Why this work matters to me

Not only am I an educator, but I'm also a parent who has spent years navigating the school system on behalf of my own child.

My son was diagnosed with ADHD in early elementary school and initially supported through a 504 plan. Over time, his challenges with executive functioning began to impact his ability to stay in the classroom. By middle school, this showed up as repeated discipline, missed instruction, and academic decline, despite the fact that teachers consistently described him as kind, caring, and capable.

I requested evaluations more than once. Each time, decisions were based narrowly on test scores rather than how his needs were affecting his access to learning day to day. It took persistence, preparation, and a deep understanding of the process to help the school see what was really happening, that his disability was impacting his ability to remain in the classroom and benefit from instruction.

Eventually, and after many meetings, he qualified for an IEP with appropriate supports. Even then, I found myself regularly following up to ensure those supports were implemented consistently.

When it became clear that the environment itself wasn’t the right fit, I made the difficult decision to move him to a different school, one where he is now thriving.

This experience fundamentally shaped how I support other families. I know firsthand how confusing, frustrating, and isolating school meetings can feel - even when you have professional experience in education. My work is rooted in helping families feel informed, prepared, and confident as they advocate for what their children need to succeed.