them understand the benefits and goals of the assessment. Support them in expressing their opinions and preferences. Remind them that there are no right or wrong answers, and that the assessment is not a test of their worth or intelligence.

    • Review the results of the assessment with the team. Discuss the findings and recommendations. Ask questions and provide feedback. Use the results to plan for the student's transition and vocational future.

    • Communicate with the vocational evaluator and the assessment team. Ask them about the purpose, process, and components of the assessment. Share any information or concerns that you have about the student's vocational interests and needs.

    • Encourage the student to participate actively in the assessment. Help them understand the benefits and goals of the assessment. Support them in expressing their opinions and preferences. Remind them that there are no right or wrong answers, and that the assessment is not a test of their worth or intelligence.

    • Review the results of the assessment with the team. Discuss the findings and recommendations. Ask questions and provide feedback. Use the results to plan for the student's transition and vocational future.

    Success Stories: Vocational Assessment in Action:

     Students who once faced a murky future now embrace a career they love, all thanks to the clarity brought about by these assessments.

    The narratives of these students are not mere tales; they are testaments to the efficacy of vocational assessments in forging paths where once there were none.

    How to use the results of an IEP Vocational Assessment

    The results of an IEP Vocational Assessment can be used to:

    • Develop or revise the student's IEP goals and objectives.

    • Select appropriate courses, programs, and activities that match the student's interests and abilities.

    • Identify the skills, supports, and services that the student will need to succeed in their chosen vocational path.

    • Explore and connect with various vocational opportunities, such as internships, apprenticeships, or employment.

    • Monitor and evaluate the student's progress and outcomes.

    Conclusion

    IEP Vocational Assessments are a valuable tool in special education that can help students with special needs prepare for their future. They provide a holistic picture of a student's strengths, preferences, and goals for their vocational future. They help shape an education that is relevant, meaningful, and supportive of the student's aspirations. They also help identify the skills, supports, and services that the student will need to achieve their vocational goals.

    FAQs: Demystifying Vocational Assessments:

    In the spirit of transparency and understanding, let's tackle some frequently asked questions about IEP vocational assessments, providing clarity and insight for all parties involved.

    It's a multifaceted evaluation that discerns a student's vocational interests, strengths, and potential areas for growth.

    Any student with an IEP who is transitioning from school to the workforce or further education should consider it.

    Assessment outcomes are woven into the IEP to tailor educational goals and services that align with the student's vocational aspirations.

     Absolutely! They shed light on career paths that align with a student's passions and proficiencies.

    Countless! Many students have found their calling and achieved vocational success, thanks to the insights from these assessments.​

    Resources

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    Ready to pave the way for your child's career success? 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

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    ]]>    Fri, 17 Jul 2026 15:06:29 +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
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    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.

    Get Started Now

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

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

    Book a Consultation with Lisa

    Support

    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 15:01:46 +0000    <![CDATA[From Uncertainty to Confidence: How Science-Based Teaching Transforms Reading Instruction]]>https://www.advocating4faireducation.com/blogs/post/how-sciencebased-teaching-transforms-reading-instructionEducation should be grounded in research and evidence, ensuring that instructional methods have a solid foundation. Scientifically proven approaches to instruction have a significant impact on student success.]]>
    Introduction:

    In the ever-evolving field of education, there is a continuous search for the most effective methods of instruction. It may come as a surprise that, despite advancements in educational research, there still exists ambiguity and debate surrounding the best way to teach children how to read. This ongoing debate, commonly known as the "reading wars," highlights the significance of using scientifically proven methods of instruction.

    I read this article from Education Week titled "I Literally Cried: Teachers Describe Their Transition to Science-Based Reading Instruction." this week, and it made me wonder, what is the hold up on using this instruction with ALL students.

    The Power of Scientifically Proven Approaches:

    Education should be grounded in research and evidence, ensuring that instructional methods have a solid foundation. Scientifically proven approaches to instruction have a significant impact on student success, particularly in areas such as reading, which serves as the foundation for all future learning.


    Stepping Away from Media Messages:

    In the Education Week article, teachers who transitioned to science-based reading instruction shared their experiences. Many teachers had previously relied on a variety of instructional strategies that left them feeling uncertain about their ability to effectively teach reading. This highlights how media messages and unproven educational trends can sometimes lead us astray. By using scientifically proven methods, we can prevent wasting valuable time and resources on approaches with questionable effectiveness.


    Addressing Gaps in Teacher Preparation

    The article mentions teachers who expressed feeling ill-prepared to teach reading, despite years of experience in the classroom. These teachers acknowledged that their training in phonics and literacy instruction fell short, leaving them with inadequate knowledge of essential reading skills. This realization emphasizes the need for teacher preparation programs to prioritize evidence-based practices, equipping educators with the necessary tools to meet the diverse needs of their students.


    Early Detection of Reading Difficulties:

    One of the challenges posed by non-scientifically proven approaches to reading instruction is delayed identification of reading difficulties. When instructional methods rely heavily on context and guessing, it becomes challenging to recognize reading delays until students reach higher grade levels, where picture cues are no longer available. We need to recognize connecting a picture to a word is NOT reading. Failing to identify reading difficulties early can hinder a student's progress and may result in long-term consequences. Using scientifically proven methods facilitates early detection, allowing for timely intervention and support.

    Embracing the Science of Reading:

    Teachers mentioned in the article who transitioned to science-based reading instruction described newfound confidence in their teaching roles. Through programs centered on evidence-based techniques like Orton-Gillingham, teachers saw remarkable improvements in student outcomes. This transformation underscores the importance of embracing the science of reading and adopting instructional strategies supported by research, resulting in measurable and positive impacts on student achievement.

    Conclusion:

    Parents and teachers need to activly advocate with their schools, districts, and state legislatrures, that we need to have scientifically proven methods of instruction in the classroom. It is vital in promoting student success, it provides educational equity, it is the Free and Appropriate Education kids are entitled to. The article from Education Week highlights the transformative experiences of teachers who transitioned to science-based reading instruction, shedding light on the importance of evidence-based practices. When we prioritize research-backed approaches, we can ensure that all students receive the high-quality education they deserve. So do something now! Embrace the power of evidence and create classrooms that empower learners through effective, scientifically proven instruction and join your local Decoding Dyslexia, write your state representitives, and lobby your district for "best practice" in the classroom.

    Reference:
    Original Article: I Literally Cried: Teachers Describe Their Transition to Science-Based Reading Instruction

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     Don't let unproven educational trends waste your child's valuable learning time. Let's talk. We're here to help!

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

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    support@advocating4faireducation.com

    ]]>    Fri, 17 Jul 2026 15:01:11 +0000    <![CDATA[Beyond the Classroom: How Related Services Enhance Your Child's Educational Experience]]>https://www.advocating4faireducation.com/blogs/post/how-related-services-enhance-your-child-educational-experienceOne of the most critical components of a student's individualized education program (IEP) is related services. These services can be essential in supporting the unique needs of students with disabilities, so I want to take a moment to discuss this vital aspect of special education.]]>

    Related Services

    *The photo is a picture of my kiddo in occupational therapy many years ago.


    As a special education advocate, I have worked with many families who are navigating the complex world of special education. One of the most critical components of a student's individualized education program (IEP) is related services. These services can be essential in supporting the unique needs of students with disabilities, so I want to take a moment to discuss this vital aspect of special education.

    Not long ago, I was working with a family who had a child with ADHD. This student struggled with sensory integration, which made it difficult for them to focus in the classroom environment. The family had been fighting for years to get the school to provide occupational therapy, which they believed would help their child learn to manage their sensory needs. However, the school had denied their request repeatedly, stating that the student did not need occupational therapy. It wasn't until the parents reached out to me for help that we were able to get the school to implement occupational therapy as a related service on the student's IEP. With the additional support, the student was finally able to better manage their sensory needs and find accommodations that would work for them. It also provided support for the teacher in learning to support the student's processing; and once those needs were met the academic progress was amazing.

    This story highlights the critical role that related services can play in a student's education. Related services refer to a range of support services that a student with disabilities may receive in order to achieve their individualized educational goals. These services are provided by trained professionals and aim to mitigate the impact of the student's disability on their learning.

    Examples of related services in special education include but are not limited to:

    • Speech therapy: This service may be provided to students who struggle with articulation, communication, or language expression.
    • Occupational therapy: This service aims to help students develop skills for daily living, such as self-care, fine motor skills, or sensory processing.
    • Physical therapy: Students who have mobility issues or physical impairments may receive physical therapy to help them improve their strength, balance, or coordination.
    • Counseling services: Some students may need mental health counseling to address social, emotional, or behavioral challenges that may interfere with their academic progress.
    • Assistive technology: Students with disabilities may receive assistive technology, such as specialized software or devices, to help them access the curriculum.

    It's important for parents to understand that related services are not optional in special education. These services are legally mandated by the Individuals with Disabilities Education Act (IDEA) and must be included in an IEP if the student requires them to receive a free and appropriate public education (FAPE).

    As an advocate, I often see schools resist providing appropriate related services to students, which can make it challenging for parents to ensure their child is receiving the support they need. Parents should know that they have the right to request related services as part of their child's IEP and that the school must provide them if they are necessary for the child's FAPE.

    In conclusion, related services are a critical component of special education. These services can help students with disabilities succeed academically, socially, and emotionally. As a parent, it's essential to advocate for your child's needs and push for the inclusion of related services on their IEP. Remember, every child with a disability has the right to access these services, and it's the school's responsibility to provide them. Together, we can work to ensure that every student with a disability receives the support they need to achieve their full potential.


    Need help with your child's special education journey? Click below and set up a 20 minute consultation.

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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.

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    ]]>    Fri, 17 Jul 2026 14:59:12 +0000