Kids 1st Advocacy

Kids 1st Advocacy

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As a trained advocate, I provide parents with advocacy support for their child's special ed needs.

As a trained advocate and parent of children with exceptional needs, I provide advocacy and consultation to clients who encounter barriers to their child's free appropriate public education. I work with students and families in all areas of education, specializing in IEP, Section 504/ADA, ADHD, Autistic Spectrum Disorder, GAD, SPD, Dyslexia, Gifted and Talented, and Twice Exceptional. I also provi

Operating as usual

01/06/2025

MAINTENANCE MONDAY:
Did you know that school breaks can affect how well your child maintains their learning skills? That's why checking your child's progress right before and after breaks is so important! When teachers measure your child's skills around fall, winter, and spring break, they can:

✳️See if your child kept up their learning during the break
✳️Figure out how quickly they get back to their previous skill level
✳️Use this information to plan the best support for your child

This information is very helpful when deciding if your child might benefit from extended learning opportunities over the summer (Extended School Year/ESY). Think of it like taking photos of your growing child - these progress "snapshots" help us see how your child is doing and make sure they're getting the right support at the right time to meet that annual trajectory.

Don't hesitate to give your child's school team a friendly nudge about their progress monitoring plans.

01/02/2025

What a milestone year!

From collaborating with 48 school teams to advocating alongside 50 families, each step brought us closer to educational equity in Colorado and neighboring states. My work centered on transforming special education delivery through robust accountability systems, bridging achievement gaps, and expanding critical support services.

Teams embraced innovative thinking to customize approaches for each student's unique needs. We created sustainable, consistent support systems by identifying successful strategies utilized by outside providers and implementing them within schools. This systematic approach across multiple districts ensured schools moved beyond promises to deliver reliable, high-quality services to every student who needed them.

A big thank you to all of my families for trusting me to lead the way and embracing your parental voice.

12/27/2024

ATTENTION ALL WITCHES, WIZARDS, MAGICAL FOLK, AND MAYBE A FEW MUGGLES!

By order of personal necessity (and approval from the Department of Magical Self-Care), I shall be taking leave to attend to matters of rest and rejuvenation. Much like Professor Dumbledore occasionally retreats to contemplate in his Pensieve, I, too, must take time to restore my magical energies.

I will be temporarily disappearing through Platform 9¾ through January 6, 2025. Like the Phoenix rising from its ashes, I shall return renewed and refreshed in 2025, ready to face whatever new adventures await.

Mischief Managed!

P.S. - Any attempts to contact me via Howler will be redirected to Peeves.

12/26/2024
12/23/2024

Q&A - WINTERBREAK EDITION

Question - How can I maintain a routine for my child with ADHD during the holiday break?

Answer - Winter break doesn't need to be a perfect copy of school days (we all need a breather, right?), but keeping some basic routines can be a huge sanity-saver. Think of it like guardrails - they keep things from going off track while still letting kids (and adults) enjoy their break.

Here are some suggestions -
* Maintain Core Routines: Keep consistent wake-up and bedtime schedules. This helps prevent the disruption that can make returning to school more challenging. For example, if your child usually wakes at 7 AM for school, aim for 7:30-8 AM during the break.

* Create Visual Schedules: Make a daily schedule board using pictures or colors to outline activities. This gives your child a clear sense of what to expect. Consider dividing the day into morning, afternoon, and evening blocks, with specific activities for each.

* Balance Structure and Freedom: Include both scheduled activities and free time. Consider designating 10-11 AM for a structured activity (like holiday crafts or reading), followed by free play time. This helps maintain focus while allowing for the natural need to decompress during breaks.

* Build-in Movement: This is a BIG one! Regular physical activity is crucial. Schedule daily outdoor time or indoor movement breaks - dancing to holiday music, doing obstacle courses, or having "silly movement" sessions can make exercise fun while helping with focus and energy regulation.

Question for you - What kinds of activities does your child particularly enjoy? This will help you incorporate their interests into the routine. Check out the local sensory gym or trampoline park. Go to a local bookstore or library and let them check out some books. Or how about a movie? There are a few kid-friendly, sensory-friendly movies in your local cinema. Build it all into a visual schedule for them, and there you have your structure.

Stay tuned for more Q&As throughout the break!

12/23/2024

GOOD NEWS! I have had many parents ask questions with concern about federal education funding for 2025. Late last week, Congress passed a bill that keeps federal programs, including special education services, running through mid-March 2025!

Here's what parents should know:

* All current federal education programs, including special education funding and services, will continue at their current levels through March 14, 2025. This means there shouldn't be any disruptions to your child's federally-funded services.
* The bill extends Medicare telehealth services through March 31, 2025, which may benefit families who use remote health services for their children.
* An additional $250 million has been set aside for childcare support.
* Congress also passed a separate bill called the Protecting America's Children by Investing in Families Act, which provides additional support for families.

While some proposed changes to workforce training programs weren't included in the final bill, the most important thing for families is that your child's educational services and supports will remain in place.

MORE GOOD NEWS! For families affected by autism, Congress just renewed the Autism CARES Act! This law makes sure that crucial autism programs will continue through 2029.

This renewal means several important things for families: continued research to help us better understand and support children with autism, ongoing programs to identify autism early so children can get help sooner, more resources and education for families, doctors, and teachers about autism, and better coordination between government agencies to improve services for people with autism. The CDC will also keep studying autism and developmental disabilities to help improve our understanding and support for children and families. This renewal helps protect and continue the services and supports that many families rely on, with all current programs continuing to run while research develops better ways to support children with autism.

12/03/2024

MEMORIES MADE MONDAY - The Autism Society of Colorado is partnering with Southlands Shopping Center in Aurora to host a sensory-friendly meet and greet on Saturday, December 7th, with the one and only - SANTA CLAUS!

Reservations are required, and photos will be available for purchase. Please review the available slots at the link below and click the sign-up button. Please note that all time slots are limited to ten minutes. Please show up 10 minutes before your time slot to get checked in.

https://www.facebook.com/events/927412122593436?active_tab=about

11/28/2024

Happy Thanksgiving! We extend our heartfelt gratitude to our dedicated colleagues, supportive friends, and valued clients. Wishing you and your loved ones a joyful holiday.

Please note that our offices will reopen on Monday, December 2nd in observance of the holiday.

11/27/2024

TEACHME TUESDAY - You just finished meeting with your child's school team to review their re-evaluation. Not only was the report incomplete, it was inaccurate! The school's evaluation suggested your child is performing at grade level, but they're constantly struggling with classroom work and homework! What do you do now? You request an IEE, otherwise known as an Independent Educational Evaluation. [IDEA Sec. 300.502]

Now, the special education director is asking you why you want the IEE. Do you need to go into the many reasons? NO. IDEA states, "If a parent requests an independent educational evaluation, the public agency may ask for the parent’s reason why he or she objects to the public evaluation. However, the public agency may not require the parent to provide an explanation and may not unreasonably delay either providing the independent educational evaluation at public expense or filing a due process complaint to request a due process hearing to defend the public evaluation." [IDEA Sec. 300.502(b)(4)]

What should the district do when a parent requests an IEE? They have 2 options.
Option 1: FUND IT. Agree to provide the IEE at public expense. In this case, the district must either provide information about where to obtain the IEE or arrange for it directly. They must also provide the parent with information about the district's criteria for IEEs, including location, qualifications of evaluators, and reasonable cost limits.
Option 2: FILE IT. File for a due process hearing to show that their evaluation is appropriate. The district must be able to demonstrate that its original evaluation meets all legal requirements and appropriately assesses all areas of suspected disability. If they win the hearing, they don't have to pay for the IEE. If they lose, they must fund the IEE.

*Utilizing an advocate for this process is highly recommended.

11/22/2024

ThursdayThoughts—During the first quarter of the school year, it is not uncommon to see many behaviors in the classroom. Students are getting used to new teachers, new classmates, and a new environment, which makes implementing a behavior intervention plan (BIP) of the utmost importance.

The four areas that are key to its success are:
☑️ CONSISTENCY - Consistency is crucial - partial implementation can be as ineffective as no implementation at all. When properly implemented, BIPs provide students with the consistency and predictability they need to develop appropriate behaviors and coping strategies. Incomplete or inconsistent implementation can have significant negative impacts. Students may become confused about expectations, potentially leading to behavioral regression and damaged trust between students and staff.
☑️ TRAINING - All stakeholders - teachers, staff, and administrators- must be fully trained and committed to the plan. All team members must thoroughly understand the plan's components and receive ongoing coaching to maintain fidelity. Regular team meetings and open communication channels are essential for addressing challenges and ensuring consistent implementation across all settings. Additionally, schools must allocate adequate resources, including staffing, materials, and time for collaboration, to support full implementation.
☑️ DATA - Regular data collection and monitoring are essential for success. When team members consistently follow the plan, they can gather reliable data demonstrating the intervention's effectiveness and guiding necessary adjustments. This data-driven approach ensures that modifications to the plan are based on evidence rather than assumptions, leading to more successful outcomes for the student. If your student has an IEP, this means linking one of their goals to their BIP to track and make sure the supports and services provided are actually working to lessen the behavior.
☑️ IMPACT - The impact extends beyond the individual student to the entire classroom environment. Partial implementation can inadvertently reinforce negative behaviors and disrupt classroom dynamics, affecting the target student and their peers. One of my students was acting out toward their classmates and biting when having difficulty with a non-preferred activity. When a teacher has 28 students to worry about and no additional support in the classroom, it's hard for them to prevent these types of incidents from occurring.

The bottom line is that if a BIP is not being implemented to fidelity, a student cannot learn.

11/13/2024

TEACHME TUESDAY: Justice sensitivity refers to how strongly individuals perceive, react to, and are affected by unfairness in their environment. This trait encompasses three main dimensions: victim sensitivity (how keenly one feels personal injustice), observer sensitivity (how strongly one reacts to unfairness affecting others), and beneficiary sensitivity (awareness of receiving unfair advantages). People with high justice sensitivity often experience intense emotional reactions when they encounter unfairness, whether it affects them directly or others around them. Given the results of last week's political election, you may spot many neurotypical and neurodiverse adults with justice sensitivity who find it challenging to move past the results they perceive as unjust. While this sensitivity can drive positive social change and advocacy, it can also impact daily life by affecting relationships, decision-making, and emotional well-being. Kid gloves are strongly recommended as we look to a future without the Department of Education and how that will impact our special education students.

11/06/2024

TEACH ME TUESDAY: After the last school shooting in Georgia, I read about a teacher who prepares her kindergartners for a lockdown drill with what she calls "lockdown lollipops." At the same time, they huddle in a corner away from the door and windows and are expected to remain quiet. Unfortunately, we live in a time when these drills have become common practice - whether in response to a direct or nearby threat. Fire drills are also taught for evacuation purposes. But what if your child has a disability like anxiety or autism? What if keeping quiet or sitting still isn't an option for them when fear sets in? An I-EAP can help.

An I-EAP, or Individualized Emergency Action Plan, is a specialized document created to protect students with medical conditions or disabilities who may need immediate emergency assistance while at school. Unlike an IEP or 504 Plan focusing on educational accommodations, an I-EAP specifically addresses emergency medical and safety protocols. While not directly mandated by the Individuals with Disabilities Education Act (IDEA), an I-EAP can serve as an important supplement to IEPs and 504 Plans, and may even qualify as a Related Service under IDEA if the medical conditions significantly impact a student's access to education.

The primary purpose of an I-EAP is to outline specific emergency response procedures and ensure that school staff know exactly how to respond in medical emergencies. These plans are particularly crucial for students with conditions such as severe allergies, seizure disorders, asthma, autism-related safety concerns, or sensory processing emergencies. The I-EAP works in conjunction with other educational support plans, creating a comprehensive approach to student safety and well-being. While focusing specifically on emergency response protocols, it complements the broader educational supports outlined in IEPs and 504 Plans.

The I-EAP's role becomes especially important when considering students with multiple needs, such as those with autism, sensory processing disorders, or other conditions that may require immediate medical intervention. In these cases, the I-EAP ensures that all school personnel are prepared to respond appropriately to medical emergencies, maintaining the student's safety while supporting their ability to fully participate in their education.
If your child requires emergency medical support or has other health needs tied to his Autism, Sensory Processing Disorder, or other conditions, an I-EAP could be developed alongside his IEP.

Please message me if you'd like a sample I-EAP to fill out for your school or district. It could save your child's life.

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10/29/2024

TeachMeTuesday: Bullying rarely occurs in isolation. In fact, research shows that 80-88% of all bullying episodes have bystanders present. A bystander is someone who sees bullying happening but doesn't do anything to stop it. They are labeled as the following:
👉Assistants/Followers - Actively join in and help the bully
👉Reinforcers - Encourage the bully through laughing, cheering, or recording incidents
👉Outsiders/Passive - Watch but do nothing, creating a silent audience
👉Upstander - Actively help the victim by intervening or getting help

Outsiders/passive bystanders can be consumed by a phenomenon called the Bystander Effect. The bystander effect occurs when the presence of others discourages individuals from intervening in emergencies or problematic situations. What would stop them?
📢 Lack of confidence in handling the situation
📢 Fear of becoming the next target
📢 Uncertainty about appropriate actions
📢 Social pressure to conform
📢 Friendship loyalties if they know the bully

It usually takes just one upstander for others to be more likely to follow and intervene. Check out the Bullying Recovery Resource Center's as we learn more about bullying prevention this month.

10/26/2024

FeatureFriday: Bullying knows no borders. Last month, we lost 12-year-old Charlotte O'Brien in Sydney, Australia, to this devastating crisis. For over a year, her mother, Kelly, desperately tried to protect her daughter, sending 20 emails to all-girls school - Santa Sabina College, about the relentless bullying Charlotte endured.

The warning signs were clear. Starting in August 2022, Kelly reached out about bullying concerns. The school's response? They claimed the girls had 'reconciled' and agreed to 'be kind to each other.' But the torment continued.

By August 2024, Charlotte was coming home in tears. She continued suffering - being harassed and emotionally tormented by her peers. They would bark in her face, scream her name, and run away, deliberately hitting her with their bags. Despite multiple pleas for help and even taking Charlotte to a doctor when she 'wasn't coping,' the bullying persisted.

On September 9th, we lost a beautiful soul who felt 'life was too difficult' to continue. In her mother's devastating words: 'She didn't deserve the pain she was in. She deserved love and kindness. She deserved to be treated with dignity and respect.' This preventable tragedy must be a wake-up call. We need:

💡 Schools to take EVERY bullying report seriously

💡 Clear anti-bullying procedures with real consequences

💡 Better support systems for struggling students

💡 Parents and teachers to recognize warning signs

💡 Communities to stand united against bullying

One child lost is one too many. Charlotte's story reminds us that 'kids being kids' is NEVER an excuse for cruelty.

🆘 If you or someone you know needs help, please contact the Bullying Recovery Resource Center (BRRC) for additional resources and advocacy.

🆘 The National Su***de Prevention Lifeline offers free and confidential support, prevention and crisis resources and can be reached 24/7 at 1-800-273-TALK (8255).

🆘 The Crisis Text Line offers free, 24/7 support for those in crisis. Text 741741 to text with a trained Crisis Counselor.

🆘 988 Su***de and Crisis Lifeline

https://www.news.com.au/lifestyle/health/mental-health/mum-claims-she-raised-bulling-issue-with-school-20-times-before-12yearolds-suicide/news-story/82dd21545961b3f7ecebe54dc5281946

Share this post. Start conversations. Save lives.

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10/17/2024

ThirstyforKnowledgeThursday: When bullying happens, it's not just about the bully and the person being bullied. Other people around them can make things better or worse by how they act. An upstander is someone who notices when something unfair or hurtful is happening and decides to take action. This could mean:
📢 Stepping in to stop the bullying,
📢 Telling a teacher or another trusted adult about what's happening or
📢 Comforting or helping the person who was bullied, even after the bullying has stopped

Research shows that when an upstander intervenes quickly, the bullying stops over 57% of the time. They stand up for what's right and help create a safer, kinder environment for everyone. By being an upstander, you can make a real difference in someone's life and help stop bullying in your school or community. Check out the Bullying Recovery Resource Center's hashtag as we learn more about bullying prevention this month.

10/16/2024

What a night! As a parent who has walked the difficult path of supporting a child through bullying, serving on the board of the Bullying Recovery Resource Center fills me with immense pride and an unwavering sense of purpose. Every day, I'm proud to be part of an organization that transforms pain into power, fear into courage, and isolation into community. Our purpose is clear and vital: to ensure that no child or family faces the trauma of bullying alone.

We're building a community of compassion, understanding, and hope. I'm grateful for the opportunity to contribute to such meaningful work and excited about the positive changes we'll continue to make in the lives of bullied children and their families.

10/09/2024

TEACHME TUESDAY: The myth that dyslexia is a vision problem is one of the most persistent misunderstandings.

Dyslexia is actually a language-based learning disability. It's rooted in how the brain processes language, particularly in areas related to phonological processing - that's the ability to recognize and manipulate the sounds of spoken language. This affects how individuals with dyslexia decode written words, which is why reading can be challenging.
While some people with dyslexia may also have vision problems, these are separate issues. Having perfect eyesight doesn't prevent dyslexia, and correcting vision problems won't cure dyslexia.
Today, we know that effective interventions for dyslexia focus on language skills, particularly phonological awareness and phonics instruction. These approaches target the underlying language processing difficulties rather than vision.
It's important to dispel this myth because it can lead to delayed or incorrect diagnosis. Understanding dyslexia as a language-based difference helps guide us toward more effective support strategies and ensures that individuals with dyslexia get the right kind of help they need.

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Denver, CO