As a highly respected and sought-after advocate, Stephanie Wynn has chosen to specialize in working with parents of children with Dyslexia and other specialized needs. She helps parents navigate the complex process of developing an IEP and ensuring their child receives the support and accommodations needed to succeed in school.

In the IEP process, an advocate’s role is to help parents understand their rights and responsibilities and to provide support and guidance as they work with the school district to develop a plan for their child’s education. This may include:

• Reviewing the child’s educational records and assessing their needs: Our advocacy is committed to professionally reviewing your children’s educational records and assessments better to understand their strengths, weaknesses, and learning needs prior to writing or attending any IEPs or Meetings.

• Attending IEP meetings with the parents: We often attend our client’s IEP meetings as their advocate.  Many of our clients will attest that attending these IEP meetings with the parents can (but does not guarantee) ensure that their voice is heard and that the school district is meeting their child’s needs.

• Helping to develop an IEP that meets the child’s needs: As your advocate, I help and teach parents to understand the different types of available support and accommodations and work with the school district to develop an IEP that meets their child’s unique needs.

• Monitoring the implementation of the IEP: Although we do not directly monitor your child’s IEP as advocates, we can prepare our parents to monitor the implementation of the IEP to help ensure that their child receives the support and accommodations agreed upon.

• Providing guidance and support throughout the process:  Wynn Advocacy is committed to providing ongoing guidance and support to parents during their retainment as they navigate the complex IEP process and advocate for their child’s education.

Overall, Stephanie Wynn’s role as an IEP advocate is to help parents ensure that they are provided meaningful participation, assist in developing their child’s IEP and guiding them through the process. 

Here is a sample outline of an Individualized Education Program (IEP) for a student with a learning disability:

1. Student Information

• Name of student
• Age and grade level
• Description of disability

1. Present Level of Performance

• Summary of the student’s current academic performance and functional abilities
• Results of any assessments or evaluations

1. Measurable Annual Goals

• Specific, measurable goals that are achievable within the next year
• Goals should address the student’s academic, social, emotional, and behavioral needs

1. Special Education and Related Services

• Description of the special education and related services that will be provided to support the student’s goals
• This may include instruction in the general education classroom, individualized instruction, assistive technology, counseling, and other services as needed

1. Accommodations and Modifications

• Specific accommodations and modifications that will be made to the student’s educational program.  
• This may include extended time on assignments, preferential seating, alternative assessment formats, and other accommodations as needed

1. Participation in State and District-wide Assessments

• Description of how the student will participate in state and district-wide assessments, including any accommodations or modifications that will be made

1. Transition Services

• If the student is 16 years or older, a plan for transition services to help the student prepare for life after high school
• This may include vocational training, college planning, and other transition services as needed

1. Parent and Student Participation

• Description of how parents and the student will be involved in the IEP process and how progress will be monitored
• A plan for reporting progress toward annual goals from school to parent/student.  

1. Dates and Signature

• Dates for implementation, review of the IEP and reevaluation of the student’s eligibility 
• Prior Written notice for the school to send written explanations of any proposed changes in your child’s educational plan, meetings and when a  school denies a parent request.

It’s important to note that each IEP will be unique to the individual student and their needs. The goals, accommodations, and services outlined in the IEP will be based on a thorough evaluation of the student’s needs and abilities.

Unfortunately, getting an appropriate IEP is oftentimes not a simple process. Dyslexia education and awareness is still very new to many  IEP TEAMS and they  are not as familiar with what accommodations, instructional strategies and interventions are effective and which accommodations will be of the greatest impact on your child.

Educators often work within the confines of the district, the school, the administration, and their experience. In many cases, school districts have not provided training or professional development to IEP team members and even with good intentions they do not have the experience required to help our children learn to become successful readers and writers of the English language.  

Wynn Advocacy Builds the Bridge between what is Available and What is “Appropriately Ambitious” goals. The U.S. Supreme Court’s ruling in Endrew vs. Douglas County School District (2017) stated that IEP goals must be “appropriately ambitious.” . Opinion of the court; “But his educational program must be appropriately ambitious in light of his circumstances, just as advancement from grade to grade is appropriately ambitious for most children in the regular classroom. The goals may differ, but every child should have the chance to meet challenging objectives.”

We will not stop until your child’s education is as impactful and fulfilling as it should be.