Effective advocacy encourages educational decisions that are informed, data-driven, and responsive to student need and performance over time.

Advocacy is grounded in objective data and meaningful progress under IDEA and supports equal access to educational programs and services pursuant to the Americans with Disabilities Act (ADA) and Section 504.

Advocacy Guidance

| Documentation and Communication

• • • Request time to discuss your concerns and ask that your request be formally included on meeting notices

• Ensure all requests and concerns are documented in writing (in addition to discussing them at meetings)

• Maintain effective written communication that can be reviewed at a  later date

• Insist on dedicated, uninterrupted time to share and discuss your concerns
  
  

| Data and Decision-Making

• Ask that discussions focus mainly on objective, measurable data rather than narratives, generalizations, or subjective interpretations

• Request objective data collection that clearly demonstrates measurable progress—or lack of progress—over time

• Monitor progress frequently and request instructional changes when progress is not demonstrated
  
  

| Evaluations and Accountability

• Ensure evaluations are conducted at least once every three years; evaluations may also be requested more frequently, including annually, as appropriate

• If you have educational concerns, do not allow evaluations to be skipped, delayed, or minimized for any reason

• Request that any refusal regarding your requests be provided in writing through Prior Written Notice (PWN), as required under 34 C.F.R. § 300.503

• Do not agree to a review of records in place of formal evaluations or reevaluations
  
  

| Ongoing Review and Responsiveness

• Meet regularly—at least three to four times per year—to review progress and to help determine if there is a need for instructional changes