IEP | Special Education Academy™

Prosper ISD Press Conference Special Education Boss® | Karen Mayer Cunningham

Special Education Boss® — Sun, 26 Apr 2026 18:35:57 +0000

Press Conference — April 23, 2026

When a School District Silences Parents, We Show Up With a Microphone

Karen Mayer Cunningham held a public press conference at Prosper ISD to address ongoing special education violations, denial of parental rights, and systemic noncompliance.

By Karen Mayer Cunningham | Special Education Boss® | Founder, Special Education Academy

On April 23, 2026, I held a public press conference outside of Prosper ISD in Prosper, Texas. I was there because a family I represent has been systematically denied their procedural rights and safeguards under IDEA for the entirety of their child’s schooling.

This was not my first choice. It was my last one. We tried the meetings. We tried the emails. We tried reaching out to the Texas Education Agency. We tried going to the administration building in person. We were met with silence, obstruction, and eventually a school district police officer asking us to leave a public sidewalk.

So we brought a microphone.

The Student at the Center of This

Daphne is a student with multiple eligibilities under IDEA: Other Health Impairment for Rett Syndrome, Speech Impairment, and Deaf and Hard of Hearing. She uses a speech-generating device and communicates with determination and clarity. She is smart, she is capable, and she has been placed in the wrong educational setting since kindergarten.

Daphne was placed in a functional academics classroom. On the district’s own website, the requirement for that setting is a mild or moderate cognitive impairment. When I asked the team directly — twice — whether Daphne had a mild or moderate cognitive impairment, the answer was no. She doesn’t even have that eligibility.

She has been in the wrong placement for her entire school career. That is a denial of a free, appropriate public education for years.

And where does Daphne perform best? According to the district’s own 200+ page IEP document — in general education inclusion settings. The data is in their own paperwork.

What We Found — A Pattern of Violations

This is not a case of one bad meeting or one miscommunication. This is a documented pattern of systemic procedural violations that denied the parent meaningful participation in the IEP process. Here is what we found:

→ The IEP document was 211 pages long — filled with unnecessary, redundant information that created an administrative barrier to parental participation

→ Parent concerns were reduced to a single line — “parent does not like this goal” — instead of being documented as required under 34 CFR 300.324

→ The parent was told the district’s formatting “cannot be changed” — a clear indicator of predetermination under 19 TAC 89.1050

→ The special education coordinator stated she could “control your questions” and “control the ARD agenda”

→ Service providers in the meeting looked to the coordinator for permission to speak — and were stopped when their answers did not align with the district’s position

→ The district continued an IEP meeting for over an hour after the parent’s advocate had left, pressuring the parent to sign and disagree — then denied it happened

→ Portions of the IEP meeting recordings were conveniently missing from the file provided to the parent

→ The student’s deaf and hard of hearing services consisted of two hours of consult to teachers for the entire year — no direct services, no standalone goals

→ The district checked “most significant cognitive impairment” on state assessment paperwork for a student who does not have a cognitive disability eligibility

→ Open records revealed that the student’s IEP was only distributed to core teachers — not to music, PE, or specials teachers who also serve the student

From the Parent

Daphne’s mother, Lacey Calvert, read a prepared statement at the press conference. In it, she documented violations of 34 CFR 300.501 (the right to bring an advocate), 34 CFR 300.324 (the requirement to consider parent concerns), and 34 CFR 300.322 (parental participation in IEP meetings).

She described being told the team was “scared” because she hired an advocate. She described having her hours of collaborative input reduced to a footnote. She described threats to end meetings because of her “tone” — when no abusive language was present.

Raising difficult questions about legal noncompliance is a parent’s right. It is not a behavioral issue.

Daphne’s Own Words

Daphne uses a speech-generating device. The average person speaks about 150 words per minute. A speech-generating device produces about 15 words per minute. So you have to wait. It doesn’t mean there’s a deficit — she just needs more time.

When asked about school, Daphne wrote this sentence herself with minimal support from her outside provider:

“The classroom is so sad.”

Just because her body doesn’t cooperate every day does not mean she doesn’t have thoughts, feelings, and the right to an appropriate education. We have to be her voice until the district is willing to listen to hers.

What Happened When We Showed Up

On the day of the press conference, a school district police officer was sent to ask us to leave the property. When asked for the statute being violated, none was provided. We moved to the public sidewalk — three feet from where we had been standing — and continued.

The only official communication from the district in response to our documented concerns was a request to cancel the press conference. Not a response to the violations. Not a plan to address the noncompliance. A request to stop talking about it.

The day before the press conference, I drove five hours to attend Daphne’s IEP meeting in person. The special education coordinator who had controlled every prior meeting did not attend.

The team acted very differently that day.

What We Are Doing About It

We are preparing a systemic complaint to the Texas Education Agency supported by documentation from multiple families. A systemic complaint carries more weight because it demonstrates a pattern — not an isolated incident.

We are filing complaints with the State Board for Educator Certification requesting review of professional conduct and consideration of licensure sanctions for individuals who have misrepresented the law in IEP meetings.

We will be hosting a follow-up live webinar in the coming weeks to share documentation, answer questions, and provide updates.

We are not going away. We will not be silenced. And we will continue to advocate until this student — and every student in this district — receives the education they are entitled to under the law.

For Families in This District

If You Have Experienced Similar Treatment

If you are a parent, educator, or former staff member of Prosper ISD and you have experienced or witnessed similar conduct — inflated IEP documents, denial of parental input, predetermination, retaliation, or misrepresentation of the law in IEP meetings — we want to hear from you.

Your information will be included in the systemic complaint to the Texas Education Agency. The state looks at patterns. One family is a complaint. Multiple families with the same documented experience is a systemic problem that demands a full audit.

Contact: Karen@SpecialEducationBoss.com

The Bigger Picture

When special education is done right, it is transformative. But when it is used as a system of control — when parents are silenced, when documents are weaponized, when educators are afraid to speak — it harms the most vulnerable students in our schools.

Parents are equal stakeholders in the IEP process. That is not an opinion. It is federal law. And when a district’s response to a parent exercising their rights is to send a police officer to the parking lot, something is deeply wrong.

If you tell the truth, you don’t have to shrink back. We are going to continue telling the truth until this is resolved.

This is why we sit at the table prepared.

Take Action

JOIN SPECIAL EDUCATION ACADEMY

400+ hours of training. Know your rights. Show up prepared.

GET THE EPIC IEP BOOK BUNDLE

Includes The Epic IEP™, the Federal & State Laws Guide, and the Epic IEP™ Para.

Contact Karen directly: Karen@SpecialEducationBoss.com

Watch the Press Conference

YouTube: Watch on YouTube

About the Author

Karen Mayer Cunningham is the founder of Special Education Boss® and Special Education Academy. She has served families navigating the special education process for 30 years. Karen is the author of The Epic IEP™, The Epic IEP™: PARA, and The Epic IEP™ Guide to Federal and State Law for Special Education. She trains everyone who sits at the IEP and 504 table — parents, educators, advocates, and professionals — to navigate and negotiate successful student outcomes.

This content documents a public press conference and is educational in nature. Special Education Boss® does not provide legal advice or legal representation. Special Education Boss® educates and equips families and professionals to understand and navigate special education systems.

“When we get it right for the child, we get it right for everyone.”

— Karen Mayer Cunningham

The post Prosper ISD Press Conference Special Education Boss® | Karen Mayer Cunningham appeared first on Special Education Academy™.

Resource Rooms Are Required Under IDEA — Plus MDR, Compensatory Services & More | Special Education Boss®

Special Education Boss® — Thu, 23 Apr 2026 02:04:22 +0000

Epic Notes — Special Education Boss®

Your School Said They Don't Have Resource. That's Illegal. Plus MDR, Compensatory Services, One-to-One Paras, and More

By Karen Mayer Cunningham | Special Education Boss® | Founder, Special Education Academy

Published April 2026 | Based on the Ask the Advocate LIVE Q&A — April 20, 2026

In This Post

Resource Rooms Are Required · Schools Determine, Not Diagnose · MDR — Both Questions · Don't Drop the IEP by Phone · One-to-One Paras · Compensatory Services · Testing Day Removals · Educational vs. Academic Need · Educators Over Curriculum · Technology Is a Supplement

Can we just agree that it's against international law for IEP meetings to finish in April? Because they don't. They just don't.

I just went live and took your questions — and you brought the real stuff. Resource rooms that have been "eliminated." Teachers calling parents on the phone asking them to drop the IEP. Self-contained students relocated on state testing days. Manifestation meetings where the school tried to skip the second question. One-to-one paras. Compensatory services. Failing grades. Learned dependency. And a principal who told me, to my face, that a newly eligible student would not be getting a goal or services.

So let's get into it. Because you don't know what you don't know — but you need to.

Section 1

Resource Rooms Are Required Under Federal Law

If your principal told you the campus doesn't have resource, your principal is in violation of federal law. It's that simple.

Under IDEA 300.115 — Continuum of Alternative Placements — every school district must provide a range of placement options for students with disabilities. That statute is on page 88 of the Epic IEP Guide to Federal and State Law. It says:

The alternative placements include instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions.

Additionally, the district must make provision for supplementary services such as resource room or itinerant instruction to be provided in conjunction with regular class placement.

Not every campus has to have self-contained. But every campus has to have resource. It's the law. I didn't make the law, but I do help people follow it.

You don't have to provide resource — but then you need to send back all of your IDEA money. You decide.

Section 2

Schools Do Not Diagnose — They Make Determinations

This one comes up constantly. A parent says, "The school diagnosed my child with autism." Or, "The school psychologist said they can't diagnose autism."

Schools don't diagnose anything. They're not doctors. There may be doctors in the school, but they're not your child's doctor.

What schools do is conduct educational evaluations to determine if a student meets the criteria for a federal eligibility category. That's a determination, not a diagnosis. The language matters because it drives what happens next — the eligibility determination triggers services under IDEA. A medical diagnosis does not automatically do that.

Similarly, if a school psychologist wants to reuse old evaluations on a reevaluation and skip testing that was requested, that's an ethical concern. We reevaluate for three things: to identify a new eligibility, to update present levels, and to determine if additional services are needed. If any of those warrant fresh data, we need fresh data.

Section 3

The MDR Has Two Questions — And Schools Keep Skipping the Second One

A manifestation determination review — MDR — is required when a student with an IEP faces a disciplinary removal. And there are two questions. Not one. Two.

Question 1: Was the behavior a direct result or substantial relationship to the student's disability?

Question 2: Was the behavior a direct result of the school's failure to implement the IEP?

I was in one of these meetings last week. The team answered Question 1 — yes, the behavior was a manifestation of his disability. Then they wanted to stop. I said no. We're answering Question 2.

And here's what came out: the school confirmed they had talked to the student. The parent talked to him. The principal talked to him. Another principal talked to him. Talk, talk, talk, talk, talk. Meanwhile, page two of his FBA specifically says that continuing to talk to the student when he is already shut down is ineffective.

It says these things are ineffective, meaning don't do them. It's a clue. But if you're just going to do what you want, you're going to have behaviors that impede his learning and the learning of others.

So they hadn't implemented the BIP. That's a failure of the IEP — Question 2. And guess what happened when I asked how quickly we could get a behavioral specialist from the district level to help the campus learn to implement the FBA and BIP? We got one the next day. Both questions matter. Always answer both.

Section 4

A Teacher Cannot Call You and Ask You to Drop the IEP

Someone asked, "Can a teacher call on the phone and ask if you want to drop your IEP and go to a 504?"

I had to think about my words carefully on this one.

Would you like somebody to just call you and say, "Hey, you want to get rid of your antidepressant medicine?" That's essentially what this is. An IEP is a child's success system. It's not a jacket you swap out.

If there's a conversation to be had about whether a student still qualifies for special education, convene a meeting. Look at the real data. Give the parent an opportunity to make an informed decision with all the information in front of them — not a phone call that puts them on the spot.

Section 5

One-to-One Paras and Learned Dependency

A parent asked, "Can the school deny our daughter with Down syndrome a one-to-one para?"

A one-to-one para is not a right. A free, appropriate public education is a right. And I'm actually reticent to ever assign a one-to-one, because it creates two problems.

Problem 1: Learned dependency. The student becomes reliant on having an adult on their hip at all times. When that student is at home, there isn't someone on their hip 24 hours a day. We need to build independence, not dependence.

Problem 2: Blurred accountability. When a para is with a student all day, it becomes nearly impossible to tease out what the educator did versus what the para did versus what the student did independently. That makes data unreliable and progress unmeasurable.

Look at the full instructional day — 375 to 400 minutes. There has to be some time in that day where the student doesn't need someone at their side. Build from there. The goal is always to increase independence, not decrease it.

Section 6

Compensatory Services — Who Owes the Time and How to Structure It

Compensatory services are owed when an IDEA violation has occurred and the student needs to be returned to where they would have been had the violation not happened.

It would be very rare that compensatory time equals every single missed minute. But here's the hard part — the student is the one who has to make up the time. Not the school. The student.

Most districts will say, "Why don't you just not have a summer break and come to ESY?" And here's what we say to that — you are not doing direct instruction during ESY, and I am not going to make the student pay for the failure of leadership.

Compensatory time can be structured in many ways. You can spread it over 12 months or 24 months. You can do it on Saturdays at the public library. You can do it every Tuesday for an hour after school. You can fold it into the instructional day. But it has to actually happen, and it has to be meaningful instruction — not packets.

And remember — unfortunately, the child with the disability has to serve those hours. So fight for the right structure from the beginning.

Section 7

Relocating Self-Contained Students on State Testing Days Is Illegal

Someone asked, "What are your thoughts on self-contained kiddos having to relocate on state testing days because they are too loud?"

My thoughts? That's gross. And it's illegal.

When you move a student out of their placement — even for a day — you have put them out of placement. That's a placement change without an IEP meeting, without parent consent, and without data to support it. We do not remove children with disabilities because they might be loud during the state test. Period.

Section 8

Educational Need Is Not the Same as Academic Need

A diagnostician told a parent that a disability "cannot be added to the IEP because it doesn't affect academics."

Good news. It never needed to affect academics. The law talks about an educational need, not an academic need. Education includes behavior, social-emotional skills, communication, daily living skills, vocational skills, and much more. If a disability has an educational impact — in any of those areas — the student can qualify for services.

I had this exact conversation with a principal today. A student had a new eligibility. The principal told me, "We are not giving him a goal. We are not giving him services." I said, "We just found him eligible." She said, "Do you have new data?" I said, "I'm not doing this with you."

We got a goal and services.

Section 9

The Educator Matters More Than the Curriculum

Someone asked about the difference between Wilson and Foundations curriculum. And here's what I always say — curriculum doesn't change people's lives. Teachers do.

You can have the most certified, bonafide, glorified curriculum on the market. But if the person delivering it isn't good at working with kids, it doesn't matter. And you can have an educator who pulled materials together themselves — no brand name, no box — and they are incredible at intervening and making changes.

We love a good name brand. But we're talking about children. It all comes down to the greatness of the educator.

Section 10

Technology Is a Supplement — No Computer Program Is Special Education

When the special educator says, "He does this on the computer and this on the computer and this on the computer" — I need you to understand something. The most amazing computer program cannot make a product accommodated or modified to meet the totality of a student's needs.

Technology is a supplement to instruction. Dream Box, i-Ready, IXL — those are supplements. They are not direct instruction. They are not specially designed instruction. And no matter how good they are, they cannot be made to be special education.

For the last 40 years, the American Pediatric Association has said that no minor should look at a screen for more than 60 minutes a day. We know technology is not improving outcomes for students in schools. We have to take back instruction.

When you hear a teacher or principal say they're using a specific software program, look it up. Find out if it's supplementary instruction or direct instruction. Because there is a very big difference — and your child's FAPE depends on knowing which one they're actually getting.

Rapid Fire

The Epic IEP™ Educator Academy — Starting June 1st

Starting Monday, June 1st at 7 PM Central, we're launching a brand new academy built solely for educators — teachers, case managers, service providers, paraprofessionals, and school-based staff.

It's $27 a month. It's separate from Special Education Academy. And it's only for people who work in the school system — because your needs, your questions, and your concerns are different from those of parents and advocates. You need a safe place where you can be trained, equipped, and resourced to be even more of a superstar than you already are.

Without educators, we get nothing done. And it's time you had a place that was built just for you.

The Takeaway

We are in the final stretch of the school year. If your school eliminated resource, that's illegal. If they called you on the phone to drop the IEP, that's not how this works. If they moved self-contained students out of their placement on testing day, that's a violation. If they told you a disability doesn't qualify because it doesn't affect academics, they're wrong.

Know the law. Know your rights. And show up prepared.

This is why we sit at the table prepared.

Ready to Go Deeper?

JOIN SPECIAL EDUCATION ACADEMY — FIRST MONTH FREE

400+ hours of training. Live every Monday at 8 PM Central. Join however you sit at the table.

GET THE EPIC IEP BOOK BUNDLE

Includes The Epic IEP™, the Federal & State Laws Guide, and the Epic IEP™ Para.

2-DAY ADVOCACY INTENSIVE — MAY 23 & 24

Watch & Listen

YouTube: Watch This Episode on YouTube
Podcast: Listen on Buzzsprout
Apple Podcasts: Special Education Boss® with Karen Mayer Cunningham
Spotify: Special Education Boss® with Karen Mayer Cunningham

About the Author

Karen Mayer Cunningham is the founder of Special Education Boss® and Special Education Academy. She is the author of The Epic IEP™, The Epic IEP™: PARA, and The Epic IEP™ Guide to Federal and State Law for Special Education. Karen and her team of partner advocates train everyone who sits at the IEP and 504 table — parents, educators, advocates, and professionals — to navigate and negotiate successful student outcomes. Special Education Academy provides over 400 hours of on-demand training with live sessions every Monday night.

This content is educational in nature and does not constitute legal advice or legal representation. Special Education Boss® educates and equips families and professionals to understand and navigate special education systems.

"When we get it right for the child, we get it right for everybody."

— Karen Mayer Cunningham

The post Resource Rooms Are Required Under IDEA — Plus MDR, Compensatory Services & More | Special Education Boss® appeared first on Special Education Academy™.

Back to School Edition

Special Education Boss® — Tue, 26 Aug 2025 13:00:00 +0000

What Every Parent & Advocate Needs to Know

It’s that time of year again. New backpacks, sharpened pencils, fresh sneakers — and for families navigating special education, it’s also the season of new teachers, new case managers, and sometimes the same old confusion.

Let me say this clearly: you cannot afford to walk into this school year unprepared.

1. Everyone Needs the Full IEP

If your child has an IEP, every single teacher who works with them — including art, PE, and electives — needs the entire document, not just a one-pager. A “summary” won’t cut it. Instructional goals, accommodations, modifications, and related services must be known and implemented by every educator at that table.

2. Build the “Zach Pack

I call it a Zach Pack:

One-page overview of your child (with a photo)
Contact information for you
A printed copy of the full IEP

Hand this to each teacher before the first week gets too far along. It’s proactive, it’s clear, and it sets the expectation that you are watching and tracking.

3. Pay Attention to the IEP Sections That Get Ignored

Most parents glance past these four sections — but they can change everything:

Language needs
Communication needs
Physical needs
Assistive technology

If those boxes aren’t thoughtfully completed, the school is skating by. Push for specifics. Push for data. Don’t let “we’ll see what happens” be the plan.

4. Assistive Tech Is Not Optional

The law is clear: if your child needs assistive technology, the district must provide it. Period. Don’t let phrases like “multimodal communicator” become loopholes that excuse real instruction and real tools.

5. Document Everything

This is the year you start with systems in place. Keep a log of services, absences, and communications. When schools know you’re tracking, implementation rates skyrocket.

Back-to-School FAQs for Parents & Advocates

Do elective teachers have to follow the IEP?
Yes. Every teacher — whether it’s art, music, PE, or a core subject — is legally responsible for implementing the accommodations, modifications, and supports in your child’s IEP.

What if the school says they don’t have time to read the full IEP?
That’s not optional. The IEP is a binding document under IDEA. If they can’t “find the time,” they are out of compliance. Hand-deliver copies and get written confirmation that each teacher received it.

Can I ask for an IEP meeting right at the start of school?
Absolutely. If you see red flags (services not starting, accommodations ignored, assistive tech missing), you don’t need to wait. Put the request in writing and keep a copy for your records.

Back-to-School Mindset:
You are not here to make friends. You are here to secure services, instruction, and outcomes for your child. Stay firm. Stay calm. Stay prepared.

Want deeper training on exactly how to do this? Join The Academy, where we break down every page of the IEP and every safeguard under IDEA. You don’t know what you don’t know — but you need to.

Join The Academy Here

“When we get it right for the child, we get it right for everybody.” — Karen Mayer Cunningham

The post Back to School Edition appeared first on Special Education Academy™.

Navigating Special Education: What Every Parent Needs to Know

Special Education Boss® — Wed, 13 Sep 2023 18:14:53 +0000

Is your child struggling in school and you feel like your voice isn’t being heard?

Do Individualized Education Program (IEP) meetings leave you feeling confused and powerless? You are not alone. Navigating special education can feel overwhelming for even the most engaged parents. But knowledge is power. Arm yourself with the tools to advocate for your child.

The mission of the Special Education Academy, founded by Karen Mayer-Cunningham, is to empower every parent, educator, and advocate with the knowledge and skills to get special education services right for children. Karen believes that when we get it right for the child, we get it right for everyone. The Virtual 2-Day Special Education Advocacy Intensive training equips you with the tools you need to collaborate effectively as part of your child’s IEP team. With a shared understanding of special education processes and practices, you can work together to make student-centered decisions and achieve successful outcomes. Whether you’re a seasoned advocate or just starting out, this training will give you the confidence and expertise to drive the IEP process to meet your child’s unique needs.

Some key takeaways:

Eligibilities – There are 13 categories of disability under IDEA law that make a child eligible for special education services, such as autism, learning disabilities, intellectual disabilities, etc. Understanding the criteria for these categories empowers you to ensure your child is evaluated appropriately.

Evaluations – A comprehensive initial evaluation looks at your child across multiple domains, including cognitive, academic, speech/language, medical, psychological, and more. Know the assessment options to get a full picture of your child’s needs.

IEP Goals – Well-written IEP goals address your child’s unique needs across settings, including academic, behavioral, communication, social-emotional, and functional skills. Provide input on the goals that will allow your child to make meaningful progress.

Accommodations – Accommodations level the playing field and remove barriers to learning. Be specific about the accommodations your child requires to access grade-level curriculum. Too many accommodations may signal the need for more intensive services.

Placement – Special education services are meant to be delivered in the least restrictive environment. Understand the continuum of placement options from general education class with support to more restrictive settings.

Preparation is key to being an equal partner in IEP meetings. This training provides the foundational knowledge on the IEP process, eligibility, evaluations, goals, accommodations, and placement to set your child up for success.

The post Navigating Special Education: What Every Parent Needs to Know appeared first on Special Education Academy™.

Mastering the IEP’s Present Levels Section: Guidance for Parents and Advocates

Special Education Boss® — Mon, 14 Aug 2023 13:00:00 +0000

If there’s one part of the Individualized Education Program (IEP) that I’ve seen make or break a child’s success, it’s the Present Levels of Academic Achievement and Functional Performance (PLAAFP).

This section is a detailed snapshot of your child’s abilities, needs, and challenges. It’s the cornerstone for the entire IEP. But too often, present levels are vague or missing the details that truly matter. Let me share with you the wisdom I’ve gained from over 20 years of experience.

Craft a Full Picture of Your Child’s School Day

Walk through their typical day, including transportation, meals, transitions, academics, therapies, and behaviors. Identify all the adults and students in each setting. This complete picture is vital!

Come Prepared with Objective Assessment Data

Conduct assessments at home, like a 3-minute reading sample and a writing sample about a favorite topic. Bring this hard data to the table. It’s invaluable.

Fully Describe Needs and Impacts of Disabilities

List all educational eligibilities, but don’t stop there. Paint a 360-degree picture of how disabilities affect learning and life.

Include Relevant Medical and Mental Health Information

Note conditions, medications, allergies, recent tests, doctor appointments, and more.

Get Input from All Educators and Staff Involved

Ensure everyone involved submits feedback on your child’s functioning. Resolve any inconsistencies.

Focus on Functioning, Not Just Test Scores

Standardized test scores don’t always reflect daily life. Push for a robust functional description.

Don’t Move Forward Without Sufficient Present Levels

Without enough detail, the rest of the IEP can’t be calculated. If something’s missing, table the meeting.

Let the Present Levels Guide the Rest of the IEP

Thorough, data-driven present levels set the stage for the entire IEP. Doing it right ensures meaningful access, progress, and better outcomes.

Ready to Take the Next Step?

With rock-solid present levels, you’ll feel more confident knowing your child’s needs are documented. That’s the first step toward meaningful progress.

But why stop here? If you’re eager to equip yourself further, The Academy is here for you. Join me and a community of like-minded parents and advocates. Together, we’ll transform the way we approach special education.

Click here to join The Academy and start your journey today. Let’s ensure that every child receives the services they deserve. When we get it right for the child, we get it right for everyone.

The post Mastering the IEP’s Present Levels Section: Guidance for Parents and Advocates appeared first on Special Education Academy™.