Education Advocates of America

09/05/2026

Every August, kids leave ABA centers and walk into school buildings where no one has ever met them.

And sometimes, they arrive without an IEP.

No BIP in place. No services. No teacher who knows what took the ABA team 18 months to figure out. On paper, they're simply a brand-new kindergartner.

This is where I see families get stuck in the dreaded:

“Let’s give her a few weeks and see how she does.”

If your child is transitioning from ABA to school, you do NOT have to wait for things to fall apart before starting the special education evaluation process.

There are things you can do before day one to help the school understand your child, preserve the strategies that are already working, and formally start the evaluation process.

Our newest blog walks through what parents should bring, what to put in writing, and what to do if the transition is already going sideways.

Read it here:

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09/02/2026

A school can follow an IEP and still have an IEP that isn't working.

That's an important distinction.

After nearly 20 years of attending IEP meetings, I've seen teams that do everything they're legally required to do. The paperwork is complete. Services are being delivered. Meetings happen on time.

And I've seen teams that do all of that AND continually ask: Is this actually working for this child?

Those are two very different things.

Special education law sets the floor. But the goal was never simply to check the boxes. The goal is meaningful progress.

In our newest blog, I'm talking about what a true problem-solving culture looks like in special education, what the best teams do between IEP meetings, and the questions parents should start asking when everyone says the IEP is being followed but their child still isn't progressing.

Read it here:

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09/01/2026

Special education evaluation results can be A LOT.

And I say that as someone who used to be a school psychologist and has also sat on the other side of the table as a parent.

The scores. The terminology. The eligibility discussion. The pressure to immediately start talking about an IEP. And sometimes, the sinking feeling that what you're hearing doesn't quite match the child you know.

If your child is going through a special education evaluation, there are a few things I want every parent to know before that results meeting.

Our newest blog covers what you can do BEFORE the meeting, why you shouldn't get too hung up on individual scores, and what your rights are if you disagree with the school's evaluation.

Read it here:

Special education evaluation results can feel overwhelming. Learn how to prepare for the meeting, understand the results, ask questions, and what to do if you disagree.

08/29/2026

Finish this sentence:

“The most frustrating part of the IEP process is __________.”

No judgment. No need to make it sound nice.

We want to hear what you are actually experiencing right now. 👇

08/24/2026

A huge Happy Birthday to our fearless leader, Jamie Kirschner.

Today, and every day we love you for who you are: a fierce advocate, policymaker, and one of the kindest humans around. You move mountains for those you love and advocate for and we are better for knowing you. 💕

08/17/2026

There’s knowing the IEP process professionally, and then there’s knowing what it feels like when it’s your child sitting at the center of it.

Brett has experienced both.

After 19 years in public education, including 11 years as a school psychologist and 8 as a special education administrator, he knows the law, the paperwork, the instruction, and yes, even the politics.

But as a dad of four, including a son with a significant disability, he also knows what it feels like to sit on the parent side of the IEP table.

That perspective matters.

Because families shouldn’t have to learn the rules for the first time in the same meeting where decisions are being made about their child’s future.

Let’s chat before your next IEP, not after. 💗

Schedule a free consultation: https://calendly.com/d/dtbj-6k9-mb7/free-consultation-w-educational-advocate-bk

08/16/2026

There’s one section of your child’s IEP that you may be overlooking, and it could impact almost everything else in the plan.

The Impact of Disability Statement explains how your child’s disability actually affects their ability to access, participate in, and make progress at school.

Why does that matter?

Because the goals, accommodations, services, supports, and placement in the IEP should all connect back to your child’s individual needs.

Unfortunately, this section is often vague, outdated, or filled with generic language that could describe almost any student.

In our newest blog, we break down:

✔️ What the Impact of Disability Statement should include
✔️ Why it matters so much
✔️ Examples of stronger language
✔️ Red flags parents should watch for
✔️ Questions to consider when reviewing your child’s IEP

Before your next IEP meeting, take another look at this section. It may tell you a lot about whether the rest of the IEP truly reflects your child.

👉 Read the full blog on Education Advocates of America.

www.eduamerica.org/blog/impact-of-disability-statement-iep

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08/15/2026

Your child's IEP looks great on paper.

But are they actually receiving what's written in it?

When a student isn't making progress, there are two very different questions parents should be asking:

Is there a problem with the IEP itself?
Or is the school not implementing the IEP as written?

Those aren't the same problem, and they don't necessarily have the same solution.

If your child's IEP says they receive reading instruction 5 days a week, but it's only happening 2 or 3 days, rewriting the reading goal doesn't fix the real issue.

On the other hand, if every service is being delivered consistently and your child still isn't making appropriate progress, it may be time to look at whether the IEP itself needs to change.

And sometimes? It's both.

Our latest blog breaks down how parents can tell the difference between an IEP issue and an implementation issue, what questions to ask, and why the distinction matters when advocating for your child.

🔗 Read the full blog:

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08/14/2026

The school is going to ask about your "parent concerns" at the IEP meeting.

Don't waste that opportunity.

Yes, talk about reading, behavior, service minutes, communication, accommodations, or whatever is concerning you right now. But don't stop there.

Tell them what you want your child's life to look like after school.

Do you want them to live independently? Hold a job? Navigate their community? Advocate for themselves? Build relationships? Communicate their needs?

That vision matters because an IEP shouldn't just be about getting through this school year. It should be helping your child build the skills they'll need for life.

Schools educate our children for a period of time. We parent them for life.

Your parent concerns are one of the places where you can make sure the IEP team understands that bigger picture.

Read our latest blog from advocate, Brett:

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08/13/2026

The first 30 days of school can tell you a LOT about whether your child’s IEP or 504 Plan is actually working. 📚

A new school year means new teachers, new routines, new expectations, and sometimes new challenges. While it can take time for everyone to settle in, parents should be paying attention to more than just grades.

Are accommodations actually being provided?
Are services starting as written?
Is your child making progress?
Are old struggles already starting to show up again?
Is communication with the school clear and consistent?

You don’t have to wait until the first report card or parent-teacher conference to raise concerns.

We put together a guide on what parents should watch for during the first 30 days of school, especially if your child has an IEP or 504 Plan.

👉 Read it here: www.eduamerica.org/blog/first-30-days-school-iep-504

And if something doesn’t feel right, document it and ask questions early. Addressing concerns now can prevent much bigger problems later in the school year.

What should parents watch during the first month of school? Learn how to monitor IEP services, accommodations, progress, behavior, placement, and communication.