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. My services have grown to include helping children in the public school system, but also helping their parents at home. Families can become fragmented by the challenges of raising a child with a disability, so I offer parenting training in addition to advocacy.
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. Open-ended questions provide a counter-argument to inappropriate goals proposed by school teams. Effective communication skills enable me to negotiate for services, and teach you how to do the same.
When you work with me to develop behavior management strategies for your child, you are benefiting from 23 years of experience with ADHD children and evidence-based methodologies. Learn what your child needs and address those needs effectively.
Additionally, 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 24 area school districts, as well as several Charter schools, covering Regions 4, 10, 12 and 13 in Texas. My advocacy developed from direct involvement in groups that support effective education.
Some areas of expertise:
* IEP construction
* Goal development
* Transition planning
* Non-attorney Due process legal representation
* Opposite behavior shaping strategies
Get actionable results and apply new skills.
Sample Client Success Stories
A sixth grader who refuses to complete his assignments is motivated by his mother's ADHD coaching communication to persevere with a difficult project.
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.