Understanding How Schools Identify Specific Learning Disabilities: What Parents Need to Know About PSW, RTI, and the Discrepancy Model

The Law Changed in 2004 — But Not Everyone Caught Up

If your child has been diagnosed with dyslexia, dysgraphia, or another learning disability, you may be wondering: will the school see it the same way? The answer is complicated — and it depends a lot on where you live and what method your school district uses to determine eligibility for special education.

The Individuals with Disabilities Education Act (IDEA), updated in 2004, significantly changed how schools identify students with Specific Learning Disabilities (SLD) in three important ways.

First, schools must not require a severe discrepancy between intellectual ability and academic achievement as the basis for identifying SLD. This effectively retired the old discrepancy model as a mandatory standard, though — as we'll see — it didn't disappear entirely.

Second, schools must collect data showing that the student has had access to high-quality instruction and has failed to respond to intervention. This is the Response To Intervention (RTI) requirement, and it applies universally — every SLD determination must include this data.

Third, schools may use alternative research-based procedures to further inform the eligibility determination. This is the opening that Patterns of Strengths and Weaknesses (PSW) fits into — it is not a separate required pathway, but rather a permissible additional method that districts can layer on top of the required RTI data.

So to be clear: RTI is not optional, and PSW is not an equal alternative to it. RTI data is the floor. PSW is an approach a school may choose to build on top of that foundation.

This post focuses especially on PSW — what it is, why it matters, and what it means for your child.

Why the Old Discrepancy Model Was a Problem

The traditional discrepancy model had real costs for real kids. Here's why it fell out of favor:

It required students to fail first. To show a significant gap between ability and achievement, academic scores had to drop low enough to register as a meaningful discrepancy. Families and educators often described this as a "wait to fail" approach — children weren't identified until they were already significantly behind.

It excluded students with below-average IQs. The model required a roughly average IQ (typically 85 or above) as a baseline. Students who weren't bright enough to show a dramatic discrepancy — but also weren't delayed enough to qualify for Intellectual Disability services — fell through the cracks entirely. These are children who have real learning disabilities but exist in a gap between two eligibility categories.

It wasn't particularly accurate. A discrepancy between IQ and achievement scores doesn't tell us much about why a student is struggling or what kind of support they need.

Enter RTI — And Its Limitations

After 2004, many districts moved toward RTI as their primary method for identifying SLD. The logic made sense: schools were already required to provide high-quality, tiered academic interventions, so why not use a student's response to those interventions as evidence of a disability?

RTI (and its broader cousin, MTSS — Multi-Tiered Systems of Support) works like this: students receive increasingly intensive, evidence-based instruction. If a student fails to make adequate progress despite high-quality intervention at multiple tiers, that lack of response becomes part of the eligibility determination.

One important legal note: schools cannot use the need for more intervention data as a reason to delay an evaluation when a disability is suspected. If there's reason to believe a child has a disability — and a diagnosis like dyslexia is absolutely reason to believe — the district must start the evaluation process within the required timeline. Best practice is to begin testing and collect intervention data simultaneously. When the team reconvenes to make an eligibility decision, they'll have a rich picture from both formal testing and real-world intervention response.

It's also worth noting: children who make solid progress in intervention and can access grade-level instruction in the classroom generally won't qualify for special education. IDEA requires evidence that a child needs supports that general education — including even intensive, individualized Tier 3 interventions — cannot provide.

What Is PSW — The "Third Way"?

Patterns of Strengths and Weaknesses is an approach the federal law explicitly permits. PSW uses cognitive and academic testing to identify a specific profile: some cognitive abilities are average or above, while others are below average, and those weaknesses align with below-average academic skills in a theoretically meaningful way.

Think of it this way: a student with dyslexia might show average visual-spatial reasoning and average working memory, but below-average phonological processing — and that pattern shows up alongside below-average reading scores. The pattern makes sense given what we know about how reading works in the brain.

Different PSW models exist — Concordance-Discordance, XBA (Cross-Battery Assessment), and others — and different states use different models. This means a child who qualifies under one state's PSW framework might not qualify if the family moves. Eligibility can vary not just by state, but sometimes by district or even by the individual school psychologist conducting the evaluation.

How Oregon and Washington Approach SLD

In Oregon, districts have flexibility. They may use RTI/MTSS data to determine SLD eligibility, and they may also layer PSW testing on top of that. Both approaches are recognized.

In Washington, the story is messier. The state's special education regulations haven't been updated in a long time, and for years, individual districts — and even individual school psychologists — chose their own approach. Some stuck with severe discrepancy, some used RTI, some combined RTI with PSW, and some used PSW models of their own choosing with no statewide guidance.

That is now changing. Washington has committed to moving away from the severe discrepancy model entirely. By the 2028–29 school year, Washington school districts will no longer use severe discrepancy to determine SLD eligibility. Instead, the state is moving toward an approach grounded in instructional and intervention data, RTI — a shift intended to identify students earlier, reduce inequities, and better serve students of color and multilingual learners. School districts will be allowed to do additional testing to suss out cognitive and academic strengths and weaknesses, but PSW will not be a part of the criteria for SLD eligibility.

The Controversy Around PSW

Within the field, PSW is not without its critics. Researcher Ryan McGill and others have raised important concerns:

• Subtest scores are less reliable than composite scores. When we pull apart cognitive batteries to look at individual subtests or narrow ability clusters, we're working with scores that have more measurement error. Building eligibility decisions on those scores is statistically shaky.

• PSW can still exclude students with lower IQs. Some state PSW models require an overall IQ at or above 85 or 90. In practice, this reinstates a version of the old discrepancy model — just dressed up in different language.

• Test bias is a serious equity concern. Cognitive and achievement tests can reflect cultural and linguistic backgrounds in ways that disadvantage multilingual learners, students from lower-income families, and students of color. Using PSW with these populations risks misidentifying — or failing to identify — students based on test performance that reflects their life experience more than their neurological profile.

These aren't reasons to dismiss PSW entirely, but they are reasons to use it carefully and critically.

Clinical Diagnoses vs. School Eligibility: Not the Same Thing

One more important distinction: a clinical diagnosis of a learning disability — from a private psychologist, neuropsychologist, or other licensed clinician — is not the same as a school eligibility determination, and vice versa.

When clinicians evaluate for reading, writing, or math disorders outside of school, they follow the *Diagnostic and Statistical Manual of Mental Disorders* (DSM-5). The DSM defines Specific Learning Disorder based on academic skills that are substantially below what's expected given a person's age, schooling, and intelligence — assessed with individually administered, standardized tests. A diagnosis requires that the difficulties have persisted despite targeted intervention (that’s RTI!) and that they aren't better explained by other factors. In practice, this framework most closely resembles the traditional discrepancy model: it looks for a meaningful gap between cognitive ability and academic performance. The clinical diagnosis can be powerful and validating for families, and it can inform school planning, but it does not automatically confer eligibility for special education services. Schools make their own eligibility determinations using their state's criteria and methodology.

What Parents Can Do

Knowledge is power in this process. Here's where to start:

• Ask upfront what method the district uses. At the very beginning of the evaluation process, ask the school psychologist: What methodology does this district use to identify SLD? Request that they share the district's handbook or written guidance on SLD evaluations. The answer will shape everything that follows.

• Know that a diagnosis is a reason to evaluate — not to wait. If your child has been diagnosed with dyslexia, dysgraphia, or a similar learning disability by a clinician outside of school, that diagnosis is grounds to suspect a disability and request an evaluation. The school cannot tell you they need to run more rounds of intervention before they evaluate. The evaluation and the intervention data collection can — and should — happen at the same time.

• Understand what "progress" means in this context. If your child is making strong gains in intervention and accessing grade-level work, they likely won't qualify for special education — even if they have a diagnosis. Special education is reserved for students whose needs cannot be met within the general education system, including its intervention tiers.

A Final Word

I've been a school psychologist for a long time. I know what teams are required to do, how long evaluations should take, and when pushing harder for an evaluation is the right call. The system is complicated, and the rules vary in ways that aren't always fair or consistent — but understanding how it works puts you in a much stronger position to advocate for your child.

The more you know, the better. I'm here to help you navigate it. Contact me HERE.

Supporting Neurodivergent Parents: Advocacy That Honors the Whole Family

When people think about educational advocacy, they often picture support focused solely on the child. In my work as a special education advocate, I know that effective advocacy means supporting the whole family, including parents who are themselves neurodivergent.

Learning disabilities such as dyslexia, ADHD, and other neurodevelopmental differences have a genetic component. That means when you work with children with disabilities, you are very often also working with parents who have learning differences of their own. This is not a deficit. It is simply a reality that schools and systems rarely acknowledge, and one that profoundly shapes how families experience the special education process.

My role is to bridge that gap. Here’s my approach:

Making the Invisible Visible: Clear, Explicit Information

School systems are full of unspoken rules, assumed knowledge, and processes that are rarely explained clearly. Acronyms fly. Timelines are implied. Decisions are framed as “just how it works.”

For neurodivergent parents, this can be overwhelming and alienating.

One of the core ways I support parents is by providing clear, explicit explanations of school processes, especially where schools tend to leave things unsaid or unexplained. I break down:

• What the process actually is

• What decisions are being made and by whom

• What options exist, even if they were not offered out loud

• What the next steps are, in concrete terms

This clarity boosts parent understanding, reduces anxiety, and allows parents to more fully and confidently advocate for their child’s needs. When parents understand the system, they are better able to participate as equal members of the team.

Preparing in Advance: Reducing Cognitive Load in Meetings

School meetings are cognitively demanding for any parent. For parents with attention, language processing, or executive functioning differences, they can be especially hard.

In a single meeting, parents are often expected to process auditory information about their child, which is emotionally loaded, understand educational jargon and fast-moving discussion, track both spoken and unspoken implications of what is being said, hold multiple follow-up steps in mind, and contribute their own expertise about their child, all in real time and with multiple school staff present.

That is a lot of multitasking.

This is why I spend significant time consulting one-on-one with parents before meetings. Together, we:

• Identify concerns across all areas

• Prioritize what matters most right now

• Anticipate what the team may say or ask

• Clarify what outcomes the parent wants from the meeting

By the time we walk into the meeting, the parent is not starting from a place of cognitive overload. They are prepared, grounded, and supported.

Acting as another “Frontal Lobe” During Meetings

During meetings, I often think of my role as serving as an external frontal lobe, the part of the brain that manages planning and decision-making.

I have the agenda that the parent and I developed in front of me the entire time. I track what has been discussed, what still needs to be addressed, and whether commitments are being made clearly and concretely.

This allows the parent to focus on what only they can bring to the table: deep knowledge of their child. They do not have to simultaneously manage the structure of the meeting, remember every item, or redirect the team. That is my job.

Follow-Through and Accountability: Keeping Things Moving

Many parents tell me a similar story. “A school process started, and then it just kind of stopped.”

Sometimes that is because schools did not follow through. Other times, it is because the sheer amount of coordination required became too much. Managing communication between a doctor’s office, school administrators, general education teachers, therapists, and outside providers is a lot of demand on executive functions. Parents can find their capacity overloaded by busy lives and chronic stress.

As an advocate, I maintain a specific to-do list for each family case. It is my responsibility to:

• Track agreed-upon next steps

• Follow up when timelines slip

• Re-engage the team when something stalls

• Keep momentum moving toward a just-right plan for the child

This accountability reduces the burden on parents and ensures that important processes do not fall off the radar.

Advocacy That Respects Neurodiversity

Supporting neurodivergent parents is not about fixing how they show up. It is about designing support that works with their brains, not against them.

When parents are supported with clarity, preparation, structure, and follow-through, they are empowered rather than overwhelmed. And when parents are empowered, children benefit.

That is what meaningful educational advocacy looks like.

If this resonates with you, I invite you to reach out, ask questions, or learn more about what advocacy support can look like for your family. You do not have to navigate this alone. Contact me HERE.

Elevating Parent Voice: Supporting an Elementary Student with Nonverbal Learning Disability

Some learning disabilities are widely recognized. Others, like Nonverbal Learning Disability (NVLD), are far less understood. Even so, they can have a significant impact on a child’s school experience. This is the story of how thoughtful collaboration and intentional planning, guided by a special education advocate, helped an elementary school student with NVLD finally receive the support she needed to thrive.

Understanding the Child Beyond the Label

When I first began working with this family, their child was a bright, curious elementary student with clear strengths in the classroom. However, those strengths were not fully reflected in her IEP. Like many students with NVLD, she struggled with areas such as math, visual-spatial processing, and applying concepts in the classroom, even when she understood the material verbally.

As a special education advocate, one of my first goals was to help the school team see the whole child. That meant supporting her mom, Amy, in clearly communicating not just concerns, but also her daughter’s strengths, interests, and learning profile. We worked together to ensure that parent input wasn’t an afterthought, it became a meaningful part of the IEP itself.

Bridging the Gap Between the IEP and the Classroom

During our first school year working together, I attended an IEP team meeting in my role as parent advocate after it became clear that services written into the IEP were not being fully implemented in the classroom. Amy had been requesting additional math support for months, but those requests were repeatedly deprioritized and, effectively, unheard.

During the meeting, we carefully reviewed the IEP line by line. That’s when the team realized something important: in-class math support was clearly spelled out in the IEP, but it wasn’t actually happening.

To the team’s credit, they responded openly and collaboratively. Once the gap was identified, services were adjusted to match what the IEP required and what the student needed. With consistent in-class math support in place, the child’s confidence and performance improved noticeably.

Adding Clinical Insight to Educational Planning

Another key step was helping the team incorporate clinical recommendations into the IEP in a practical, school-based way. This child had been evaluated by a well-regarded neuropsychologist in the community. Too often, outside evaluations sit on the sidelines instead of shaping instruction. We walked through the clinical recommendations line by line and considered what needed to be implemented at school, and how. By translating those recommendations into actionable supports and goals, we ensured they meaningfully informed her educational program.

Planning Ahead: Transitions Matter

In the following school year, our focus shifted to prevention rather than reaction. I worked with Amy to communicate proactively with the new general education teacher before the school year began. I use a transition playbook designed to:

• Introduce the child and family to new team members

• Share strengths, interests, and successful strategies

• Flag potential challenges early

• Set the tone for collaboration from day one

A cornerstone of this approach is holding October check-in meetings with the IEP team, early enough to make adjustments before small issues become big problems.

An October Check-In That Made a Difference

At the October check-in meeting, the team came prepared with a draft IEP revision, which included proposed reading goals. Instead of simply accepting or rejecting those goals, we workshopped them together in real time.

We focused on making sure the goals:

• Included clear baseline data

• Were measurable and meaningful

• Reflected ambitious, but appropriate, expectations for her reading growth

By the end of the meeting, everyone felt aligned. The revised goals were stronger, clearer, and better matched to this child’s needs.

Centering Parent Voice

Throughout this process, my guiding principle remained the same: elevate parent voice. When parents feel confident, informed, and supported, they can participate as true partners in the IEP process. This family left each meeting feeling heard, respected, and optimistic about their child’s path forward.

As her mom shared afterward:

“Just getting a minute to sit down and thank you for your expert help at [my child]’s IEP meeting yesterday. I thought it went really well, it was great to see the collaboration re: goal setting. I wanted to let you know how much I value your opinion and your shoulder support. I feel so confident being able to defer to you. I enjoyed watching the way you critically think about the goals and help shape them with the team.”

Moving Forward

This student is now receiving more consistent, well-aligned support, and just as importantly, Amy feels empowered and confident navigating the process. That combination makes all the difference.

For families of children with lesser-known learning disabilities like NVLD, advocacy isn’t about being adversarial. It’s about clarity, collaboration, and making sure the plan on paper becomes support in practice.

Need support navigating your child’s IEP? Partnering with a special education advocate means you don’t have to do this alone. Reach out here.

Meet Your Portland Advocates: Helping Families Through Change

By Theresa Jahangir, Paulette Selman and Katie Jackson

There have been significant shifts in the disability landscape over the past few months, both here in Portland and across the nation. With prominent parent attorney Diane Wiscarson’s retirement, many in our community are feeling uncertainty about where families will turn for educational advocacy support. And now, with the recent layoffs in the Department of Education impacting the administration of services for students with disabilities, it’s understandable that families are left wondering what the future holds.

I’m collaborating with two other advocates in Portland to reassure you: there is still a strong network of highly trained, independent advocates ready to support your family. While we are not legal advocates and do not replace the role of an attorney, our work often helps families make meaningful progress with school districts through collaboration and relationship building, often reducing the need for legal intervention in IEP and 504 meetings.

Each of us brings unique expertise, experience, and a personal approach to advocacy that may meet your family’s needs in different ways. I’m excited to amplify messages from each of us below and share how we can be of service during this time of transition and change.

Meet Theresa Jahangir

After 18 years as a school counselor, most recently in alternative education, moving into full-time educational advocacy felt like a natural next step. I now support Portland-area families as an educational advocate, helping children find their place at school: a place where they feel safe, seen, and supported.

I know the educational system inside and out, but I also know what it’s like to be on the other side of the table. As the parent of a child with medical and developmental disabilities, I understand how complex and emotional this process can be. As part of an LGBTQ family, I also recognize how vital safety and trust are when working with schools. You can feel safe with me. There’s no story that would surprise me, and no judgment in how I support you.

The IEP and 504 process can be overwhelming, full of acronyms, meetings, and legal language that leave parents feeling unheard. My role is to help families make sense of that complexity, understand their rights, and approach advocacy with confidence and clarity. Together, we move from “crisis mode” to steady collaboration, developing strong, respectful relationships with educators and teams.

My approach is grounded in neuroaffirming advocacy: I center the needs of the child and ensure they feel affirmed, supported, and accommodated at school. Whether transitioning from preschool to kindergarten or navigating high school, I help families think creatively to find solutions that help students thrive.

You can find me here to book your first free 20 minute consultation.

Meet Paulette Selman

As a special education advocate, I help families navigate the school system so their children can get the support they need to succeed. My background as a school psychologist gives me a unique lens. I understand how schools operate, how eligibility decisions are made, and what effective, data based supports look like in practice.

During my years in schools, I conducted psychoeducational evaluations, developed behavior plans, and collaborated closely with teachers, specialists, and administrators. This experience helps me guide families through the evaluation process, interpret assessment results, and identify services or accommodations that best meet their child’s needs.

I’m especially passionate about helping families make progress when school teams feel stuck. I help keep discussions grounded in both the legal requirements and the spirit of collaboration, ensuring that every decision is based on data and centered on the student’s unique needs.

My approach is calm, informed, and collaborative. I provide direct support in meetings, helping parents feel confident and ensuring teams design interventions that are effective and realistic to implement. Having worked in both Oregon and Washington, I understand the nuances of each state’s special education systems and can guide families through their specific processes and timelines.

Reach out here to schedule our first session. 

Meet Katie Jackson

Hi, I’m Katie! I hold a Master of Science in Education from Portland State University with specializations in both Special and General Education. Over the past 18 years, I’ve served students with disabilities as a Special Education Teacher, Inclusion Specialist, and Autism Consultant. I’m also a parent to a child with complex medical needs, which gives me a deep understanding of what families experience in the special education process.

Before becoming an advocate, I worked across preschool through high school settings, developing and implementing IEPs and supporting students with a wide range of needs including learning disabilities, ADHD, Autism, and emotional and behavioral challenges. That firsthand experience helps me guide families through the complexities of special education with empathy and insight.

Today, I work with families in Oregon and Washington through my private practice, Northwest Neurodevelopment Center, which offers advocacy services as well as educational supports like tutoring, executive functioning coaching, and social skills groups. My approach is collaborative and child centered, helping families understand their rights, prepare for meetings, and build productive relationships with schools.

I believe every child deserves to feel supported and every family deserves to feel confident navigating the system. I’m honored to walk beside families through that journey.

You can contact my office here to schedule a free 30 min initial consultation or learn how to start working together.

Finding the Right Advocate for Your Family

Families in Oregon continue to have access to independent advocates dedicated to supporting students with IEPs and 504 plans. While each of us runs our own practice, we share the same goal: ensuring every child gets the support they need to thrive at school.

The right advocate is the one who feels like the best fit for your family. We encourage you to reach out, ask questions, and find someone whose style and approach match your needs.

We’re here to help your child feel seen, affirmed, and supported at school.

Get in touch with us:

• Theresa Jahangir — info@theresajahangirparentadvocate.com

• Paulette Selman — paulette@pauletteselman.com

• Katie Jackson — katie.jackson@nwndc.com

Legal Lessons for Families: Takeaways from This Year’s Special Ed Law Conference

One of my favorite annual conferences just wrapped up, the Pacific Northwest Institute on Special Education and the Law. This meeting brings together school special education teams, administrators, attorneys, parents, and advocates like me for updates on best practices for legally defensible plans and procedures, recent court decisions about special ed issues, and how to best serve students while complying with state and federal mandates. There are always some really juicy legal cases to hear about (the high schooler who graduated without learning to read because he used his accommodations plus AI to “read” and “write” all his schoolwork!) and opportunities to network with folks in this field. Here are my highlights, takeaways, and actions we can take today.

Highlights

• The panel discussion between two attorneys—one representing school districts and one representing parents—offered an eye-opening view into how these two differing perspectives would approach hypothetical student situations. From school refusal to dyslexia to autism, the go-to first steps from a school district's point of view were usually very different from the parent attorney.

• The talk on dyslexia eligibility, goals, and services framed our current evolution on dyslexia-based supports as similar to the conversations we were having about autism 20 years ago (I was in these conversations as a brand new school psychologist). At that time, parents were pushing schools to address their concerns, schools were often unprepared to help students, and families didn’t have access to community supports covered by medical insurance. Sound familiar? Just like with autism, schools will get better at serving dyslexic students as we keep pushing them forward.

• The session on Child Find, the part of special education law that requires schools to identify and evaluate any child suspected of having a disability, reaffirmed that the bar for triggering a school evaluation is very low. There are many possible reasons to suspect a disability: a parent raising concerns about ADHD or dyslexia, a teacher noticing persistent learning challenges, or the presentation of a clinical diagnosis. Any of these can and should prompt the school to act. We don’t need a “mountain of evidence” just to start the evaluation process.
  

My Big Takeaways About Child Find

• Child Find in action: There are many situations that should trigger a suspicion of a disability. Decisions about whether to evaluate should not depend on questions like, “What services would they get if they qualified?” or “Would your high schooler really want to miss an elective for an IEP class?” That’s putting the cart before the horse. The only question that matters at this stage: Do we suspect a disability? If yes, then evaluate.

• RTI and MTSS: Response to Intervention (RTI) and Multi-Tiered Systems of Support (MTSS) are valuable frameworks for supporting all learners. However, the need for additional interventions or data collection cannot delay an evaluation for a student suspected of having a disability. The right approach: run interventions alongside the evaluation process (within 60 school days in Oregon, 35 in Washington). This approach has the benefit of supplying additional data for the team which can help answer the eligibility question.

• Beyond academics: Academic performance is only one piece of the puzzle. Behavior, adaptive skills, social-emotional functioning, and mental health needs can all warrant evaluation. Grades alone don’t tell the full story—a student earning all A’s can still be eligible for special education services. Excessive absences can also trigger suspicion, often pointing to underlying challenges with mental health or self-regulation.

• Mental health hospitalizations: If your child is hospitalized for mental health reasons, that event itself should prompt school action under Child Find. The school should seek to understand the diagnosis and discharge recommendations—and ideally, begin coordinating with the family before the student returns. Parents, share what you can with the school, and request a team meeting to discuss whether an evaluation is appropriate.
  

Actions You Can Take Now

• Request a team meeting: If you have concerns about your child’s progress and there’s no solid plan in place, submit a written request for a team meeting and explicitly state that you are referring your child for a special education evaluation. This starts the official timeline for a meeting and decision.

• Document your concerns: Prepare a clear list of your observations — academic, behavioral, social, emotional, fine motor, communication, and more — and note that you’re aware of the district’s obligations under Child Find.

• Remember: You’re the expert on your child. It can feel intimidating to sit across from a table of educators, especially when you’re the only parent voice in the room. Bring a notetaker or support person to help keep the conversation focused and productive.

Need guidance? I’m here to help. Reach out anytime if you want support navigating your next steps.

October Check-Ins: The Simple Step That Can Change Your Child’s School Year

Every fall, most parents start to wonder how things are going at school. With that feeling comes a swirl of questions: Is my child getting the support they need? Are we on track? That’s why I encourage the families I work with to request an October check-in meeting with their child’s school team—whether that’s the IEP team, 504 team, or general education intervention providers.

Why October?

• Teachers know your child now. By this point, new teachers have had time to get to know your child and can share meaningful feedback.

• Your child is in the groove. Routines are established, making it easier to identify what’s working and what might need problem-solving.

• It’s early enough to course-correct. Fall conferences usually happen in late November, which is too far into the year to address early concerns. An October meeting gives the team a chance to fix issues before they snowball.

Tips for Middle & High School Students

If your child is in middle or high school, try to include as many general education teachers as possible. It may not be feasible to get them all in one room, so prioritize teachers in the subjects tied to your child’s academic goals—for example, the math teacher if your child has math goals.

What to Cover at the Meeting

• Hear from general education teachers about how your child is doing in class.

• Review accommodations and make sure everyone knows how to implement them. This is a great chance to brainstorm solutions for tricky accommodations (like finding a break space outside the classroom).

• Confirm when and where services are being delivered—whether it’s specially designed instruction on the IEP or intervention groups.

• Clarify school-to-home communication plans. Decide whether a daily or weekly report is needed, and establish clear pathways for parents to raise concerns.

Outcomes You Can Expect

• Stronger relationships: The team gets to know your family early, and you get to know them.

• Increased collaboration: Families show they’re engaged and invested in the plan, which helps build trust and collaboration across the table.

• Prevention: Problems are identified and addressed before they escalate.

• A holistic view: Staff gets to know your child in new ways, which in the whirlwind of back-to-school may not have happened yet.

How I Can Help

As a parent advocate, I support families through the transition from one school year to the next. Staff may change from spring to fall, but parents remain consistent—and so do I. I bring forward the history of what’s worked, what’s been tried, and what needs improvement, helping to connect strategies across school years and schools. I meet with families to develop our list of priorities before the meeting and email the team our discussion topics, take notes during the meeting, and send a follow-up email to the team to document our agreements, any next steps, and support accountability.

Proactive planning is always easier than repairing problems after they’ve started.

Need help setting up or navigating an October check-in? Ask me—I’m here to support you. Let’s set up a call. 

Is Your Child’s IEP Working? Schedule an IEP Check-Up Today

Does Your Child’s IEP Really Meet Their Needs?

If you’re a parent of a child with disabilities, you probably know the IEP (Individualized Education Program) is supposed to be the roadmap for their education. But unfortunately, sometimes that roadmap gets outdated, confusing, or just doesn’t seem to help your child the way it should.

That’s why I offer an IEP Check-Up. Think of it like a check-up at the doctor’s office, but for your child’s education plan.

What Happens in an IEP Check-Up?

I take a close look at your child’s current IEP with a trained eye (I’ve worked inside school systems and know what to look for). I’ll check things like:

• Are all areas of concern accounted for in goals and accommodations?

• Do the goals make sense for where your child is right now?

• Are accommodations clear enough for teachers to actually use them?

• Is anything important missing that could make your child’s school life easier?

Why Parents Find It Helpful

So many families tell me they know something isn’t quite right with the IEP, but they’re not sure what to do about it. An IEP Check-Up gives you:

• A simple explanation of what’s working and what isn’t

• A list of changes you can ask for at your next meeting

• More confidence when talking with your child’s school team

When It’s a Good Time for a Check-Up

• Right at the start of the school year, so things kick off on the right foot

• If your child isn’t making progress (or is even slipping backwards)

• If you’re feeling uneasy but can’t quite put your finger on why

Let’s Make Sure Your Child’s IEP Works for Them

Your child deserves an IEP that truly supports their growth and makes school a better place to be. An IEP Check-Up is a simple, stress-reducing way to get clarity and a plan.

Need help? Ask me.

👉 Schedule your IEP Check-Up here

Why You Want a School Psychologist as Your Advocate

Why You Want a School Psychologist as Your Advocate

When your child needs support in school—whether it’s academic help, behavior strategies, or accommodations—you want someone in your corner who not only understands the system but has worked inside it. That’s exactly what you get when your advocate is a school psychologist.

Here’s why.

1. I know evaluations inside and out.

For 16 years, I’ve been doing special education evaluations: deciding who’s eligible, knowing what to test, which tools to use, and—most importantly—how to interpret the results. I can see past the numbers and understand what they actually mean for your child’s education.

2. I understand general education interventions.

Before a child is ever referred for special education, schools are supposed to try targeted supports. I know how progress should be tracked—both academically and behaviorally—what data should be collected, and how to tell if it’s working. And I know when it’s time to stop waiting and start an evaluation.

3. I’ve built behavior support from the ground up.

I’ve designed and implemented classroom behavior plans, run social skills groups, taught executive functioning strategies, provided counseling, set up check-in/check-out systems, and created sensory supports. I also know the tipping point—when informal supports aren’t enough and an evaluation is the next step.

4. I can navigate 504 plans with precision.

I’ve done 504 evaluations, written accommodation plans, and translated clinical diagnoses into school-based supports that actually make a difference. I understand the bridge between medical recommendations and what the school can—and must—provide.

5. I know the law and how to apply it.

From grad school training to 16 years of ongoing legal updates, I’m fluent as a user of both special education and 504 law. I know what best practice looks like and how to align services with both the letter and the spirit of the law.

6. I’ve sat at every table in the school system.

I’ve led teams, collaborated with special education teachers, occupational therapists, speech-language pathologists, and counselors. I’ve worked closely with principals and district-level special education directors. I know who is responsible for what, and where the system tends to fall short.

I know what school staff know.
I also know what they probably haven’t told you.

That’s the kind of insider knowledge that can make all the difference for your child.

Need help? Ask me.

A Helpful Tool for Parents of Kids with Disabilities: The Explaining Brains Handout Generator

For a parent of a child with disabilities, clear communication with teachers, school staff and therapists is key. The Explaining Brains Handout Generator is a new online tool that helps you create personalized handouts to share important information about your child’s needs.

What is the Explaining Brains Handout Generator?

This free tool allows you to create customized handouts with details about your child’s learning profile, diagnosis, and educational needs. It helps you organize information in a clear, professional format that can be shared with anyone on your child’s team.

Why Should Parents Use It?

1. Improved Communication: Clearly communicate your child’s needs with professionals.

2. Customizable: Tailor handouts to your child’s unique needs including autism, ADHD, dyslexia, etc.

3. Reduce Stress: Have a clear document for meetings and appointments. This is a great way to draft a one-page “About Me” handout for teachers in the fall!

4. Easy to Use: The tool is free, simple to access, and doesn’t require tech expertise.

How to Use It

Simply visit the website, fill in your child’s information, and generate a personalized handout. No personally identifiable information is shared and it's a valuable resource to ensure that everyone involved in your child's care is on the same page.

ExplainingBrains.com also has a ton of other useful resources including books for explaining a diagnosis to kids of different ages, all by Liz Angoff, a licensed educational psychologist. Love this stuff!

Oregon: find out if your district teaches based on the Science of Reading

Does your student have dyslexia or have trouble reading? It's really important to understand how they're being taught to read. Schools can use reading programs that are based on neuroscience about how humans learn to read (aka the Science of Reading) or they can use programs that are not based on brain research (whole language, three-cueing, guessing based on pictures) and that do not produce skilled readers. If your child has been exposed to unscientific programs, that may be part of the problem.

The state of Oregon allows schools to pick their reading program from an approved list, or to pick something else entirely. The approved list is almost entirely Science of Reading based.

This new tool shows you whether the core reading program is on the approved list - under Adoption Type it will say “State Board of Education” - or whether it is not on the list (“Independent”).

It also lists supplementary programs and assessments used in the district, which will be listed as “N/A” under Adoption Type. Some of these supplementary programs will be based on outdated methods, and here are some key terms to help identify them:

• Units of Study

• Fountas & Pinnell

• Leveled Literacy Intervention (LLI)

• Heinemann

Look up your district and ask your school team about your child’s reading intervention program. As a parent you can push to make sure your child is receiving quality instruction.

LINK TO THE TOOL

Learn about this topic and the controversy surrounding outdated methods in this excellent podcast, Sold A Story.

Need help? Ask me!

Discounted Services

Hello Families,

In order to reduce administrative time and better serve families, I am now offering a package of 6 pre-paid service hours at a 10% discount.

For existing client families, please click below to request a payment link. The package will be applied to services that occur after the purchase date. Services that have already taken place but have not been billed will be billed at the existing rate of $140/hour. Additional packages may be purchased when needed.

For new client families, we will begin with an Initial Consultation so please schedule that session first by clicking below.

Parents: Participate in paid research on child behavior

Seeking caregivers of children aged 2 to 18 to complete a survey about the child’s thoughts, feelings, and behaviors following exposure to a traumatic event. Trauma exposure is not necessary to participate.
Children ages 7 to 18 are also welcome to participate.

Compensation is available.

$20 for parent participation, $20 for child participation

Click below to schedule a screening call to see if you qualify.

Big News for Washington Families (SB 5883)

Understanding Washington’s New Law: Shifting the Burden of Proof in Special Education Due Process Hearings

Navigating the complexities of special education can be challenging for both parents and educators. Recently, Washington State implemented a significant change in the legal landscape concerning special education due process hearings. This change involves shifting of the burden of proof, a development that all families involved in special education should know about.

The New Law, SB 5883:

In Washington State, the burden of proof in special education due process hearings has traditionally rested on the party challenging the educational program proposed by the school district, i.e the parents. However, under the new law, Senate Bill 5883, the burden of proof is shifted. Now, the burden lies with the school district to demonstrate that its proposed individualized education program (IEP) is appropriate for the student.

Implications for Parents:

Previously, parents often found themselves in the position of proving why a proposed IEP was inadequate or why their child required alternative or additional services. This could be an expensive, intimidating, and emotionally exhausting process, especially for parents already navigating the complexities of raising a child with special needs.

Now, with the burden of proof placed on the school district, parents will start from a more advantageous position during due process hearings. Rather than needing to prove why the IEP was inadequate, parents can focus on presenting evidence to support their concerns while the district must prove the IEP was appropriate.

By placing the onus on school districts to justify their proposed educational plans, the law aims to create a more equitable and transparent process for resolving disputes between parents and schools.

What other states put the burden of proof on districts?

Washington joins six other states that have specifically put the burden of proof on the school district. In Oregon and Idaho the burden of proof remains on the parents.

The other states are:

• Connecticut

• Delaware

• New Hampshire

• New Jersey

• New York

• West Virginia

Tips for Parents:

1. Stay Informed: Familiarize yourself with the specifics of the new law and how it impacts special education due process hearings in Washington.

2. Seek Support: Don't hesitate to reach out to an advocate, support group, or attorney specializing in special education law for guidance and assistance.

3. Document Everything: Keep thorough records of your child's educational journey, including assessments, IEP meetings, communications with school staff, and any concerns or observations you have regarding your child's progress. Remember, if it’s not documented, it didn’t happen.

4. Advocate Effectively: Be prepared to articulate your child's needs, present evidence supporting your concerns, and collaborate with the school district to develop an appropriate and effective IEP.

5. Stay Engaged: Stay actively involved in your child's education, participate in IEP meetings, and monitor their progress to ensure that their needs are being met.

Need help? Ask me.

IEP services during a strike

Portland Public Schools Families,

I wanted to share some information regarding the current school closure and impact on special education services.

When schools are closed due to labor action, the district remains responsible for the special education services outlined on your child's IEP. This means that your child will be owed services once schools reopen. I recommend that you calculate the amount of special education time that your student misses during this closure.

Calculating Missed Services

Their special education service time is found in Section K of the IEP: Service Summary. No matter the provider or anticipated location, all the minutes in Section K are special ed services. This includes both Specially Designed Instruction and Related Services (often OT, PT, etc).

Total their number of minutes per week, and divide by 5 to calculate their number of minutes per day. Multiply by the number of days this closure lasts for, and you will have the number of minutes/hours that they are owed in compensatory education.

Accessing Services That Are Owed

PPS will likely balk when we request compensatory education for missed services, but they are responsible nonetheless. Compensatory education might look like reimbursement for private tutoring, offering Extended School Year services, or Recovery Services.

Parent Advocacy

You as parents have an opportunity to advocate for your student and all students with disabilities in this situation. Suggested steps include emailing Special Education Director Michele Murer (mmurer1@pps.net) and Superintendent Guadalupe Guerrero (gguerrero@pps.net) to notify them you are tracking missed service hours, and/or emailing the school board (contact info here) urging them to end the strike and get Portland students back to class.

Students with disabilities are uniquely harmed by service interruption, and many of your teams have already been impacted by teacher and paraeducator shortages and frequent turnover. It is my hope that this disruption is short and we get teachers and learners back to school quickly.

Need help with any of this? Ask me!

Letter from the feds on whether comp ed is necessary after a strike closure (it’s up to the IEP team)

Introduce your child with a one-page profile

Back to school task alert!

It’s time to introduce your child to a new teacher, case manager, or other team member. Have you made a one-page profile yet?

It should include a recent pic showing their face clearly, strengths, interests, what works and doesn’t work for them at school, and a snapshot of what they’re currently working on (IEP goals or otherwise).

Need help? Ask me.

Dyslexia Empowerment

Hi everyone, today I had a conversation with a family whose teenager is facing challenges related to late-identified dyslexia. They have sought various helpful interventions outside of school, but regrettably, the school has not yet taken action to conduct a special education evaluation, despite noticeable warning signs for the past two years. (Ask me about red flags that indicate a special education evaluation may be necessary.)

I shared information about the Oregon Dyslexia Association Student Empowerment Group with them. This resource was suggested to me by another family who found it beneficial. Check it out!

hello, Washington

Big news: I’m crossing the river and expanding my practice to Washington state families.

I’m a Portlander, and for the last few years as I developed my advocacy and consulting practice, I’ve also maintained a role working in schools as a school psychologist across the Columbia in Washington. I’ve been in Washington schools for the last eight years of my career.

Creating my practice took a while. For several years I daydreamed about my “exit plan” from public service while still working full time. I thought about additional training and degree programs, getting licensed for private practice as a psychologist, or moving into for-profit education companies or tech.

Once I realized I could and should be a parent advocate, the next phase was behind-the-scenes work of launching a business - making a website for the first time ever, figuring out accounting, and networking to get my name out there to Oregon families and clinicians.

Since taking my first client I’ve shrunk my school psych role each year and expanded my advocate role. I was able to do both because I had a hard boundary line - I was a school psychologist in Washington, and worked only with Oregon families as an independent advocate. I’m super lucky to have this natural division, as it would be ethically problematic to have even the possibility of a dual role with a family, for example if they moved or transferred to the district where I was employed.

So for the last few years I’ve lived with half of me being a school-based worker, and half of me working with families to deal with their school-based teams. It’s been super interesting to work with teams that I am not leading, and to see how other folks talk to parents (never call them “Mom” and “Dad,” they did not raise you) and run their meetings (please stick to the agenda). My 16 years of school experience in Illinois, Oregon, and Washington prepared me extremely well to help parents understand what’s going on with school teams and services.

As we come to the close of the 2022-23 school year, it’s clear to me that now is the time. For the last two years I’ve been at full capacity for the number of families I can take while still working part-time in schools. Now I’m saying goodbye to school employment and dedicating myself 100% to working with families. I’ll miss my school teammates but I’m thrilled to give more hours to this work and collaborate with more families in Washington AND Oregon.*

Need help? Ask me :)

*I consult with families all over the country through an employee benefits program, doing advice calls and reviewing documents. Call me no matter where you are!

Tax Credit for IEPs

Do you know about Oregon’s Disabled Child Exemption Credit?

It applies for each depending child with an IEP or IFSP (early intervention plan). It runs at about $200 for income of 100K or less, decreasing as income exceeds 100K.

Ask your tax professional!

LINK

There's still time for COVID recovery services

At your child’s annual IEP review meeting this year, be sure to consider COVID recovery services.

Recovery services are extra special education services provided on top of the planned IEP services, to make up for learning losses due to the pandemic.

Teams are supposed to consider whether there’s a need for recovery services “at each annual review meeting held before the end of the 2022-23 school year” (per Oregon guidance).

Decisions should be data-based, not feelings based or “this is what we’re doing this year.”

Kids can qualify even if the team decided recovery services weren’t needed last year. We’re looking at data from before the pandemic, during, and after.

Here’s a link to the guidance referenced above: Planning for Individualized COVID-19 Recovery Services

Here’s the Washington guidance: Questions and Answers: Provision of Services to Students with Disabilities

Need help? Ask me.

Getting in the door for special education services

The special education evaluation results tell us whether a student meets criteria for one of the special education eligibility categories.

The eligibility “gets you in the door” for special ed services. Once eligible, a child can receive services in any area of need. The eligibility category does not define or restrict which services are available on the IEP (Individualized Education Program, the special ed plan).

Washington state has 14 “doors” into special education.

Oregon has 12 doors.

Federal law specifies 13 doors.

See if you can spot the differences :)

Need help? Ask me.

PDF of the doors graphic