About the Company
Your non-attorney Advocate & Coach
Reinvent yourself or, your conversations
Based in Austin Texas, I am a Special Education Advocate who is also a parent like you.
My life and work in 5 countries has convinced me that change brings creative opportunity; and I am able to approach unknown situations with confidence. Having been a 15 year old Avon Lady, I was never afraid to knock on doors. While I was attempting to sell cosmetics in combat boots, I was learning how to overcome resistance to an interrupting "salesperson."
Specializing in how adults learn was a large part of my Master's degree, and this is why effective learning strategies and results-driven education is all-important to me now. Clients say I don't give up and my powerful questions provide a counter-argument to inappropriate goals proposed by school teams, as well as, individuals who struggle with their inner critic.
Many school districts have welcomed my representation in a meeting because it empowers them - they are inspired to own the solutions to a disagreement with a parent. If your child's team wants to help, they are invested.
I have secured services for clients in more than 22 area school districts, as well as several Charter schools, covering Regions 4, 12 and 13. My advocacy developed from direct involvement in groups that support effective education.
Some areas of expertise:
* Gifted/Twice-Exceptional - High Cognition with an Impairment
* Executive functioning issues- ADHD , Autism, chromosomal disorders
* Learning Disabilities - Dyslexia, Dyscalculia & Dysgraphia
* Behavioral Issues - Bipolar disorder, Anxiety Disorders & Autism
* Physical Disabilities - Auditory, Visual & Orthopedic Impairments
I like to believe that, if a life is an oil-painting, it can be repainted over. My role is to help you reinvent. Nothing is safe. Even in my spare time, I like to tweak and meddle with recipes because why not?
Sample Client Success Stories
A Sophomore with severe behavioral issues elopes from school property and threatens self-harm repeatedly. After I request additional assessment and removal from a behavior unit, the student's transition plan becomes a motivator for developing good coping skills. After a few months, he learns by mentoring younger students. The following year, his mom tells me that it is the first time he has looked forward to going back to school ever.
An eighth grader with ADHD and a 504 plan is disciplined and placed in disciplinary alternative placement (DAEP) without recommendation for an expedited FIE. The district agrees to remove the student from DAEP immediately and subsequently develops an IEP with specific measurable goals for executive functioning deficits.
A fifth grader, eligible under ED is recommended for a behavior unit; I request an FBA and a counseling assessment and the recommendation is retracted.
A 2nd grader receives eligibility under OHI for ADHD. After one year, he is struggling with reading and is being disciplined. After requesting a review of the FIE, he is placed in an intensive Dyslexia program and receives 1:1 tutoring over the summer as ESY.
A Kindergartner is recommended for busing to another district elementary school before an FIE is complete. After ARD meeting participation, the student remains and is accepted into an Autism program early.
A Kindergartner with Cerebral Palsy is determined to be no longer eligible for Special Education without a complete re-evaluation. With the participation of physicians, advocate approved experts, the student receives, among other services, Adapted PE, OT, PT and measurable goals in an IEP.