Who creates and approves the IEP?

An Individualized Educational Plan (IEP) is created by a team of individuals with special knowledge about the student, the students parents, the student themselves in some cases and whomever the parent elects to include in the meeting.

IDEA requires that the following individuals attend an IEP meeting, 

– no less than one regular education teacher

– no less than one special education  teacher/special education provider of the child

– a representative of the public agency who is qualified to provide, or supervise the provision of, specially designed instruction to meet the unique needs of children with disabilities, is knowledgeable about the general education curriculum and is knowledgeable about the availability of resources of the public agency 

– if evaluations will be reviewed, an attendee must be present who is able to interpret the results of the evaluation(s) 

In addition to all that, the parents and school board can invite whomever they want to the meeting that brings value to the development of the IEP. 

– Sec. 300.321 IEP Team 

Depending on what state you are in, a school based IEP team can finalize an IEP with or without parent permission. In some states, all signatures are simply a signature of attendance, not approval or permission for the plans implementation and in other states parents need to sign the IEP for the IEP to be finalized. In both cases, if either party is in disagreement and is unable to successfully mediate that disagreement, the parent and the school mutually have the right to file a Request for Due Process Hearing. It’s important to check your individual rule according to your state of residence. 

What is the purpose of an IEP?

IEP’s are developed by school based teams, alongside parents and any of their chosen representatives, with the purpose of meeting the unique needs of a qualifying student with a disability in accordance with IDEA 2004 Reauthorized. 

Every student in the United States is entitled to a Free Appropriate Public Education. For students with qualifying disabilities and when there is a need for specialized instruction in the educational environment. 

IEP’s must be individualized to meet the unique needs of the student so that they can gain meaningful educational benefit in light of their circumstances. General Education Interventions have not been successful, so there is a need to do something different. 

In order for IEP goals to be met, a student’s IEP must delineate the supports and services the student requires to access their curriculum. Supports and services can include accommodations, modifications, assistive technology, behavioral supports, specialized instruction in one or more areas and much more. 

What is an eligibility meeting?

An eligibility meeting and educational planning meeting will occur when your child, student or client completes an evaluation with the School Board or submitted a private evaluation to the School Board for formal review. At this meeting the team will review the results of the evaluation, determine eligibility/eligibilities/ineligibility for an Individualized Educational Plan (IEP), 504 Plan or necessary changes to the current plan. 



At an educational planning/eligibility meeting under both Section 504 and IDEA, the team should review a variety of both formal and informal assessments and analyze both quantitative and qualitative data. In order to properly prescribe plans in the school,  professionals must look at both the  students strengths and their deficits alongside the state eligibility criteria. 



The first step in the eligibility meeting is reviewing all the data that was collected in the evaluation window (minimum requirement set forth by IDEA: completion in 60days from when consent was given). Most U.S. districts use a template form to help guide them through important considerations such as,  child’s family history, all psychoeducational testing that was completed, parent input, teacher input, intervention/remediation data, state testing, weekly skills tests, behavioral data, etc. We review all of this in order to have as clear and unbiased view of the students abilities and needs when it’s time to write a plan of action. 



Following the evaluation review, the team will determine eligibility, additional eligibility, reaffirm current eligibility or ineligibility. Under the Individual with Disabilities Education Act (IDEA) and Section 504, there are specific eligibility criteria that needs to be met for a child to receive special education services and reasonable accommodations in the educational environment. It’s  important to read your  state’s eligibility criteria in preparation for any eligibility discussion. Oftentimes, school based teams will reference their district’s eligibility criteria cheat sheet or checklist versus state law. It is important in your advocacy that you demand the team share  the state’s criteria because there are time when districts forms/checklists erroneously stray from the states. Remember, districts must follow state rule. They aren’t free to invent their own eligibility criteria but may add specifications that are in alignment with the criteria. 



To learn more, please be  sure to check out My Online IEP Advocate, where two  of our experts, Dr. Valeria Fontanals and Dr. Brandi Tanner, discuss the evaluation process and next steps post evaluation. To access to these videos, as well as all the perks of our growing community, go to…






If you are in need of immediate help or have additional questions about the evaluation process or any area of IEP/504 Advocacy, be sure to schedule a Free Fifteen Minute Consultation with a veteran advocate at…






We hope this article was helpful, 



Team My Educational Solutions 

Educational Consulting

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Educational Consulting | My Educational Solutions, a local company, provides expert educational consulting, advocacy, plans and more. Contact us today for a free assessment.


Educational Consulting | Expert Consulting


One interesting question about educational consulting and advocacy is: What services do educational consultants and advocates provide?


Educational consulting and advocacy involves working with families to ensure that their child is receiving the best possible education and support. Educational consultants and advocates provide a range of services to families, including educational assessments, school placement services, and advocacy services.


One service that educational consultants and advocates provide is educational assessments. These assessments are used to identify a student’s strengths and weaknesses and to determine the best educational approach for that student. An educational consultant or advocate may administer these assessments themselves, or they may refer families to a specialist for testing.


Another service that educational consultants and advocates provide is school placement services. This involves helping families find the best school for their child based on their unique needs and circumstances. An educational consultant or advocate may provide families with information about different schools and programs, and may help them navigate the application and enrollment process.


In addition to educational assessments and school placement services, educational consultants and advocates also provide advocacy services. This involves working with families to ensure that their child is receiving appropriate accommodations and services in school. An educational consultant or advocate may attend meetings with school personnel, help families understand their rights under the law, and provide support and guidance throughout the advocacy process.


Overall, the services provided by educational consultants and advocates are designed to help families navigate the complex world of education and to ensure that their child is receiving the support and services they need to succeed in school. Whether it’s through educational assessments, school placement services, or advocacy services, educational consultants and advocates can make a significant difference in the lives of students and their families.


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Visit our website and contact us today.

Why Are We Attending and Exhibiting My Online IEP Advocate at COPAA

We are excited to announce that My Online IEP Advocate and My Educational Solutions will be attending the annual Council of Parent Attorneys and Advocates (COPAA) in San Francisco from March 1st-March 5th as both exhibitors and attendees. Both Krista Barth and Lauren Stradley will be at COPAA to share our brand new learning platform, My Online IEP Advocate, and to attend various sessions that will bring our advocacy to the next level. 

COPAA’s mission is to protect and enforce the legal and civil rights of students with disabilities and their families. Their primary goal is to secure high quality educational services and to promote excellence in advocacy.” COPAA is at the forefront in special education advocacy and their annual conference serves as a platform to network with special education advocates and attorneys from all over the country. 

My Online IEP Advocate was launched in October 2022 with the goal of empowering parents, related professionals and other advocates through consult, courses and community. Our online learning platform is unique because it creates a gateway so anyone sitting around an IEP/Section 504 meeting table is armed with the knowledge bases to create a comprehensive, robust IEP/504 that leads to meaningful, educational benefit. If our members are needing more support based on their individual case, they have the option of also booking for an advocate from My Educational Solutions to attend alongside them to see advocacy in real time. We are so excited to share this tool with the larger advocacy community. 

At COPAA, we will be posting lives about our experience both as exhibitors and as attendees. If you will be in the San Francisco area, we would love to meet you at the conference. There is also a virtual option to attend COPAA so that you can learn more about special education advocacy if you are interested.


Krista and Lauren can’t wait to share all the information we learn and to bring you on our journey of sharing My Educational Solutions and My Online IEP Advocate!

If you are interested in joining our community, please click below to pick a membership plan that meets your individual needs. 


Is speech therapy considered special education

Is speech therapy considered special education


Is speech therapy considered special education?

If your child has a speech or language impairment, you might be wondering is speech therapy is considered special education. Even though there are many types of speech disorders, speech therapy can be beneficial for students. It is My Educational Solutions’ mission to guide you through all of your student’s educational options.

Parents should become informed about the process and be involved in their child’s education. If you would like more information, contact your child’s teacher or school. It may also be helpful to consult with a local speech therapist.

For about 30 minutes each week, speech and language services are usually provided in small groups. The sessions are tailored to meet the needs of each student. Comprehension and communication disabilities are among the goals of speech and language services.

Reading, writing, remembering, or following directions can be difficult for people with speech or language difficulties. As a result, both the person with the disorder and their parents may feel frustrated. The treatment of these disabilities can take many forms, including speech and language therapy and occupational therapy.

The most common strategies include reading and writing skills development, using assistive technology, and playing word games. The cognitive function of the brain can be improved through word games.

Starting speech therapy early is the best course of action. Investing time in the process will lead to better results. Be sure to follow through with the therapy recommendations to help your child.

It is important to understand that speech or language disorders may take a long time to resolve. Your child’s learning and social development can be harmed if you delay treatment. For more information about educational solutions, browse our website today and contact us.

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The Schools Part In Mental Health

When a child is found eligible for special education services, a team will hold a meeting to create an IEP (Individualized Educational Plan). If your child is already eligible, the team is required to meet annually to review the IEP and make any necessary changes/updates. You can request to meet in between annual periods whenever you believe there is a need to review and consider changes to the current IEP. 

The IEP document is compromised of 5 Major Sections or Domains:

  • Curriculum and Learning
  • Independent Functioning
  • Social Emotional
  • Communication
  • Healthcare/Medical

The IEP DOES NOT simply contemplate academics as a stand alone area of need, but is intelligent enough of a document to contemplate all areas that impact academics and that effect the students participation in school. The students behaviors, emotional expression, peer relationships and relationships with school staff are all important considerations in educational
planning. Therefore, one can not logically separate a students mental health from their learning experience and school performance.

Regardless of eligibility (there are 13 categories of eligibility under IDEA), each time an IEP team meets and in-between meeting, all responsible IEP team members should be considering
the impact if any of the students mental health, social skills, self esteem, ability to self advocate, problem solving skills, behavior, emotionality and all other factors that impact the educational

School districts DO NOT diagnose mental health disorders or any other disability/disorder. School district purpose in evaluating students is twofold- to determine eligibility under Section 504 and IDEA and for educational planning purposes. School IEP Teams will use a medical diagnosis as a part of what they look at to determine IEP eligibility and determinations of need.

The diagnosis should be listed in the Healthcare/Medical Section of the IEP and if medication needs to be administered during the school day that should be noted in the IEP or 504 Plan.

Both counseling services and psychological services can be assigned through an IEP, as well as a 504 Plan. The determination of the need for such is based upon the students Present
Levels of Performance/Functioning and Annual Goals as described in the IEP. Whether the sessions are one to on or group is a team decision, as is the frequency and length of the sessions. 

Remember that your Parent Input is critical and you are an equal member of the IEP Team, therefore you participate in these kinds of considerations and decisions. When a student exhibits observable behaviors that impact his or her learning environment and that of others in the class, the school team should conduct a Functional Behavioral Assessment.

The purpose of this assessment is to study the behavior that is effecting the students access tonmeaningful educational benefit and make data driven determinations as to the function, or reason the student is engaging in the behavior. Once a function is determined, the team creates a Behavior Intervention Plan designed to meet the individual social-emotional needs of the student. It’s important to note that behavior is the leading cause of school teams recommending more

restrictive placements for students, such as self contained classrooms and separate day schools. Therefore ensuring that social-emotional remediations are appropriate and reasonably calculated to work is imperative to the students long term success, well being and access to
typical peers. For students with a mental health diagnosis, it’s imperative that an individual sits on the remediation team that has expertise and special knowledge to contribute. Teachers
levels of understanding of depression and anxiety disorder, for example, can vary greatly. 

A therapist, BCBA, counselor or child psychologist can bring insight to the team that can lead to a Behavior Plan/IEP/504 Plan that reflects the knowledge and collective understanding of the students disability and the uniqueness of its impact on them in school.

A Parent’s Critical Role in Their Child’s IEP 

Boy with Special Needs


Being a parent- period- is a huge job, but being a parent-advocate  for a child with special needs, can feel like a monumental task. The goal of My Educational Solutions is to make the job of parent advocacy a bit simpler, a bit easier and a whole lot more accessible to your average parent. It is my hope that what I have learned over the course of many years in this arena, will benefit both you and your child. TO my core, I hope the information and strategies I share with you in this article will save you lots of time, arguments and heartache. 

Parent Participation and involvement is a major safe keeping parents are guaranteed through the Individuals with Disabilities Education Act (IDEA). IDEA provides a strong foundation and mandate for parent involvement. IDEA states:

“Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by strengthening the role and responsibility of parents and ensuring that families have meaningful opportunities to participate in the education of their children at school and at home.”

Your participation in educational decisions for YOUR child is critically important- this importance is backed by research that cites the benefit AND a federal law that acknowledges the benefit and both ensures and protects your participation. However, there might be times when you are not treated as you should be- which is an EQUAL MEMBER of your child’s IEP Team. You might experience a time where you feel that your input wasn’t fully captured or recorded as you said it. There might be times where you feel left out all together, or uncounted.

The required IEP team members are a special education teacher, a general education teacher, a representative of the public agency (could be principal, district representative, staffing specialist), an individual who can determine the instructional implications of evaluation results, and the student when appropriate. If your child is under 18, you have the ultimate authority whether or not they attend the meeting, though schools will strongly encourage the students participation from 14 years of age and older. 

The team can also include other individuals who have knowledge or special expertise regarding your child. You, as well as the school system, can invite anyone that has knowledge or special expertise about your child, such as an outside therapist, advocate, friend or grandparent. The district might invite an Assistive Technology Specialist, a Behavior Specialist, someone they have contracted for a specific purpose related to your child or someone from the compliance office. Also let’s insert section 7 after the intro. And see how that looks., YOU are an equal member of your child’s IEP team. No members input is “more important” than another. 

IDEA states specific entitlements to parents to ensure parents are given a fair opportunity to participate in decisions that impact how their child will receive special education services. Without these protections it would be impossible for parents to effectively advocate.

Understanding the major principles of IDEA will help guide your understanding of IEP’s, one cannot exist separate from the other. IDEA is what regulates what must be in the IEP and what schools must do, from the time they have notice or a suspicion that a student has a disability through graduation. 

What is Effective Parent Advocacy?


Effective Parent Advocates DO NOT assert rights that they do not have and they are able to focus on the BIG issues that need to be addressed and advocate effectively within the framework of what their child’s entitlements are, which truly are plentiful. 

Each states regulations and rules must be in accordance with Federal Law IDEA and individual districts policies and procedures are only approved by the state Department of Education if the language used reflects what IDEA mandates and in no uncertain terms. Therefore, if you move from one state or district to another with an IEP, your child is entitled to comparable services. 

There are other bodies of law that protect students with disabilities in public programs and in some private programs- all students with disabilities are protected by anti discrimination law Section 504 and civil right law the Americans With Disabilities Act. 

The Parent Input Section 


The IEP Team will ask the parent to provide their input at some point in every IEP Team Meeting. There is  an actual designated section for this in every IEP. The Parent Input Section is critically important, it is your chance to document your voice in the IEP Document. But parent must understand that there participation extends beyond the Parent Input section, and that they are equal IEP team members. Parents can and should participate in all parts of the IEP document, not just the parent input section. 

AS you go through each of the 5 IEP Domains and reflect on your child’s strengths, weakness, and the impact of their disability- it’s essential that where you have input – that you contribute that input within the Present Levels of Performance section of each Domain. Please give input that relates directly to the domain in question and it’s most helpful to share observations about your child that you have seen across settings- not only in your relationship with your child.

YOU! Yes, You are A Parent Advocate!

YOU are a parent advocate. Successful parent advocates are armed with information and know how to navigate IEP meetings with strength and class. When a parent advocate enters an IEP meeting they are tasked with the great responsibility of advocating for their child- their baby (and yes that’s your baby whether she is 2 or 20)- and they have the emotions involved that no other team member brings to the IEP table. 

You are at a disadvantage in some regards- you are not in the school observing your son like the rest of the participants have been, you are not in the classroom teaching your child everyday. You also didn’t get to have conversations with the team prior to the meeting. You are in a meeting where professionals are presenting to you about your child- the one that you know the most about and feel the most for. And they are sometimes presenting in a matter of fact way, 

“according to the data…”, “and in this area your child is in the second percentile” “he is not able to…” “she cannot focus on an academic ask for more than 5m” etc …. it can feel very cut and dry but this is the way that many teams have been trained to dissipate information in IEP meetings.

Parent advocates have the chance to come into meetings and bring a balance to it all and bring some human-ness back into the IEP meeting and simultaneously call for data collection and data driven goals and all other assurances. 

I want you to know that when you go into the meeting, yes you are a PARENT but I want you to also think of yourself as a professional advocate – A Parent Advocate- and behave in a professional manner as if you were representing a client that hired you to go to the meeting. If you were hired to represent a parent at a meeting where you were paid to attend,

You would probably do a few things 

    • You would come to the meeting prepared- knowing your goals and what your state administrative code has to say in relation to the goals you have set AND 
    • You would behave in a firm, friendly and professional manner 
    • You would also know what to do when the team disagrees with you and you disagree with the teams decision- you wouldn’t argue more or spend hours writing emails that get no response- you would take action as a professional 

Myself and other highly effective advocates that get results at meetings in cases where parents were not able to get results prior to hiring us, distinguish ourselves in a few key ways AND as a Parent Advocate, I want you to do that too.

To be an effective parent advocate, it’s not how loud you scream, how many emails you send on behalf of your child, or how many compelling arguments you are able to make about why the schools should embrace your proposed action or idea.

Effective advocacy instead is,

    • Knowing your rights- what you are entitled to and what you are not entitled to, 
    • Setting clear goals for your meetings and having a strategy in getting there
    • And a plan of what you will do if the team members say “NO”

In summation, the difference between a parent attending an IEP meeting and a Parent Advocate is a level of knowledge, professionalism, and the demeanor that comes with being taken seriously in a meeting.

The Value of Inclusive Education for All Students


The Value of Inclusive Education for All Students

Inclusive Education and successful inclusive schools are not just good for some students, it’s practice that’s good for all students. Time and time again we have seen that the same principles that make inclusive education work for students with disabilities, provide other students in the very same classroom with benefit. Being exposed to diverse ways of thinking and diverse learning styles prepares students for life after school. At the very core of school life is the focus on preparing students for life after school. There is no separate class of life after school, therefore, separate classrooms should only be used when absolutely necessary and for an interim period with specific purposes and goals. When a student is in a more restrictive environment the active goal of the school based team should be to provide the student with interventions and skills that allow him or her to return as promptly as possible to their peers and to greater exposure and access to the curriculum.

Universal design in education gives students with disabilities access in a natural and inclusive manner, but also is evidence based in reaching and teaching all students- let’s face it, we all learn differently and hold areas of weakness. Children learn compassion, empathy and go from simply accepting disability to embracing the inclusion of all members of their school. Inclusive Education puts in perspective that there is not a set standard of what intelligence is, that intelligence comes in many different forms and if we can appreciate what someone has to bring to the table and integrate that strength into the classroom, we are all better for it. This way of thinking helps promote healthy self esteem and self concept for all students. The idea is that one must not meet a certain standard or first be like others to be included. This puts things in perspective for other minority groups and makes it easier for students at large to embrace a world of differences from religious, to ethnic to politically diverse views.

Students with disabilities that learn in regular education classrooms often have IEP’s in place that call for collaborative efforts between the general education teacher and the special education teacher, this has been shown to have a benefit for ALL classroom learners, as the SPED teacher will often facilitate differentiated instruction in classroom centers and contributes learning materials and thinking strategies that benefit regular education struggling learners to the gifted learner. Modeling of social skills and coping strategies for emotional regulation that are proactively modeled in the inclusive classroom, are great for typical students to witness and be a part of. If we are honest, we all need mindfulness, positive self talk and better coping strategies for when life gets hard. One to one aides assigned to an IEP student, are often a great help to the class as a whole in facilitating organized small and whole group activities. The regular consultation that special education and regular education teachers partake in to make inclusive classrooms successful, improves learning outcomes for everyone. Numerous studies have shown the benefit of peer modeling/peer tutoring in the regular education classroom and that it’s serves as a beneficial practice for both the student mentor and the mentee. When we teach something to someone, we internalize and expand upon that skill ourselves.

The most intangible and meaningful aspect of inclusive education is the invaluable life lesson it teaches: that we are all counted for, included, and the message that schools have the chance to send all students and teachers- that there are no “others” in our school.

It’s critical to understand that inclusive education is NOT simply about students with and without disabilities sharing the same physical space. Inclusive education must be viewed by school communities as more than just a legal mandate*, but a venture of the heart.

When I attended a school holiday music performance for my daughter, Arielle, I witnessed an “inclusive” but divided stage and truthfully it made me uncomfortable. The self contained class that pushes into music and other special area classes was stationed on one side of the stage with their aide and the rest of the students, including my daughter, were together. I didn’t understand exactly why this practice was in place, other than it was likely always the way that things had be done- an age old practice that carried over. The subliminal message to other students in my daughter’s class was, “they are here, but they really aren’t a part of our class”. I know that adults that carry out these antiquated practices are not doing so to intentionally brainwash children to believe that they are separate and superior to their disabled peers, but yet and still this is the outcome. What I would rather have seen would have been that the six children that pushed into Arielle’s music class were placed next to role model students and that the aide stood back and provided support when needed or modeled for the children that were familiar with her face to the side of the music teacher who was directing from below the podium.

While successful inclusive education takes more upfront effort, planning and creativity from all supporting adults, it is certainly worth the effort for all students.

*The Individuals with Disabilities Education Act ensure students with disabilities are education in their least restrictive environment. Go to the US Department of Educations website to read about your child’s entitlement to a Free Appropriate Education.

Florida School’s Reopening and School Choice

Florida School’s Reopening and School Choice

Florida Schools Reopening and School Choice


Parents, clients, potential clients and professional colleagues have been contacting us with lots of questions and also asking for advice in making decisions about what to do with their children’s education come fall. Surveys have been sent out throughout districts statewide asking parents to select from a set of options. It is extremely important that parents and teachers fill out and submit these surveys so that school districts can properly plan for ALL students. Education Commissioner, Richard Corcoran ordered that all Florida public schools must reopen their campuses in August and offer five days a week of brick and mortar education as an option. This DOES NOT mean that all students will have no other option through the public school system but to go to brick and mortar school five days a week. Most districts throughout the state of Florida have already issued Reopening Plans that include the following options, 


  1. Hybrid Model: Online and In School (2-3 days in school per week with alternating cohorts)
  2. In School Learning- full time available for special populations, such as students in self contained classes where it is presumed the most complex learners to reach online are. 
  3. e-learning full time- any parent can make this selection, including parents that have students with IEP’s in self contained classrooms or special schools all day 
  4. Florida Virtual School, which existed before school closures (totally separate from e-learning which will be provided by and through the school). 
  5. Some districts have their own online school Magnet Program, Dade County is one district that does,  Miami Dade Online- abbreviated to MDO. 

AND- if those are not enough options for parents, here are others to think about,

  1. Withdraw your child from the public school system AND register him/her as a home education student with your districts home education office. This option has always been available to parents and should be considered thoroughly for all that it entails. Parents could either homeschool until they feel comfortable with returning their child to the public school system OR they could decide to continue home education as long as they see fit and apply for the Florida Gardiner Scholarship to use for the following year. The only requirement to homeschool is to register your child with your district as a home education student and to submit an annual report completed by a certified teacher or other qualified professional. You have the option for your child to participate in statewide testing, or not. AND you can contact the home education office to access any district curriculum to use in your home, should you choose to. Some home education students also choose to register part time at their home public school and receive ESE services and/or related services. 
  1. There are parents who are choosing to leave the public school system and to select a private school option that they believe is handling Covid related issues/CDC School Guidelines and education better than their districts proposed plan. There are private schools that are keeping classrooms very low, offering hybrid models and also offering virtual education full time. If you have applied for the FL McKay Scholarship, great! If not, go ahead and consider applying ASAP. The deadline is today to have the funds available towards your first private school installment. YOU CAN STILL apply after today, you would just miss the first pay out cycle and would have to wait for the next. If the private school you are considering has space and is a participating private school, it’s a non issue. To ensure you are eligible for McKay, check their official website cited below. Also, you MAY NOT use the Florida Gardiner Scholarship in conjunction with the Florida McKay Scholarship. If you aren’t eligible for McKay, but have the financial ability to do so, you could fund a private school placement yourself. Please be aware that when you leave the public school system your child is no longer entitled to the full scope of protections under the Individuals with Disabilities Act (IDEA), including the right to a Free Appropriate Public Education and to be educated in his or her Least Restrictive Environment. However, there are certain provisions under IDEA for parent elected private school placement students.
  1. If you have a child that is medically fragile, or that has a health condition that would make it life threatening OR of serious risk to contract Covid-19, you might be eligible for a Hospital Homebound placement. Hospital Homebound constitutes as a change of placement in your child’s IEP determined by a doctor’s order. This change of placement could involve IEP services delivered to the home and is worth considering. 

School choice, in general but even more so now, is an extremely personal decision for each parent to make and obviously each parent goes into that decision making process with their own set of considerations. Even before the virus, we had parents that chose home education for a whole host of reasons, including nutrition and religion. So to make a judgement is not appropriate, but we all obviously can have our opinion and can share our opinion without fear of being persecuted- I think we should be able to do that at least.

Fortunately, we are the parents of our own kids, so we make our own final call. There is a lot of complaining going on amongst teachers and parents alike about the reopening plans proposed. I, on the other hand, feel that we are lucky to have so many choices and that parents can exercise those choices. NOT every state or country has the options that we do. Consider that we are one of only three states that has a comparable program to the McKay Scholarship fund to begin with. Each choice comes with considerations individual to the student and family. Please realize that if you leave the Public School system and re-enter, the same IEP you left with will be in effect when you return. IEP’s DO NOT expire or terminate, contrary to what many schools misinform parents. The team would need to meet within thirty days of re-enrollment and follow the most recent IEP in the interim.

I believe children are paying a great price socially, emotionally, academically and communication wise – and for some students the impact of that is greater than others. We need to be respectful of each others choices and make ours based on careful consideration and our own gut instincts as parents. AS an advocate, parents are texting and calling me asking me what they should do. That is not my place. I can only share what I am doing (happy to if you contact me directly) and also help parents navigate ALL of the options available to them. I know that parents will make the right choice for their family and their unique set of circumstances so long as they have the information to do so.

Please contact us if you need more information about school choice in general, as well as school choice options in light of the pandemic. We are offering reduced fee, single session consultations all summer in an effort to help ALL parents. 

Please email info@myeducationalsolutions with any questions and feel free to comment below.