I help you understand what is included in your child’s plan, what may be missing, and whether supports are aligned with your child’s current needs. This ensures conversations at the IEP table are grounded in data and clarity rather than confusion or pressure.

Evaluations drive eligibility, services, goals, and placement decisions — but many parents are handed reports without clear explanations of what the data actually means or how it should be used.

I review your child’s evaluations to determine:

• Whether the assessments fully capture your child’s needs

• What the data does — and does not — show

• Whether results align with your child’s classroom experience

• If key areas were overlooked, under-assessed, or interpreted too narrowly

When evaluation data is incomplete, outdated, or does not clearly explain your child’s challenges, I guide you through next steps. This may include support with:

• Requesting additional assessments

• Clarifying eligibility questions

• Identifying when outside or independent evaluations may be appropriate

• Preparing language and documentation to support evaluation-related requests

My role is to help you understand the evaluations you already have, recognize when more information is needed, and use data strategically — so decisions about your child’s services are grounded in clarity, not assumptions.

Behavior plans are meant to support a child — not control them, punish them, or simply manage behavior on paper. Unfortunately, many families are handed BIPs that are reactive, generic, or disconnected from the child’s actual needs.

I review Functional Behavior Assessments (FBAs) and Behavior Intervention Plans (BIPs) to determine whether the plan truly reflects why a behavior is occurring and whether the strategies being used are appropriate, proactive, and skill-building.

This support includes:

• Reviewing the FBA to ensure behavior is accurately defined, data-driven, and interpreted correctly

• Identifying whether the proposed interventions match the function of the behavior

• Noting gaps between what is written in the plan and what is realistic or supportive in the classroom

• Identifying when behavior is being treated as a compliance issue rather than a signal of unmet needs

When concerns are identified, I help parents understand what questions to ask, what language to use, and how to advocate for adjustments that better support regulation, communication, and skill development. This may include advocating for changes to strategies, supports, data collection methods, or alignment with the child’s IEP goals and services.

My role is not to design or implement behavior therapy, but to ensure that behavior plans used in school are appropriate, ethical, aligned with your child’s educational needs, and focused on long-term success — not short-term control.

When a child is struggling at school, discipline is often the first response — even when the behavior is directly connected to unmet needs, disability-related challenges, or gaps in supports. This can leave parents feeling blamed, pressured, or unsure of how to respond.

I help parents understand how school discipline, behavior incidents, suspensions, and staff responses connect to their child’s IEP or 504 protections. My role is to help you make sense of what is happening, determine whether the school’s response is appropriate, and prepare you to advocate calmly and effectively for your child.

This support includes:

• Reviewing discipline patterns and incident history to identify concerns or trends

• Helping parents understand when behavior may be related to disability and unmet needs

• Clarifying how IEPs and 504 Plans should guide school responses to behavior

• Strengthening parent input so concerns are documented clearly and accurately

• Preparing talking points and questions that keep conversations focused on support, not blame

When disciplinary action escalates, I also support families through more formal processes. This includes preparation for and attendance at Manifestation Determination Review (MDR) meetings when applicable. I help parents understand the purpose of the MDR, what must be considered, what questions matter, and how to ensure the discussion stays grounded in the child’s disability, data, and educational supports.

My goal is not to create conflict with the school, but to ensure that discipline decisions are thoughtful, appropriate, and aligned with your child’s rights and needs. Parents should never feel alone or reactive when navigating discipline — and this support helps you stay grounded, informed, and focused on solutions.

Coaching is the heart of my services. Package hours are primarily used to:

• Teach parents how to advocate effectively for their child

• Explain parent rights in clear, usable language

• Support respectful, productive communication with school teams

• Rewrite or draft emails and parent input statements

• Prepare for meetings without escalating conflict

My goal is to build your confidence so you are not dependent on advocacy support long-term.

I prepare you ahead of meetings by reviewing drafts, clarifying priorities, and identifying what needs to be addressed at the table. After meetings, we reflect together to confirm what was agreed upon, identify next steps, and adjust strategy as needed.

Pre- and post-meeting debriefs and strategy reflections are included at no additional charge.

Meeting attendance is always optional.

• Attendance may be in person or virtual (Google Meet, Zoom, etc.)

• Each meeting attended uses 1 hour from your package

• Travel time does not count toward hours

• Virtual and in-person attendance are billed the same

• Each package includes a different number of meetings

• Additional meetings beyond package hours are available at $200 per meeting

At a parent’s request, I may submit documents or communicate directly with the school district. When this occurs:

• A FERPA release must be submitted to the district, as required by law.

• The parent should always be available for verbal communication. Unless the parent provides written permission via email, they should be present during conflict resolution and collaboration efforts with the school district staff.

• The parent is included in all email communications by being copied (CC’d) on written correspondence.

I support collaboration and clarity while ensuring the parent remains fully informed and involved.