For Parents

  • Getting started is easy. Reach out to schedule a 20-minute consultation, located under the contact me drop-down.

  • Yes, I support families in all 50 states.

    While every district has its own quirks, most IEP challenges come down to federal law, which applies nationwide. So no matter where you live, I’ve got your back.

  • IEPs can feel overwhelming—I know. That’s why I focus on turning stress into strategy.

    Together, we’ll:

    • Set a clear agenda for meetings

    • Address your concerns without confrontation

    • Develop smart, specific goals that actually make sense (and pass the “stranger test” – so anyone reading the IEP can actually follow it)

      Your voice matters at that table, and I’ll help you use it powerfully and purposefully.

  • I walk a line between firm and friendly.

    My approach is built on collaboration, not confrontation—ensuring we maintain professional, respectful relationships with schools, while fiercely advocating for what your child needs. I show up with a calm, solutions-focused approach that helps you and the school team stay on the same page. That means:

    • Respecting everyone at the table

    • Speaking up for what’s right

    • Keeping the focus on your child’s success

    • It’s about being assertive and approachable—and that’s where real progress happens..

  • I get it—every family’s situation is unique, which is why I tailor my coaching fees to fit your specific needs. During our initial intake conversation, I’ll ask questions to understand your circumstances and goals. I believe no family should navigate this journey alone, and I’m here to collaborate on a plan that works for you. My fees reflect a commitment to accessibility—I’ve supported families from all walks of life and will always prioritize fairness.

  • Attorneys shine in high-stakes legal battles (like Due Process hearings), but involving them can escalate tensions. Mediators are neutral, whereas advocates (like me!) are firmly in your corner and help promote a collaborative approach that helps repair the trust between district staff and families.

    Think of it this way:

    • Advocacy = Pruning shears and nurturing the garden (collaborative, long-term growth).

    • Legal action = Bringing in a backhoe (necessary for major disputes but disruptive).

    MY goal? To build bridges, not burn them, while ensuring your child’s needs are met with clarity and respect.

    Bottom Line:
    You don’t have to face complex education systems alone. Let’s work together to turn confusion into confidence—and paperwork into progress.

  • I’m not an attorney, so I don’t give legal advice.

    But here’s what I do offer: a deep understanding of special education law, the IEP process, and how to translate that legal language into real-world solutions. I help you navigate your child’s IEP with clarity, confidence, and a plan.

  • When collaboration breaks down, a trained Special Education Advocate steps in to stabilize the process—not escalate it. My role is to help families regain clarity and focus, even when trust has been fractured.

    As an advocate, I guide parents in identifying where the breakdown occurred—whether it stems from procedural violations, unclear communication, inconsistent implementation, or misalignment between the student’s needs and the current plan. From there, I help them organize their concerns into precise, legally grounded documentation that reflects the seriousness of the issue without inflaming the situation.

    This may include drafting formal parent concerns, submitting documentation for IEP meetings, or preparing written responses to districts in the form of a “Formal Letter”. These tools are not emotional venting—they are a parent’s legal right under IDEA, and they carry weight when crafted clearly and appropriately.

    While I do not serve as legal counsel or file due process complaints, I help ensure that families understand their rights, use the documentation process effectively, and pursue resolution through the appropriate channels—starting with the IEP team, and when necessary, preparing for higher levels of accountability. I will always encourage parents to exhaust all methods of conflict resolution within the school districts chain of command prior to external resolutions. Including reaching out to the Superintendent of schools.

    My job is not to “fight the school.” My job is to help parents be heard, protect their child’s access to FAPE, and push the system toward meaningful, lawful support—even when the path forward gets hard.

For School Districts

  • Michelle Velazquez provides consultative advocacy services rooted in preparation, planning, and collaborative problem-solving. When collaboration with the school team is part of the support plan, Michelle may assist in clarifying documentation, preparing the parent for the meeting, or offering written insight aligned with IDEA and Section 504 frameworks.

    Direct communication with the school team is not always required; many services are provided solely to the parent to help them participate more effectively. When Michelle does engage with the district, it is always in a professional, solution-oriented manner, with a focus on improving clarity, student support, and team alignment.

  • Michelle Velazquez attends IEP meetings, consultative role to support the parent’s understanding, preparation, and participation. Her presence is designed to foster clarity, reduce tension, and promote effective collaboration between families and school teams.

    Michelle’s role is to enhance—not replace—team communication. She does not act as legal counsel, file complaints, or negotiate on behalf of the family. My presence is always meant to enhance—not disrupt—the IEP process. I maintain full professional courtesy with school staff, remain within the scope of educational advocacy, and often work behind the scenes to prevent escalation.

    If there is ever uncertainty about Michelle’s role or presence in a meeting, she welcomes a private and professional conversation with district leadership to ensure alignment

  • Yes—districts are welcome to refer families to my services, or share my website and contact information directly with parents who may benefit from additional advocacy support.

    I do not solicit families or initiate contact on behalf of the district. All parent communication begins with their choice to reach out. Once a parent connects with me, I offer a private intake process to assess their concerns, explain my services, and clarify what support may be appropriate.

  • I bring over five years of direct advocacy experience, grounded in real classrooms, real IEPs, and real classroom outcomes.

    As well as lived experience as a student and Parent that fuels my approach: I understand how it feels to sit in an IEP meeting unheard, and I know what it takes to translate that experience into clarity and calm for families.

    Professionally, I am a Master IEP Coach®, with training in:

    • Collaborative Special Education Leadership

    • Behavior intervention rooted in brain-based practices

    • Executive functioning, sensory processing, and regulation strategies

    • IDEA, Section 504, and FERPA alignment

    I also created the Stimulation Profile System—a structured, district-licensed framework designed to improve team alignment around student regulation, executive functioning, and behavioral needs before escalation occurs.

    My role is not legal representation. I specialize in collaborative, compliance-aligned advocacy that helps parents feel informed and empowered, while supporting school teams in making student-centered decisions.

  • Because it works—and it’s built on real outcomes, not opinions.

    My methods are rooted in federal education law, current best practices, and years of hands-on experience supporting families and school teams. I have sat on both sides of the IEP table—as a former special education student, a parent of two children with IEPs, and now as a professional advocate and consultant.

    Every tool I use—whether through coaching, advocacy, or the Stimulation Profile System—is designed to clarify what is already happening in the student’s day and help teams move forward with intention.

    Districts trust my process because it is:

    Collaborative – I do not come in to point fingers or create conflict. I help parents show up more prepared, and I support staff in aligning documentation with student needs.

    Structured – From pre-meeting prep to outcome tracking, I use intentional strategies—not guesswork—to improve communication and action steps.

    Compliance-Aligned – Everything I do supports IDEA, Section 504, FERPA, and Child Find. I do not practice law or override school authority. I help both sides engage in the process more effectively.

    Outcome-Based – The Stimulation Profile System has resulted in documented improvements in student regulation, academic engagement, and team collaboration before escalation occurs.

    I do not ask for blind trust—I offer transparency, structure, and a track record of helping teams reduce overwhelm, prevent missteps, and create meaningful change.

  • If a parent states that Michelle Velazquez is “their advocate,” the District may verify this by contacting her privately through administrative channels. If the family is an active client, Michelle can confirm client status and explain her professional scope—which includes document review, IEP meeting preparation, and parent coaching. She does not file complaints, represent families in legal proceedings, or act as legal counsel.

    Michelle’s involvement may or may not include direct communication with school personnel. In many cases, services are provided solely to the parent. However, if clarification is needed, the District is encouraged to reach out confidentially to prevent confusion.

    If a parent attempts to misuse Michelle’s name, business, or materials—for example, by using them in a harassing, threatening, or coercive manner, or by submitting her copyrighted work as part of district documentation—this constitutes misuse under her published policy. In those cases, she will provide a Formal Scope & Misuse Statement to the District for internal documentation and protection of staff.

    This process is designed to support clarity, preserve collaborative IEP processes, and uphold both FERPA and IDEA responsibilities at the district level. The full Professional Scope and Misuse Policy is available upon request and in the footer as a link to the PDF document.