Their Rights, Inc.

📝 Before your child’s IEP meeting, bring a written list of:

✔️ Questions you want answered
✔️ Accommodations that have worked
✔️ Concerns you want addressed

Preparation = power 💙

📊 1 in 6 children in the U.S. have a developmental disability. Yet many families don’t know their rights in IEP/504 meetings. We’re here to change that. 💪

🚪 An IEP meeting can feel like a closed door. 🌈 We’re here to open it and make sure your child’s needs are heard.

🗣️ Testimonial Monday – “I walked into my child’s IEP meeting nervous and overwhelmed, having an advocate by my side made all the difference.” – Parent 🕊️

❓What’s your #1 question about IEP or 504 plans? Drop it below 👇 and we’ll answer in an upcoming post!

💡 Quick Tip: Before your IEP meeting, write down your child’s strengths. Starting with what your child CAN do shifts the conversation toward empowerment. 🌟

📘 Did you know? Every child has the right to a Free and Appropriate Public Education (FAPE). Our nonprofit stands beside families at IEP and 504 meetings to make sure those rights are upheld. 💙

“Fair isn’t everyone getting the same thing. Fair is everyone getting what they need to succeed.”

Freedom isn’t free. We are grateful today and every day. 🇺🇸

Happy Thanksgiving from our family to yours!

According to the National Association for the Education of Young Children, “observation, documentation, and assessment of young children’s progress and achievements is ongoing, strategic, reflective, and purposeful.” Observing, documenting, and assessing children as they play allows educators to collect important information in a setting that is comfortable and familiar. Information can be collected through: 

📝Narratives (running records, anecdotal notes, transcription of interviews and conversations), 
✅Criterion-referenced methods (developmental checklists, rating scales, class list logs), 
🎨Work samples (photographs, audio/video recordings, writings, drawings, constructions, art media), and 
📈Quantitative methods (frequency counts, time samples).

Educators, what does developmentally appropriate assessment look like in your learning environment? How do you use observation to gauge where your learners are developmentally?

Parents, what information can you gain about your child(ren) by observing their play? What do you notice about their vocabulary? creativity? humor? experimentation? representation?