Master the process___

      Your child’s records

      Working with your SENC___

      Identifying personal barriers and challenges___

      Individual needs assessment protocol (INAP)___

      Interpretation of results___

      Timing is everything___

      The process___

      No harm, no foul___

      Documenting letters___

      Tracking results and defining success___  

      Functional performance___

      Goal tracking___  

      Attending the next school meeting___

      Attending the meeting___

      The process is not the diagnosis___

      Goals (and objectives)___

      Educational provisions___

      Assistive technology___

      Transition___

      Section 504 for K-12 students___

      Invisible influences at the IEP or 504 meeting___

      K-12 CAMS___

      Acquiring socialization skills through acting and drama___

      Transition coaching___

      Educational benefit___

      Compliance tracking___

      Curriculum-based measurements___

      Behavior plans___

      Secondary disabilities___

      It’s not about the diagnosis___

      A student’s co-advocate or advocacy coach___

      Unique needs—the school’s best kept secret___

      Manifestation of the disability___

      Parent concerns, parent reports, student reports, addendums___

      Bullying and harassment___

      Retention and grade to grade readiness___

      School culture and the team___

      Public school thinking vs “real world” thinking___

      Skill building and watered down curriculum___

      Standards based curriculum and grade to grade readiness___

      Access to the curriculum___

      Trumping federal law___

      Exacerbating the disability___

      The school has rights___

      Detention, suspension, expulsion track___

      Absences__

      Red flags___

      Role of the general education teacher(s)___

      Student directed IEPs and 504 plan meetings___

      Support people at the meeting___

      How the school will pay for non public resources___

      Beyond the bell curve and dueling experts___   

      Using new language___

      Areas of suspected need and requesting assessments___

      What they say___

       Exercising your rights___

       Who’s on your team___

       Facilitated IEPs