✔️Do most IEP benefit from the parent advocating for their child?
✔️What should I know about advocating during an IEP meeting?
✔️How can I prepare in advance?

Speaker 1: Ask an autism parent and you can join me live every Thursday at 7:00 PM Eastern live on Facebook. We are also on YouTube and we have a number of podcasts that we do as well. so you can listen to us every Thursday, the learn teeth tips, meet other parents and share your insights. I can't wait to talk about it, but first we have a quick video from our sponsor. The video, this week is actually replaced by the Corona. What is the Corona ebook. If you want a copy of our free ebook, all you have to do is in the group chat section. Now please write the word ebook so that we can get that ebook off to you. This ebook is fun, the little germs are like little monsters and it has places in the back for you to write when they go back to school and what to expect and what's going on so you can actually personalize it for your child.

Speaker 1: So again, type the word ebook in the comments section to receive a coronavirus printable social story. now I want to thank everyone for joining us and I'm so excited we're doing advocacy again this week with Bridget, Bridget. and I'm know I'm going to get this wrong, even though I asked her five times. PI cage. Okay. Where's your cage has a bachelor's degree in both special education and history and a master's degree in special education. She holds two certifications in elementary education, grades one to six and moderate special needs pre-K to nine. She has 22 years of experience and lives in central mass with her husband and two college age children. Well, welcome Bridget. Thank you for joining us. Thanks for having me again. I think the biggest part of today in IEP is so many parents don't realize that they can have an advocate for an IEP. Right. I think that's the thing that people, if there's one thing we could say to them would probably be you can get an IEP or an advocate for an IEP. Right

Speaker 2: Right. And an advocate doesn't necessarily need to be someone who was paid. It can be a friend who comes in. Parents are allowed to have anyone that they feel will support them and that knows their child to come in to the meeting with them. And I think that's really important for parents to know, especially in situations where,

Speaker 1: and I know we have a couple, the children live with the grandparent as well as the parent. The grandparent is a great resource. Don't put them out just because they're not mom or dad. Right. Absolutely. Anyone who

Speaker 2: knows your child and can help you in that meeting and be an advocate but also a support for the, for the parent or the guardian, is really beneficial. You have to know the personality though. Some people are more helpful at meetings than other people. Yup. So do I benefit from parents, from a parent being an advocate for their child during it Well, a parent is always an advocate for a child. It's sort of what we were given when we, you know, gave birth to these kids. they, they certainly do. I think the more information you have, the more empowered you feel and the more you can know that you're an equal part of that team. There's no hierarchy on the team. In fact, if there were a hierarchy on the team, it would float to the parents because they have signing approval. So I think that the more that you advocate and and know what not so much going in as an advocate, but going in knowing your child's strengths and your child's areas of concern.

Speaker 2: And it depends on the, the stage you are. If you are an initially Val, if you're just at the start of this, then that takes a different kind of advocacy than someone who's had four years on an IEP. So you've kind of gone through things, but each stage of growing comes with, you know, a new piece of information that it becomes more important, right And you use that one part in the beginning that I kind of want to get into is signing power. So many people don't understand what that word means, right So you have signing power in that once the IEP is drafted, or is given the proposed IEP is sent to you or your permission to sign. It's important that you look over the IEP and it says what the team meeting said. It would say it provides the services that you've decided as a team.

Speaker 2: then you have this, a couple of pages that will be sent that'll have highlighted and S you know, sticky note tabs on the side sign here and return within 30 days. really take that time in, read through and make sure if they said they were gonna provide, occupational therapy services in a pullout, then that should be on a certain part of the grid. And accidentally maybe they put it in the, on a different part of the grid. some advocates or some parents will immediately say, I reject this IEP cause there's an error and you, you have that power to do it. I would say, I should just abusing that power. So to continue to have a relationship with the team. If I saw an error on an IEP, I would call the team leader or you know, in charge of the meeting and say, you know, there was this error on is did I misunderstand

Speaker 2: Was this really what we decided at the team or was it human error and it was put in the wrong spot and can we get in touch with OT and see if maybe it was and then have it fixed and then send me a new proposal. That's always better than just rejecting. Yup. Or even partial rejecting because it saves your relationship. These are relationships that you'll have if your child has early intervention, you know, then they're in this relationship and still has needs after, you know, at age 22, you're looking at a 19 year relationship. so it's always better to go in with an honest one and not an adversarial one, which I think sometimes we, we do have signing power, but we can't let that power go to our head because we're still a part of a team. And so it's still good to really reach out and talk to the district. Now, what should I know Having said that, having said that, that the school can't start services until they receive a signed IEP either partially signed saying I accept everything except the OT services. You know, if you come and they say no, I think we were right. I think you've misunderstood and you still feel pretty good about your, you know, what you want, signing that IEP is still really important so that your child gets the services right.

Speaker 1: And that is the biggest thing. The quicker they get the IEP done, the quicker your child gets services, which is why so many schools and teachers now use what you referred to earlier, the proposed IEP, they kind of use a generalized form and they input things they know about your child. And it's kind of a, an outline. It does not have to be the IEP, but in many cases,

Speaker 2: well the proposed IEP does have to be the IEP. The proposed IEP is the IEP that they send to you for signature, a draft IEP or the draft, which may say draft on. It would be given to you at the meeting. Some schools do it in, some schools don't. Some States want it, some States don't. So that's why, just the whole world of special education is so different. Border to border. you is the one that school, the proposed IEP is the one that the school district signs in Massachusetts. And so that's the one the school district is saying this is the IEP. A draft IEP isn't signed by anyone. It's just a draft. It's sort of a helpful, format to guide the meeting. And so that you can see concretely, I like to have a draft IEP. I'd like to know what they're saying and where they're saying it on the IEP

Speaker 1: and you'll learn more about your child's seeing the draft. You're seeing where the teacher thinks they are and you're like, well, I don't see that at home. So he is further than I thought or

Speaker 2: right. Because an IEP is also there to celebrate the yeas, you know, into really, you know, and how can we use that Wow, he's good here. Why is he improving here What is the teaching strategy you're using Oh, you use visuals. Oh, they're not doing that in, in this science course or in social studies. Not using as many visuals. Well if they're using it in science and it's working, but they're not using it in social studies, how can we share our resources

Speaker 1: right now I'm just gonna jump to the, comments section real quick cause I've noticed we had a couple. Jamie says what about utilizing the state's parent training and information center They help teach self-advocacy skills and such and often for free, which helps many families who are tight on money.

Speaker 2: Absolutely. So within Massachusetts, and I know Dennis mentioned this, we have the Federation for children with special needs, but the U S department of ed and the office of special education, through the Ida, which is the individual with disabilities act had mandated that each state has to have a federally funded PTI or parent training, information resource center in Massachusetts. It's Federation for children with special needs. There's a, a great resource that I think we can post. I'm not sure if you posted it last week, so you can just go to Georgia and find out where your training center is. for the Federation in Massachusetts, we have a call center. I work the one in Western mass. Now I'm doing it from my, my house was going to say my bedroom because I am, answering calls or taking calls and helping parents and that's a free resource in parents can call as many times as they need.

Speaker 2: we can help link them to an advocate. we try our hardest to link them to a pro bono or to get, you know, maybe a sliding scale. those resorts, what I'm finding now is parents sort of, especially in the middle of it, although my son has, Aspbergers and I didn't find out about these resources until last March and I'm special ed teacher for 22 years. So I don't know what that says about me, but it just wasn't something that in my world people knew about. but now the Federation can guide you towards the department of disability services, which provides so many resources for autism, families with autism. And within that, providing the resources for families with autism, they will provide, they will guide you towards a family resource center, like an arc and they can provide monies for an advocate, but they also provides respite, you know, they provide so many sorts of services that, you know, you just don't know what you don't know.

Speaker 2: And right now with coronavirus, there's so many helpful things being thrown at us that it's just too much and it's all becoming white noise. And so I think for people to go to their state, parent training centers and start there because so many helpful Facebook pages and websites, but start with the people who have the regulations and frankly are in on the meetings. I was in on a zoom meeting with the department of ed and with, and then another one with lawyers. And so we're really kept up to date on that. And then you can call us and we can tell you, you know what, some of the calls we get are hard in, in everyone's life is getting harder these days. But parents just want to know that they're doing the best that they can and they're doing everything they should be doing. So even as we answer these calls and we don't necessarily have the answers for them, we can't say yes exactly because the regulations are changing every day. Right now with this Corona process, it's very helpful for parents to say, okay, at least I know I'm doing everything I can. And that sort of lets people breeze I think. Right But those centers are absolutely worth the money and they're free.

Speaker 1: Now Melinda says, I agree. Take your time and read the IEP before signing. I learned the hard way and had to schedule another IEP to amend it. I have done that. That is a headache that is not worth doing.

Speaker 2: Right. But you can do that. You know, parents can become intimidated. I got this, I have to sign two copies and to send it back and I only have 30 days. You know what Nothing is on fire. Take a breath, read through the pages. It's not information you're used to reading. and that's, I think it becomes important when looking for an advocate that you have someone who knows what they're looking at and can walk you through. This is important. This is kind of important, but this is really the page we want to focus on.

Speaker 1: And Jamie brings that up more further when she says you can ask for a draft prior to the meeting. That way you can see what is being discussed before the meeting. At least.

Speaker 2: you can ask, you can ask for anything. They don't have to necessarily give you what you've asked for. So again, it's that border. It depends on what district you're in, even within the same state.

Speaker 1: So, now we have a mom whose child recently got diagnosed at three years old and she's wondering, how does an IEP work They're going into pre-K. So they are new to everything.

Speaker 2: Yup. Yeah, I remember that. So how does an IEP work So your child has the diagnosis from a doctor and then you would contact the school and share that information and request, further assessment or would that three-year-old request to meet and go over the assessments that you have and within that from that we'll either, we'll either be, yes you have qualified for special education, the this disability is impacting your learning. or a five Oh four plan.

Speaker 4: Oh

Speaker 2: which I mean we're going to get money if we start talking about those two. But those would be the conversations that you would have. But absolutely. Even right now, I know in Massachusetts timelines are still in IEP is still being, you know, call. So we are still having IEP meetings through zoom and schools still have to provide fate. So for the three year old I would get in touch with the school principal, the special ed director.

Speaker 1: Well she was evaluated from a doctor and they were contacted by the school district. five Oh four plan pretty much theirs. I was always told there's two distinctions and IEP is for diagnosis and in five Oh four is four, not necessarily such a strict diagnosis.

Speaker 2: Well you can have, you can have autism, you can have a diagnosis on both. Neither one is prescriptive. Neither one tells you you have a diagnosis. It's just how is that your disability impacting your education. and one carries more regulation weight than the other, but they both carry regulation weight. If a five Oh four isn't followed the you know, there's an Avenue to go about making sure, but that neither one or just diagnosis or descriptive of that.

Speaker 5: Hello.

Speaker 2: So I think because it's three years old, we want to make sure that you're going in and being honest in saying that, you know what, this is the beginning of our beautiful relationship I'm going to have with this school district and you're going to have it with the district because special ed directors can come and go special ed teachers. You're going to go from, school to school and principal to principal, but you're, you know, if you stay in the school, you're going to stay in that district. And so to start the relationship with honesty and say, this is, you know, what can we do, how can I help I think that sort of glides into how to prepare for an IEP meeting. Does that make sense, Jen Yeah. so Dennis talked last week about how we've, created binders for each of our students.

Speaker 2: and we got that through understood.org which is a wonderful website and has incredible resources and it's understood.org and we sort of followed the lens. So you just have a regular binder and I got permission from my son to do this. I like to put information on the cover not just for me but for the people at the table so that we sort of have that reminder of this is not about the IEP pages, it's about the child. in a couple of things you could have your kids draw, think, draw something to put in this sheet. But I think it's important that it's child centered and having a binder kind of grounds everyone into the child centered part. And then in the binder I usually keep a bag that has extra pens cause you go to these IEP meetings and you're frazzled to begin with.

Speaker 2: And so having this binder just kind of helps you get out of your car frankly. and so I'll keep some information in here. These are kind of the cherubs they have a communication tab. So if I get, I, if I get emails that I think are important, I'll print them and put them in here. I would also put a list of all of the teachers in their emails and their phone numbers, how the best to get in touch with them, kind of write something up about that. And then evaluations. what's important about all of these documents is I get a sticky tab and write the date I got. Gotta I got that idea from a wonderful friend at the call center, Chandler and write the date on everything. So it'll look really full and really heavily dated. But you want to be able to open it up.

Speaker 2: If someone at the meeting might say, you know what, I think OT discharged services and you can say, could you tell me what date that was And you can go into your email, you can pick up the date, you can say, Nope. That's not what this report is saying. Or you can say yes, why didn't you know So it really holds everyone accountable. We also have EPS and I keep at least the last three IPS in progress reports and report cards. Work samples can become important behavior behavior plans that are referenced in an IEP but may not necessarily be in the IEP. behaviors. If your child, if you get called to come and get your child a lot of, you know, every day you're going to want to put that in behaviors and kind of document, medical if your child has medical concerns. And then outside services, some of us have ABA come to the house or speech come to the house. Or particularly when you're going from early intervention, that's all in the home to now you're going to have to give up, you know, and give up that trust and give your baby to the school. you want to be able to have that so you can just take it in, in one, in one chunk. Right. But it shouldn't be overwhelmingly full. It should have the last two assessments or two rounds. Does that make sense, Jen Oh yes.

Speaker 1: I'm just going to run through the questions real quick.

Speaker 2: okay. Right. Great.

Speaker 1: just the note to Bridget, you are awesome from Becky.

Speaker 2: Oh Becky.

Speaker 1: And just to address something that I saw earlier in mist, Riley. Hello. I love you too. Be good for mom. We're trying to think of ways with this whole world being a mess. She's really stressed about being physically apart from us even being a room away. So we gave her an old phone with, Facebook

Speaker 2: messenger. Yup. And great.

Speaker 1: Now she's on Facebook, but everyone's like, do you mind Do you mind I'm like, I completely control everyone she's friends with too. It's her grandparents or aunts and uncles, mum and dad and her friends, right

Speaker 2: It's teaching socialization and she's sitting there and she's going, mom, some of them was really upset about this and I'm like, yes, that's an emotion we don't understand. Let's go through this. So I've the most unconventional teaching tool ever. It's fabulous. That is fabulous.

Speaker 1: So yes, I'm using Facebook as a teaching tool folks. Desperate. Hey, I think that's wonderful. Good you. We all think outside the box. We do and in this time, I mean it's not the time to be perfect and have everything sitting there. It's just not the time we're working from home. We're still raising our families. We're still having to cook and clean every day and then add onto it. We have our

Speaker 2: children every day, every day in Bridget, like yours are older, but it's still, my 16 year old is still every five minutes. Are you in the kitchen again Right Minor taking classes. My son was studying abroad in Ireland up until March 12th when we had to scurry him home. So now he's studying abroad in Ireland with a different time. So there's a five hour difference and they do military time. I'm completely confused. And I did, I didn't pay attention to the Lake

Speaker 1: just time. I go to bed between 12 and two. So I, I completely get it. I can probably do a course in a different country right now.

Speaker 2: do you want me to talk a little bit about during an IEP meeting

Speaker 1: Sure. I'm just trying to get to this that I

Speaker 2: if we're going to collect all of these questions right and then have a time on maybe the fourth week. Well these will,

Speaker 1: yes, I'll explain that later. But I want to address Rachel Peterson. I know Angela, you had a question before, but Rachel, sadly, I'm unable to watch the live right now. I have been through my own IEP, so I know a little bit with my son. We have been having issues as last school did not offer in school services and academically he does not have many needs so they wouldn't do an IEP. But we just moved to from Virginia to Illinois. He started his new school about two weeks before everything started. And his intake IEP meeting was set for a week after the schools here close. So that is not happening now. And he of course can't give him services because they cannot complete the IEP without being able to do the testing needed. I don't know how to advocate for him during these changing times. Can we address that a little bit Bridgette

Speaker 2: Yeah. So did he have, did she say that he had an IEP in Virginia

Speaker 1: No, he was not. He did not qualify in Virginia. Okay. cause he doesn't have so many academic needs.

Speaker 2: You could still ask that the IEP M meeting take place assessment is another thing. but part of the assessments, particularly if it's not an academic, you could do the behavior rating scales without, you can, it's going to be tricky. But parents could do a behavior rating scale, either the basket or the Connors or both, with their pediatrician or with and with the school system. and you could possibly, if you're still in contact with Virginia, maybe have the sending teacher also because at least you have someone who has an experience with him and then you have those documents to go off of and they most likely have assessments from Virginia. So you could have a, assessment review meeting to see if the, the assessment, if the Sten soon enough, if it was the assessments aren't too old that the school needs to consider, which is sort of a key word.

Speaker 2: They don't have to follow what any other assessment has done besides their own. But at this stage in the game, people are considering these things because we still have morals and we still want to provide a child with what they need. and so I think asking, contacting the school in Illinois and asking them what you can do, even asking for a zoom meeting with the special ed director because an email can either sound too or too laid back. But a zoom face to face, you kind of, you get a feeling for no, right. He's a special ed director really listening to me. Right. You can, you can tell the Joe visit of the right. Right, right. And so I think that that can be really important. Yes. to see what recordings, zoom meetings. If that comes into play for an IEP meeting,

Speaker 1: I think it's going to be coming soon. With everything changing, you're going to realize that it would benefit.

Speaker 2: Right.

Speaker 1: And I mean, honestly, I would love the idea of a recorded zoom meeting because then I can go back and I can look at, so-and-so said this, this and this. We can have these reference points, so,

Speaker 2: right. Yes, you can, you can ask to record meetings. You know, you can ask for anything. You can ask for anything. Whether they will do it or not is, you know, you might not get the answer you want, but you're going to ask

Speaker 1: Jamie and Jamie went back to what you said and what I always do, she had a mission statement about her son, including his picture, his strengths, his goals. And what he was working towards and what works best for him on the cover of his binder. You guys, he's binders. It doesn't have to be a binder. I use a folder, but again, I had the picture. I made sure I did not use child. I did not use she her, it was always Riley, Riley Riley. I wanted them to know that I was there, not for them, but for Riley. Right. Jennifer Smith says Bridget has made such a difference in my children's lives. My family loves her. My children are now getting their educational needs met. Also have great PR, pre parenting training. And Vivian says Bridget is the best. She is amazing.

Speaker 2: Oh, I have a fan club. I love them too. So we have a few minutes left. Why don't you go like we were talking and we're going to do a minute ago okay. Into the IEP meeting. Yep. Okay. So we don't have a lot of time, but I think some important things are when you go into the meeting and you have your binder, ask, there'll be a, a sign in. So the attendance sheet that you should've gotten with your meeting invitation will be presented in. Everyone will sign that they're there. if someone needs to not be present at the IEP meeting, they need your permission to not have that. So that's one piece of it. but the important piece of the sign in is it's important for you to say when you sit down, you know, thanks for having me. I'm looking forward to our teamwork.

Speaker 2: Could you tell me who's taking notes in this meeting And someone might say, Oh, it's her or him and say, Oh, could I have a copy of those notes Now, not every district has to provide you with a copy, even within the same state. They may have notes to give you or that you may just have the grid just with the final plan for the child, but you want to let them know, I'm going to be looking for something after this meeting. So could I have the sign in, a copy of the sign in, in a copy of the notes The signing is good so that you can help remember who said that or who was it The meeting and what's her last name I only know or is Ms. Kim No, my child only talks to her for that. So asking for the attendance sheet, asking for copy of notes, knowing you could get it or not get it.

Speaker 2: after the meeting while you're in the meeting, they'll introduce themselves. Some schools I've been at have put sticky notes in front of them so that you can know what their name is because in an initial event they could be eight people and, and you, but you're, you're as equal on that meeting, you know, as the next person. a huge piece is for an initial account or a three year Val or any type of evaluation is request a copy of the evaluations before the meeting in Massachusetts, the regulation is they don't have to give us a copy prior to 48 hours. So they have to have like 48 hours, two days before the IEP meeting. We're supposed to have copies of that. Two days is not a lot of time to go into a psycho Val, a sensory event, but it's all the time they you and it's certainly much better than walking in and being handed the meeting the notes and now you have to hear and read and understand. So ask for the reports beforehand. again, you can ask for anything and as long as you do it in a nice way, they can respond in saying regulations, we don't have to or we hadn't thought of that. Yes, we'd love to. Or in this case it makes sense just to drag through. Hold on one second.

Speaker 2: I'm not going to get rid of the stickup. Sorry. You're fine. After the meeting. Hold on one sec. You should email the school with your and just say, these are my notes. This is my understanding. Am I in the right You know, Joel, you'd need to scratch me. Am I in the right way Just so everyone has the same information. If the school district doesn't respond to your notes and you've emailed them to them, then knows those notes lie. Those notes are the ones that you go off. If something was wrong in your email and they reply, then you modify things. Right. But it's always important to just share your notes. And again, it's that good faith. No, I haven't actually, an interesting question I never thought of, can you exclude anyone from the district for an IEP meeting Mmm.

Speaker 4: Wow.

Speaker 2: I know. I'm not sure yet. I'm sorry. That gets tricky. And I know that sometimes team leaders and parents can get off on the wrong foot. so it's always better to try figure out why do you want to exclude them. You can certainly exclude them if they have no interaction with your child and they're not there to be a part of your child's education. You left every right. If you come into the meeting and maybe there's a lawyer there and that lawyer has nothing to do with the child's education, you can ask for them to leave whether they do or not.

Speaker 2: But the people on the team should be there for a reason. And that's again, why the sign in is important because you have to say parents, you have to say special ed teacher. It just folk nation and every right. And it gives you, if you're uncomfortable with that meeting, if you're ever in a meeting and you're uncomfortable that you can stop the meeting. You can say it this time I need to read, you know, and, and it's not a bad thing to do. I've done it, I've watched it. But if you're at that place, if you're that place, excuse me, if you aren't that place and you're feeling that way, that's the time you need an advocate.

Speaker 1: Yeah, because your bellies in it. We were there with Riley when she was in preschool and I'm telling you folks, I literally stood up in the middle of the meeting. My husband was on speaker phone, he was away for work. He goes, what are we doing I said, we're walking out okay. And he goes, well, I said, because they're sitting here denying services that she received three weeks prior, but then they changed it because

Speaker 2: but you see what I'm saying That's the point where maybe it's time to get an advocate and an advocate doesn't have to jump in with both feet. They can be there for the team meeting. You can say, you know what, I just can't face this woman face to face. You know, can I hire you to come into this meeting to, you know, my guts. Did it help me see what's going on.

Speaker 1: Now we have, why would a lawyer even be present in the first place Generally they won't be some school district. I have heard sometimes do hire a lawyer for meetings in case pretty much to protect the, the school

Speaker 2: mostly if you're going for an out of district placement, yes. Where the money is going to become more substantial.

Speaker 1: But with a preschool, you're going into preschool, you just got the diagnosis. You don't have to really worry about lawyers.

Speaker 2: Right. And you'll get a copy of the, or you shouldn't be getting a copy with the invitation will be the sign in sheet. So you'll know who's going to be at the table. And if you get there and say, geez, I only have five names here, what is seven people doing Yup, I know then this is misled.

Speaker 1: Come on on you that you weren't expecting. Right. Jamie says in my experience when parents have asked for certain staff not to be in attendance, they have had a lot of resistance since we can invite anyone they've said they can invite who they want except when it comes to lawyers you can refer to go refuse to go further with a meeting with the lawyer there. Well that's, I mean there's a lot in there. I have my set of staff not be part of her IEP meeting the teacher out to be neglecting my child and I set up for her to move to a different classroom which would be full day instead of only two and a half hours a day. We needed a complete new IEP. Well they are like, Oh her old teacher is going to be writing her IEP for her new classroom. I got up and walked out cause the old teacher didn't like me cause I asked Shirley had the police called on her because she didn't know where my daughter was for over 20 minutes and she was alone and three years old.

Speaker 2: So again I had, I had my reasons. Wait but sometimes those are the people you want to have sit in that meeting and hear what's going to be the new plan.

Speaker 1: Well we just kind of got the new teacher to come in. Yeah, everyone, every situation is different. And this would not have been a time when niceties just I'm just getting through. Melinda says that she finds it helpful when signing in. If everyone can print their first and last name then their signature. I agree because sometimes all I get is a signature. And you're like that was who now

Speaker 2: Well, usually in Massachusetts, ours are typed up so their name is typed and they're just initially,

Speaker 1: Oh see here you have to write your job title and your name

Speaker 2: and here it's, you just have to initial or some places and maybe you could request, I mean you can request anything you can say at the meeting this thank you for this, but could you rewrite your name please You know, we could say that at the beginning of the meeting. That's just nicety just and they want you to know who they are and that you just want to know who they are for the future of your child. If they're in an NP, they're obviously going to be a big part of your child's life. Right. And I don't want to be addressing speech in referred to the OT teacher because I couldn't read what she wrote. Right. You know, so you just want to make sure all parties are are documented.

Speaker 1: I'm looking, we'll deal with that one later folks. Don't worry if you have IEP five Oh four questions. Bridget and I will get to them later this month. We just had discussion before the show about maybe changing week four to do more on IEP. If we have enough people, if you want to talk more. But I go in our Facebook group and make posts about it, their comment on a post about it that way.

Speaker 2: Checking these comments. Yes. I can keep checking these comments and we can post the the state training centers.

Speaker 1: These will be on the live video. So guys did message are on here and you see someone replied to you and it was Bridget, she's just trying to get you the correct information if she can. Yup. So I want to thank all of you for joining us. Bridget, thank you. Especially I think this was something that we really needed to break down and look at. Jamie Facebook page is called Lackey kid L. a. K. I. K. I. D. that is our Facebook page. And on their Facebook page you will see the link for the Facebook support group where you can come and be supported. Other parents with no judgment. Trust me, I posted in there is sometimes it's two in the morning. So there is no judgment. But thank you all for joining us. I will be back. Thank you very much again. We're doing a whole month on advocacy back. You'll come back soon and we'll talk to Bridget some more, but more IEP stuff probably. Thank you, Riley. Mommy did a good job. I'm happy. So everyone have a great week. I will see you next Thursday at 7:00 PM Easter. Until then, remember, empower, support, educate, bye.

✔️How do I deal with stares and nasty comments?
✔️When should I use it as a teaching moment?
✔️Should I automatically leave if people leave or make nasty comments?
✔️Should we talk to places to work on making them easier for special needs families?

Coming soon...