Rise Educational Advocacy and Consulting

🚨"Special Factors" in your child's IEP.
Did the school check the ☑️ YES or ✅ NO boxes? Truth...

most IEP teams gloss over this or don't explain WHY
it matters to support your child.

I've been seeing this ALL the time when I sit in IEPs this year.

IDEA Law mandates all teams Discuss and Document 5 special
factors for team consideration in your IEPs.

Translation? Special Factors must be talked about and explained
during your meetings!

The problem? Most teams tell families IF they checked the box
but not WHAT it means and HOW it impacts your child.

Specifically, if your child needs support with:
⭐ Assistive Technology
⭐ Communication
⭐ Low Incidents Supports
⭐ English Language Development
⭐ Behavior (including attention and social skills)

Then schools must be checking YES boxes and
indicating HOW they will ADD additional
supplementary aides, services, goals, or accommodations,
or assessment.

Yep!

Your child can get MORE help when these boxes
are checked YES!

This is why I want to offer a lifeline.
FREE weekly tools and tips to help your child
or students navigate the IEP and 504 process.

To join our growing tribe @ Rise...
📌TAP the 🔗!
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🚨 2e and IEPs! Check out our latest guest blog by
Joanna Cheng. Tap the 🔗 to read along!

This is a growing problem for countless families
with bright kids who ALSO have a disability.

It's one of the HARDEST situations to advocate for
and schools often deny or defer support.

Just because a child is gifted doesn't mean
they DON'T have a disability.

Kids don't need to fail to get an IEP or a 504 Plan.

The problem is, schools often miss the signs until
your child's challenges are so over the top, teachers
begin asking questions or making comments like
"Your child is bright but doesn't apply themself..."

As a school psychologist, I worked with lots of 2e kids
and the signs were CLEAR as day for years.

So when I met fellow LEP and GATE assessor, Joanna Cheng,
I knew this was something we NEEDED to share.

Discover the signs of 2e and HOW to help your child
in our latest guest blog.

To get the link... ⤵️

📌 Tap the 🔗 to read!
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Thinking about college with your teen?
If they have an IEP or a 504, then it's never...⤵️

too early to plan ahead.

Trust me, I know.
I worked in high schools for years
as a school psych and lived it as a mom.

Schools don't spell out WHAT you need
to do and HOW to empower teens so parents
can prepare students for the next steps of disability
support after high school.

Less than 40% of students with disabilities
disclose they have a disability. Far less, apply and access
disability services.

You advocate HARD for your child
Now it's time to get them prepped.

If your child uses accommodations, adjustments,
and supports in middle or high school, then you NEED to
educate yourself on what to do NOW, to set them up for success.

I've got a clear and easy-to-use guide that walks
you through it.

Get fillable templates and step-by-step guidance instantly
with our digital guide.

You can do this.
I'll show you how...

📌TAP the 🔗 for my COLLEGE GUIDE!
https://bit.ly/4m3Tkz8

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FBAs: They MATTER when kids need IEP support. 🔥
Get help in our latest blog. Tap the 🔗 to get my blog...

I hear it ALL the time as an advocate
and school psych.

"They don't NEED an FBA."
"FBAs are for 'severe' behavior"
"You can't do an FBA for attention"
"We have to take data before offering an FBA..."
"That doesn't qualify"

All this red tape over something
CLEARLY needed by lots of students with IEPs
and 504 Plans.

When kids struggle with behavior, the law is clear
schools, MUST address your child's needs.

They also most offer an FBA when repeated
and significant behaviors impedes learning and/or
when parents ASK for testing.

This is why you need to know the truth about

WHAT is an FBA?
WHAT it looks like?
WHEN to ask for testing and WHY it matters.

Get the FAQs and pull up
a seat at the IEP table!
To learn more...

👉 TAP the 🔗 to read along!

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IEP consent. Schools ask for it if your child has an IEP but did they
tell you WHAT it looks like❓ This is why...

Before you sign consent for an IEP assessment or special education services,
remember Consent MUST be informed.

That means they've told you what they're doing, why they're asking, what assessments
or services are being proposed, and what your RIGHTS are.

And here's the thing.
Signing consent for an evaluation is not the same as consenting
to special education services.

Those are separate under IDEA.

So before you sign, ask your school these Qs:

“What exactly am I agreeing to?” or
“What areas will be assessed?”
“And can you put this in writing?”

You are not being "that parent".
You are meaningfully and fully participating as a part of
your child's IEP team.

I've got a FREE guide that helps you understand
how to ask the right questions when it comes to consent.

👉 TAP the 🔗 to get my free IEP CONSENT guide!
https://bit.ly/4u1haOO

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IEP Progress reports. When did you last get them❓
This is a HUGE issue for lots of families, especially...

when schools don't show WHERE on the IEP
they're written and WHEN to get them
throughout the year.

The thing is
IEP progress reports are the BEST way to tell IF
your child's IEP is working.

This is why, I want to break down every barrier
to simplify your IEP and 504 journey showing
WHAT to ask for and HOW to get it.

Join us on YouTube to get more tips like this every day.
Want the link?

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When was your child's last IEP psych assessment?
What did it say? Here's a an IEP truth... ⤵️

Almost EVERY time I work with families as their
advocate, we notice the last psychoeducational
assessment needs an update.

Why?

✔️ Needs change
✔️ Your team needs to establish baselines
✔️ Eligibility can be reexplored or reestablished
✔️ Kids change- as they should!

And this is why, if your child is NOT progressing,
getting a reevaluation is a must.

If you drove a car every day and it continued to break down,
you'd take it to the shop for full diagnostics.
You wouldn't question a car, so we are questioning full
testing when kids are STRUGGLING?!

And, it's more than simply saying "I want new testing".

It's about telling your team the domains you want evaluated,
the eligibilities you suspect, documenting your concerns and
clearly laying the groundwork to justify your request.

This is why I created a fillable template.
It guides your every step when it comes to how to request
testing, and helps you know all the right words to submit
to your school.

You can do this.
I'll show you how!

📌 Tap the 🔗 below for my Additional Testing Template!
https://bit.ly/4jm4uNx

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Today I sat in an IEP. The school asked mom the SAME
thing they always ask. She froze... 🥶

"What are your concerns?"
It's one of the HARDEST questions to answer,
especially if you're put on the spot.

I had to Interject.
"We submitted a Parent Letter of Attachment".
"Please paste their input directly into the IEP".

The teacher was happy, she just wrote it in, and we kept right
on going. So easy!

After the meeting, the mom thanked me!
"I always freeze up. It's SO hard to be put on the spot, and
I'm so glad I wrote everything out before!"

This is why I want to make your life easier and created
a FREE ☑️.

It's what I give to my families before every meeting
and what EVERY family should have.

Life is complicated
Special education, doesn't have to be.
To get our free list...⤵️

📌 Tap the link below for our free CHECKLIST guide.
https://bit.ly/4mvU9kw

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🚨"You can ask for testing in fall. It's too late.
Let's do it next year." This is something I... ⤵️

here parents say ALL the time.
"My school told me to wait."
"They said we can't start anything till fall."
"They said I have to wait."

But here's the thing.

If school is in session, you CAN ask for IEP testing.
If the year isn't over, you CAN ask for an IEP meeting.

Schools cannot delay or defer a parent's request because
the year is ALMOST over.

This is why you want to educate yourself on HOW
IEPs and 504s work and understand your options
so YOU can choose what you need to do and when.

And, this is why I created Rise Educational Advocacy
to help you navigate the crazy world of IEPs and 504s
without fluff and without stress.

Join our FREE weekly newsletter where you'll get tons
of tips and tools every week to help make things easier.

You can do this.
I'll show you how.

📌Follow Rise tap the 🔗 to get weekly IEP tips in your inbox!
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😭They didn't qualify for SLD... So, look at their eval.
Did they give your child processing tests? ⤵️

As a school psychologist, I'll tell you the truth.
Many of us test in different ways.

And, MANY give a cognitive measure, and maybe
academics too, with rating scales.

That's called the "standard battery".
I'm not bashing anyone, it's just the way
some psychs test almost everyone.

But here's the problem. IDEA Law and NASP are clear.
We psychs must conduct a sufficiently comprehensive
assessment based on NEED.

That means, when families or schools suspect a child may
have a learning disability we MUST give a cross-battery of
tests.

That means, processing MUST be assessed using different measures.
When I would test students for an INITIAL, I gave individual measures
for visual, auditory, sensory motor, attention, and phonological processing
in addition to cognitive measures.

This way, I could rule-in or rule-out every processing area.

So, if you suspect your child has a learning disability then you need to
ASK that additional processing measures are given!

This is why I created a fillable template that shows you HOW to ask
for IEP testing. "I want IEP testing" may work, but may not be enough
to give the high quality testing that the National Association of School
Psychologists fully supports.

You can do this.
I'll show you how.
To get the template...

📌Follow Rise and TAP the 🔗
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