Frequently Asked Questions

GETTING STARTED

My child is struggling in school and I don't know where to start. Can you help?

Yes. That's exactly where most families start. You don't need to have a diagnosis, an IEP, or even a clear sense of what the problem is. If something feels off, that's enough to reach out. We'll talk through what's happening and figure out together what the right next steps might be.

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What even is an IEP, and how is it different from a 504?

An IEP, or Individualized Education Program, is a legal document created specifically for your child. It outlines the instruction, services, and supports they're entitled to receive at school based on their individual needs. It's developed through a formal evaluation and eligibility process under federal law, specifically IDEA, the Individuals with Disabilities Education Act. 

A 504 plan is a different document, created under a different law. It can provide accommodations, like extra time on tests or a preferential seat, but it doesn't include specially designed instruction and it carries fewer legal protections than an IEP.

If your child has a 504 and it doesn't seem to be making a difference, that's worth looking at more closely. Sometimes a 504 is the right tool. Sometimes a child actually needs an IEP, and the 504 has been used as a simpler alternative that isn't meeting their needs.

Q: My child doesn't have an IEP or a 504. Can you still help?

Absolutely. Many of the families I work with come to me before their child has any formal services at all. They know something's wrong, but they don't know how to start the process, what they're entitled to ask for, or whether their child even qualifies.

You don't need to already be in the special education system to need an advocate. If your child is struggling, you have rights. I can help you understand what they are and how to use them.

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How do I know if my child needs special education?

Special education isn't just for students with significant or visible disabilities. A child can be academically successful, even achieving above grade level, and still qualify for special education services.

The question I always ask isn't just can your child do it. It's what does it cost them to do it. If your child is spending significantly more time and energy than a typically developing peer to meet the same demands, that matters. If they're holding it together at school and falling apart at home, that matters. If they're bright but exhausted, masking, or quietly struggling in ways teachers aren't seeing, that matters.

Special education is about educational access. It's about making sure every child can participate in their education fully, not just survive it.

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My child gets good grades. Can they still qualify for special education?

Yes. Special education covers both academics and what's called functional performance: the skills a child needs to access and participate in their educational environment. That includes things like attention, organization, communication, social skills, and emotional regulation.

A child with strong grades can still qualify if their functional needs significantly impact their ability to access school. Grades aren't the whole picture. The question is always how much effort it's taking that child to get there.

ABOUT THE PROCESS

What is a special education advocate, and what do you actually do?

A special education advocate helps families navigate the special education system and makes sure their child receives appropriate services and support. I work alongside you through the entire process: reviewing records, developing an action plan, drafting communications, attending meetings, analyzing evaluation data, reviewing and writing IEP documents, and tracking whether what's on paper is actually happening in the classroom.

Think of me as someone who knows this world from the inside, and who's there to make sure you're never alone in it.

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The school told me my child has to go through RTI or MTSS before they can be evaluated for special education. Is that true?

No. This is one of the most common misconceptions families encounter, and it costs children critical time.

Under federal law, a parent has the right to request a special education evaluation at any time. The school can't require a child to go through a multi-tier intervention process before agreeing to evaluate. They can run both simultaneously, but they can't use RTI or MTSS as a reason to delay or deny an evaluation.

If you've been told to wait, reach out. That's exactly the kind of situation I can help with.
 

How do we get started?

Fill out the contact form and I'll reach out to schedule a free initial consultation. That conversation is a chance for me to learn more about your child and your situation, and for you to ask me anything you want. From there, I'll recommend a plan and walk you through exactly what I think makes sense and why.
 

What happens after the consultation?

Based on our conversation, I'll put together a proposed action plan tailored to your child. We'll go through it together before anything begins. You'll always know what we're doing and why.

Q: How do I know if my child's IEP is working?

Progress reporting is built into the IEP process, but those reports don't always tell the full story. I look at whether goals are measurable and meaningful, whether the data being collected actually reflects real progress, and whether what's written in the IEP is being implemented the way it should be. If you have a feeling that the IEP isn't doing what it's supposed to do, that instinct is worth exploring.

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How do I know if my child's 504 is working?

A 504 plan lives and dies by implementation. The accommodations are only useful if they're actually being provided consistently. If the accommodations exist on paper but not in practice, the plan isn't working. I can help you evaluate whether a 504 is being implemented appropriately, and whether it's actually the right level of support for your child.
 

Sometimes advocacy looks different than I expected. Why?

Advocacy doesn't always look the way people expect it to. Some of the most effective advocacy looks quiet from the outside: a carefully worded email, a strategic question in a meeting, building rapport with a teacher so that we can actually work together rather than putting them on the defensive.

I feel the urgency of this work deeply. Every day that goes by without the right support is a day that matters for your child. That urgency shapes every decision I make. But I've also seen what happens when advocacy turns into a power struggle, and it's almost never the child who benefits.

Everything I do is strategic. Everything has a reason. And I'll always explain my thinking to you.

LOCATION & LOGISTICS

What areas do you serve?

I serve families across Virginia. No matter where you are in the state, I attend all special education meetings virtually. For families in Northern Virginia, I'm also available in person for school observations, home visits, and assessments. For families further out, I work virtually and find creative ways to get to know your child beyond the paperwork.

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Do you work with public and private school students?

Yes. I work with students in public schools, private schools, and home school settings. The legal landscape is different depending on the setting, and I'm experienced in navigating all of them.

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PAYMENT & POLICIES

How much do services cost?

Fees vary depending on the scope of work. I'll share a clear breakdown before we begin anything. Transparency is important to me.

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Do you take insurance?

Services are private pay and aren't billed through insurance. I'm happy to provide receipts upon request.

STILL HAVE QUESTIONS?

Feel free to contact me anytime. I’m always happy to talk more about how we can support your child’s success.