Palmetto Education Connection

08/23/2026

I hear these comments from parents all the time:
“I don't want to be difficult.”
“I don't want the school to think I'm that parent.”
“I don't want to make things harder for the teacher.”

I understand it. I really do. But, asking questions about your child's education isn't being difficult.

These things can also be true:
You can appreciate your child's teacher and still have concerns.
You can understand that schools are busy and still expect the services in your child's IEP to be provided.
You can be respectful and still disagree.
You can ask for more information without accusing anyone of doing something wrong.

You don't have to stay quiet just to keep everyone comfortable. You are allowed to ask questions about your child's education.

That's your job as a parent.

08/21/2026

IEP myth: “If my child isn't using an accommodation, they don't need it anymore.”

Not necessarily!

The goal isn't for a child to need as little support as possible. The goal is for the child to have the support they need to access school and make progress.

Those are two very different things.

08/20/2026

Today was a perfect snapshot of what this work can look like.

One meeting, a mom was crying tears of happiness. After months and months of negotiating with the district, we finally got the right people in the right seats, doing the right things for her child. Those are the moments that make this work worth it.

Then I went into another meeting that was a completely different story. It became clear very quickly that this team had already decided they were going to say no to pretty much every ask the parent brought forward. The frustrating part? Some of the people sitting at that table didn’t know this child. They hadn’t reviewed his file. They didn’t know his data. They didn’t know his story and the trail of misjudgments that came before this meeting. And yet they were sitting in a room making decisions about what he did and didn’t need.

That’s a hard thing to watch as an advocate.That parent cried very different tears tonight.

But we aren’t done.

If anything, I walked out of that meeting with a little more motivation to make sure this child gets the supports he needs. Because if you’re going to sit at the table and make decisions about a child, you should at least know the child, know the history, and know the data.

So…we’ll keep going and keep pushing until the right people are in the right seats for this kid, too!

08/19/2026

Here's a question I think is worth asking when you're looking at your child's IEP:
What would happen if this support disappeared tomorrow?

If your child can complete the assignment because someone sits next to them and prompts every step, what happens when that person isn't there?

If they can demonstrate the skill with a calculator, what happens when you take the calculator away?

If they can get through the day because they have scheduled breaks, what happens when those breaks aren't available?

If they can participate because directions are repeated and broken down, what happens when they're given the directions once?

Sometimes we get so focused on whether a child can do something that we forget to look at what it takes for them to do it.

That matters - a lot.

08/16/2026

One of the things I tell parents at the beginning of the school year is to pay attention to whether the IEP and the actual school day match.

Of course you want to ensure your child is getting their services, but don't forget to look at the whole picture.

Does your child actually have access to the accommodations listed in the IEP? Are they getting the prompts, breaks, supports, or specially designed instruction they need?

Is the placement working the way the team expected it to? Is your child coming home completely exhausted from holding it together all day?

Since we're only a little bit into school - this is a really good time to start paying attention.

08/10/2026

Instead, ask specific questions:

“When is my child receiving their specialized instruction?
“Who is providing it?”
“What accommodations are being provided in the classroom?”
“How are the behavior supports in the IEP being implemented?”
"How are you keeping track of whether these supports are actually working?"

If the answer is, “Yes, we’re implementing the IEP,” you can ask:
“Can you tell me what that looks like during my child’s school day?

That’s where you start getting useful information.

Don’t settle for “yes.” Ask for the details.

08/04/2026

Tomorrow is the first day of school for many of my families.

Tonight, I know a lot of parents won't be worrying about whether their child remembered their lunch or found their classroom. They're wondering...
Will someone understand my child?
Will they be patient?
Will they follow the IEP?
Will my child make it through the day?

If that's where your heart is tonight, I just want you to know I'm thinking about you.

I hope your child is met with kindness. I hope they have someone who sees their strengths before their challenges. And I hope you get to pick them up tomorrow with a story that makes you smile.

Wishing all of my families a gentle start to the school year. ❤️

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07/29/2026

Yesterday, I had one of those meetings that reminded me why collaboration matters so much.

One of my clients recently moved to a new school district. Their son has significant support needs, and with the first day of school approaching, we reached out to make sure everything would be in place.

The school's response was exactly what every parent hopes for. They responded quickly, scheduled a meeting with the family right away, and already have an IEP meeting set for tomorrow.

But what stood out the most wasn't just how quickly they acted—it was *how* they showed up.

They spoke about this child with kindness. They focused on his strengths. They were genuinely curious about how to support him. Their language was inclusive, respectful, and authentic. From the very beginning, the family felt heard instead of having to fight to be heard.

To all the educators reading this: it doesn't take grand gestures to build trust with families. A prompt response, a welcoming attitude, and a genuine commitment to getting to know a child can completely change a parent's experience.

As an advocate, I spend a lot of time helping families navigate difficult situations. So when I see a school team get it right, I think it's just as important to celebrate that.

I won't name the school because they may not appreciate the public attention, but if you're reading this...thank you. You reminded this family that partnership is possible, and you set the tone for what I hope will be a successful school year.

This is what collaboration looks like. ❤️

07/27/2026

Things I Wish Parents Knew Before Their IEP Meeting
#10: You are an equal member of the IEP team.

Parents sometimes feel like they're sitting across from a panel of experts.

But remember:

You are the expert on your child.

Your observations matter.
Your concerns matter.
Your ideas matter.

The best IEPs are developed when schools and families work together, bringing different perspectives to the table with one shared goal: helping the student succeed.

Never underestimate the value of your voice.

07/26/2026

Things I Wish Parents Knew Before Their IEP Meeting
#9: Evaluations don't just disappear after three years.

While reevaluations may occur periodically, previous evaluations remain an important part of your child's educational history.

Older evaluations can reveal long-term patterns, identify areas of consistent need, and help explain why certain supports have—or haven't—worked over time.

Looking at the full picture often leads to better decisions.