IEP and 504 advocacy, plus college transition testing

An IEP (Individualized Education Program) is a legally binding document under IDEA that provides specialized instruction and services for students with disabilities that affect their ability to learn. A 504 plan falls under the Rehabilitation Act and provides accommodations that remove barriers for students who do not need specialized instruction but do need support to access the general curriculum. The key practical difference: IEPs include specific academic goals and direct services like speech therapy or resource room time; 504 plans provide accommodations like extended time or preferential seating without changing the instruction itself. Rebecca helps parents understand which pathway fits their child and what to look for in each.

No. This is one of the most important things families need to know before graduation. IEPs are a product of IDEA, which governs K-12 public schools. IDEA does not extend to colleges or universities. Once a student graduates, the IEP ends. Colleges are governed by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act, which have different standards and require the student (not the parent) to self-identify and request accommodations through the college disability office. To receive those accommodations, students typically need current evaluation documentation, often within the past two years or sometimes more recently depending on the institution.

Requirements vary by institution, but most college disability offices want documentation from within the past two to three years. Some programs, particularly those in competitive or professional tracks, require documentation from within the past year. Testing completed in ninth or tenth grade is often too old by the time a student applies. Rebecca provides updated evaluations specifically designed to meet college documentation standards, using current normed instruments that reflect where the student is today, not where they were several years ago.

The College Board and ACT both require documentation from a qualified professional that establishes the diagnosis, shows how the condition affects the student's ability to perform under standard testing conditions, and supports the specific accommodations being requested. This documentation typically must be recent. Rebecca conducts evaluations that meet these standards and provides written reports specifically formatted to support accommodation requests with the College Board and ACT. She also evaluates students seeking extended time, separate testing, or other accommodations for standardized tests.

Yes, and this is exactly the situation where independent evaluation is critical. Homeschool and private school students are not served under IDEA in the same way public school students are, so they do not have school-issued IEPs or a built-in process for obtaining accommodations. That does not mean they cannot receive them. The College Board, ACT, and colleges all have pathways for students to request accommodations with independent documentation from a qualified evaluator. Rebecca works with many homeschool and private school families to provide the evaluation documentation these students need to access accommodations for standardized tests, college applications, and dual enrollment coursework.

Dual enrollment allows high school students to take college-level courses, often at a community college, while still in high school. Because these courses are offered by a college or university, they are governed by ADA and Section 504, not IDEA. That means an IEP from a student's high school does not automatically apply in the dual enrollment classroom. Students who need accommodations in dual enrollment must go through the college's disability services process with appropriate documentation, just as they would if they were a full-time college student. This is especially important for homeschool and private school students who may be dual enrolling without ever having had a formal evaluation.

Rebecca can educate parents on what an IEP should contain, what specific goals should look like, and what accommodations are appropriate for a given diagnosis. When a parent suspects the school is not implementing the IEP as written, Rebecca can help them understand what to look for, what questions to ask in meetings, and what their rights are in the process. She can also review IEP goals to assess whether they are measurable, appropriate to the child's needs, and likely to produce meaningful progress. Parents who come in prepared and informed are far more effective advocates at IEP meetings.