SpecialEd, IEPs, 504s, Oh my! Conversations with DCSEAC

Developmental Pathways Explained: Medicaid Waivers, Disability Determination & Community Supports (DCSEAC Podcast) Host Aleia Mastroianni interviews Rachel Walker of Developmental Pathways, the case management agency for Arapahoe, Douglas, and Elbert Counties that helps families access early intervention, long-term care Medicaid services and waivers, and locally funded IDD supports across the lifespan. They explain when to reach out (anytime), how intake works (phone or faster online form), and why the process is lengthy but worth it for lifetime services beyond school. Rachel clarifies Colorado’s disability determination at age five, long-term care Medicaid eligibility based on the individual’s income, and options like ABLE accounts and special needs trusts. They overview the three pediatric waivers—Complex Health Needs (CHIN), CHRP for high behavioral needs and risk of out-of-home placement (now expanded to serious emotional disturbances), and CES requiring near 24/7 line-of-sight supervision—plus the new Community First Choice program (July 2025) offering attendant-based supports without a waiver. They also highlight Resource Coordination and the Family Support Services Program, and encourage families to start and stay engaged. 00:00 Welcome and Topic 00:40 Meet Developmental Pathways 05:29 When to Reach Out 08:36 Planning for the Future 10:18 Disability Determination 15:38 Pediatric Waivers Overview 22:28 Community First Choice 26:06 Other Funding Programs 28:13 Overwhelm and Encouragement 32:12 First Steps to Start 34:06 Closing and TakeawaysDevelopmental Pathways Websitehttps://www.dpcolo.org/Developmental Pathways Online Intake Formhttps://app.smartsheet.com/b/form/234b31539c3740eb95935995e6d59fe1Policy Pulse - DP Bloghttps://www.dpcolo.org/category/developmental-pathways-news/

pisode: OT Beyond the Handwriting Special Ed IEPs, 504s & Conversations with DCSEACGuest: Patty Kreinbrink, Occupational Therapist Lead, Douglas County School DistrictEpisode Summary: Host Meredith sits down with Patty Kreinbrink, the OT Lead for Douglas County Schools, to pull back the curtain on what school-based occupational therapy really is — and isn't. From sensory processing and core strength to the difference between school OT and private clinic OT, this episode is packed with insights for parents navigating IEPs and 504 plans.Topics Covered:What OT actually does in schools beyond handwritingHow core strength connects to writing skillsSensory processing vs. misbehavior — how OTs tell the differenceProactive vs. reactive use of sensory toolsSchool-based OT vs. private/clinic OT: key differencesCollaborative goal writing and why it changedShoe tying, life skills, and SSN studentsWhat "educationally necessary" actually meansOT in an IEP vs. OT in a 504 planThe CERT tool: how Douglas County ensures consistent, individualized servicesWhat language to use at an IEP meeting if you're concerned about fine motor or sensory needsAssistive technology and neuroplasticity — why early intervention mattersSimple at-home activities to support OT goalsAt-Home OT Tips from Patty:Let kids open containers, carry backpacks, and do choresStir resistive textures (pudding, bread dough) to build bilateral skillsPlay games or color lying on the belly propped on forearmsDo activities vertically (on a wall or easel) to build shoulder and wrist strengthBreak crayons into small pieces to promote a functional graspUse squirt bottles, tongs, and tweezers for fine motor playConnect with DCSEAC:Website: DCSEAC.orgEmail: [email protected] media: search DCSEACEnjoyed this episode? Please like, share, and follow — and tell other parents about the show!

First Crossover Q&A: Autism Team Access, IEP vs 504, ADHD After School, and Finding Community Aleia Mastroianni and Meredith host their first crossover Q&A for “SpecialEd, IEPs, 504s, Oh my,” answering listener and event-submitted questions. They explain how to request DCSD autism or behavioral team consultation through the school (escalating to coordinators/directors if needed) and note team leads Jennifer Tilley and Keith Souza. They cover center-based CPI training, how AN (Affective Needs) programs may serve a mixed population including some students with moderate ASD and the need for individualized supports, and clarify IEPs (specialized instruction with measurable goals under 13 disability categories) versus 504s (access accommodations, including support for medical/mental-health absences). They discuss after-school ADHD rebound strategies (medication boosters, structure, co-regulation, therapies), DCSEAC support group shifts and planned community nights, parent roles in IEP goal-setting and amending goals, and confirm out-of-district students can still join Unified Sports at their homeschool. Two future episodes will address ODD and care resources over school breaks.00:00 Crossover Q&A Kickoff01:08 Autism Team Contact04:20 Center Staff Training04:55 AN Program and ASD08:15 IEP vs 504 Explained11:48 After School ADHD Support17:39 Finding Parent Community24:50 IEP Advocacy and Goals33:13 Unified Sports Access34:49 Wrap Up and Next EpisodesLink to Special Education Coordinatorshttps://www.dcsdk12.org/about/departments/special-education/directors-coordinatorsLink to IEP Episodeshttps://rss.com/podcasts/specialed-ieps-504s-oh-my-conversations-with-dcseac/2317095/Link to AN Support Group Informationhttps://www.dcseac.org/anLink to Effective Flow of Communication Charthttps://docs.google.com/document/d/1xXLQo00Qd0gMlHyyiPMpNlfyQGNNNS1iWOaViXnJ5Ho/edit?tab=t.0

SLP — It's More Than the R SoundSpecial Ed IEPs, 504s, Oh My! Conversations with DCSEACEpisode Summary Host Meredith sits down with Annika Barton (Assistant Director, Early Childhood Department, Douglas County School District) and Cindy Stephenson (Speech Language Pathologist Lead, K–Bridge) to demystify speech-language services in schools — from birth to age 21. Topics Covered🗣️ Why Speech is the "Front Door" to Special Education Speech and language delays are often the first outward sign families notice, making it a natural entry point into developmental support services.👶 Child Find: Birth to 21 Douglas County's Child Find teams support families from early intervention (birth–3) through preschool (3–5) and beyond. Any family in DCSD can call to be connected to resources.🧩 Preschool to Kindergarten Transitions How the district collaborates between preschool and elementary teams to support individualized transitions — including interim IEPs for students returning after a "gap year."📚 How Speech Services Evolve Across Grade LevelsElementary: Focus on speech sounds, grammar, and early social languageMiddle School: Higher-level language, inferencing, pragmatics, code-switching, and social skills (Lunch Bunch, game clubs)High School: Functional communication, academic vocabulary (tier 2 & 3), dating/social navigation, college and career readinessBridge Program: Real-life application — job sites, cooking, grocery shopping, collaborative teamwork🖥️ AAC / Device Users DCSD's SWAAC (Augmentative and Alternative Communication) team consults with SLPs district-wide to support students using communication devices. Modeling on the device is critical for all adults in the building.🤝 Collaborative, Transdisciplinary Model SLPs work alongside special education teachers, OT, mental health, and general education teachers. In the Bridge program especially, the goal is seamless collaboration where "you can't tell who's which professional."⚖️ Educational vs. Private/Medical Speech Services School-based SLPs must demonstrate that a need is educationally impacting the student. Private SLPs can address a broader range of needs. Both can and should work together — "rowing in the same direction."🔍 Later Identifications: Middle & High School Students with pragmatic language deficits or high-functioning autism may fly under the radar until social demands increase. New evaluations happen at all grade levels. Families often feel relief when their child is finally identified.🌍 Multilingual Learners Families are encouraged to continue speaking all languages at home. Being a multilingual learner is a gift — there is no evidence that learning multiple languages harms language development.Resources MentionedDCSD Child Find — For families with children birth–21 in Douglas CountySWAAC Team — DCSD's AAC/device consultative teamSchool to Work Alliance Program (SWAP) — Transition support for students not qualifying for BridgeBridge Program — Post-secondary transition program focused on real-life skillsConnect with DCSEAC🌐 dcseac.org📧 [email protected]

Student Voices in DCSD Special Education: Bridge, Mild/Mod, and SSN Perspectives DCSEAC’s podcast features student voices for the first time, highlighting daily school experiences and strengths across Douglas County School District special education programs. Maria, a Bridge program student (ages 18–21 with IEPs), discusses political activism around Medicaid cuts, learning English after moving from Bulgaria, and her community-based job training, including an internship at Legacy Cafe with job coaches and EAs; she advises parents to be patient and attend conferences and IEP meetings, and notes she began joining her own IEP meetings in high school. Elementary student Carson, served in mild/mod, describes daily emotional check-ins with a school helper, using breaks, friendships, and music to focus, and asks about adding music as an IEP accommodation. Middle school students Matthew and Chloe describe SSN supports, inclusion in gen ed classes, peer partners, friendships, adaptive multisports, and explain how to access evaluations, DCSEAC, and Developmental Pathways/Medicaid waivers. Legacy Cafehttps://www.legacycampus.org/about/legacy-campus-marketplaceParker Theraputic Rec Centerhttps://www.parkerrec.com/892/Therapeutic-Recreation

Episode 3: Hope and Resilience - Kitchen Table Talk SeriesDuration: 24 minutes Podcast: Special Ed IEPs, 504s, Oh My - Conversations with DCSEACContent WarningThis episode covers sensitive topics regarding children's mental health and suicidal distress. If you're feeling overwhelmed, it's okay to listen in small doses.Crisis Resources988 Suicide & Crisis Lifeline: Call or text 988 (available 24/7)Crisis Text Line: Text HOME to 741741Trevor Project (LGBTQ+ youth): Call 1-866-488-7386 or text START to 678678Episode DescriptionIn the final installment of our three-part series, Meredith welcomes back Courtney to discuss healing, hope, and what comes after crisis. This raw and honest conversation explores how families navigate the aftermath of a child's mental health emergency and what the "new normal" looks like.Key Topics DiscussedRedefining Good ParentingLetting go of the "perfect parent" imageShowing up authentically instead of pretending everything is fineTeaching children to acknowledge difficult feelings without shameBreaking the SilenceWhy conversations about child mental health remain tabooThe difference between political/PR discussions vs. real vulnerabilityHow silence perpetuates stigma while honest conversations create hopeMom Guilt & Parental BlameSociety's tendency to blame mothers for children's mental health strugglesRecognizing that mental health crises are not a reflection of parental failureUnderstanding that this can happen even to the most present, engaged parentsChallenging Mental Health StigmasMedia portrayal and glamorization (13 Reasons Why, Romeo & Juliet)Misconceptions about what struggling children "look like"Understanding different forms of self-harm and their motivationsNavigating the Mental Health Care SystemThe scarcity of therapists specializing in childhood suicidal ideationHow hospital care teams can help with referrals and groundworkThe importance of trusting parental intuition when providers don't fitWhy treatment plans are flexible, not absoluteFinding SupportBuilding a reliable point-of-contact system with care coordinatorsThe value of backup contacts and quick response protocolsTrusting your instincts about what works for your childImpact on the Whole FamilyThe emotional toll on siblings and blended familiesSupporting children who witness a sibling's strugglesFinding balance when one child requires intensive careThe New NormalRecovery is not linearLearning to live without constant hypervigilanceMaking peace with uncertaintyFinding confidence in your support teamConnect with DCSEACWebsite: DCSEAC.orgEmail: [email protected] on social media for updates and resources

This powerful conversation with Courtney explores what happens after the initial fog clears following a child's mental health crisis. This is Part 2 of a series documenting one family's journey through inpatient and outpatient care, school support systems, and the ongoing challenges of advocacy and self-care.Episode Length: 31 minutes Content Warning: This episode discusses children's mental health, suicidal ideation, and mental health hospitalizationCrisis ResourcesAvailable 24/7:988 Suicide & Crisis LifelineCall or text 988Crisis Text LineText HOME to 741741Trevor Project (LGBTQ+ youth) - Call 1-866-488-7386 or text START to 678678Key Topics CoveredThe Heavy Lifting Phase (0:00-8:00)Transitioning from crisis to ongoing careNavigating outpatient treatment in Colorado Springs (December-May)Balancing treatment needs with school attendance and truancy concernsFighting for extended hospital stays when your child needs more timeUnderstanding Assessment & Discharge (8:00-15:00)The limitations of standardized mental health assessmentsHow high-functioning children can "game" evaluation checklistsAdvocating as a parent when medical teams recommend dischargeThe "dark figure" - how suicidal ideation manifests differently in each childVideo game metaphors and helping children understand permanenceBuilding Your Care Team (15:00-22:00)The parent as "bridge" between hospital and schoolFinding the right therapeutic fit (it's okay to keep looking)The importance of having medical professionals who truly listenHow Courtney assembled her "dream team" of all women providers who are also mothersSchool Support & IEPs (22:00-27:00)The difference between IEPs and 504 plansMental health qualifies for 504 supportThe importance of individualized education plans (the "I" in IEP)How advocates can help navigate the systemWorking with school districts during extended absencesSelf-Care & Support Systems (27:00-End)"You can't pour from an empty cup - pour from your overflow"The necessity of therapy for parentsPhysical movement to release emotional weightFinding community and ending the isolationRecognizing tiny wins: when your child can identify their feelings before the explosionComing in Episode 3"Hope and Resilience" - Moving beyond crisis management to real-life healing and discovering the resilience we didn't know we had.Resources & ContactDCSEAC Website: DCSEAC.orgEmail: [email protected] on social media for more resources and support

The Fog - Part 1Episode DescriptionThis conversation covers sensitive topics regarding children's mental health and suicidal distress. We talk about these things because silence grows stigma, but conversation grows hope.In this first episode of our Kitchen Table Talks series, host Meredith sits down with Courtney, a parent who has navigated the incredibly difficult journey of supporting a child through mental health crisis. This is a raw, honest conversation about the moments we don't usually post on social media—the times when our kids are struggling and we aren't quite sure why, and we feel incredibly alone.Content Warning: This episode discusses children's mental health, suicidal ideation, and crisis situations. If you're feeling overwhelmed, it's okay to listen in small doses.Key Topics CoveredThe Early Warning SignsRecognizing when something feels "off" with your childThe "fog" that parents describe before emotional outburstsChanges in eye contact, engagement, and body languageTrusting your parental intuition even when others dismiss your concernsThe Struggle to Get HelpNavigating the healthcare system when alarm bells are ringingBeing told "it's just autism," "it's just ADHD," or "it's just hormones"The isolation of having concerns dismissed by professionalsFeeling like you're being talked down to or blamed as a parentThe Crisis ResponseWhat to do when your child makes their first attemptEmergency room experiences and challengesThe difficulty of finding appropriate pediatric mental health careUnderstanding inpatient vs. outpatient treatment optionsThe Emotional TollThe profound isolation parents feelPressure to appear "put together" while navigating crisisWhen friends and family don't know what to sayThe constant question: "What am I not doing?"Crisis ResourcesIf you or your child are in immediate need of support:988 Suicide & Crisis Lifeline: Call or text 988 (available 24/7)Crisis Text Line: Text HOME to 741741Trevor Project (LGBTQ+ youth): 1-866-488-7386 or text START to 678678Emergency Response:Go to your nearest pediatric ER (not adult ER if possible)Call 911 for rapid response team assessmentAbout the GuestsCourtney is a parent who has walked through the season of deep uncertainty with her son, who has autism and has experienced mental health crises. She shares her story to help other parents feel less alone.Coming Up NextIn the next episode, we'll discuss what happens after that first call—the marathon of getting support and navigating the mental health system.Connect With UsWebsite: DCSEAC.orgEmail: [email protected] us on social media for more resources and conversationsIf you found this episode helpful, please share it with other parents who might need to hear this conversation. Together, we can break the silence and grow hope.

Navigating Transitions in Special Education: From Middle School to Adulthood In this episode of SpecialEd, IEPs, 504s, Oh my: Conversations with DCSEAC, the focus is on the critical transitions for students with special needs from middle school to adulthood. The hosts delve into the nuances of changing IEP instructional minutes and direct versus indirect services as students enter high school. They discuss the importance of understanding high school options, including team-taught classes and the specific needs of students with various disabilities. The conversation extends to post-high school options, exploring Bridge programming, vocational pathways, and the challenges of transitioning out of the public school system into adulthood. Emphasis is placed on the necessity of individualized plans, the continuity of advocacy, and the need for purposeful engagement post-graduation.00:00 Introduction and Recap of Part One 00:47Transitioning to High School: Key Changes in IEPs 01:08Understanding Direct and Indirect Services 02:27Navigating High School Programs and Options 03:39The Importance of Electives and Extracurriculars 11:17Alternative High School Programs and Support Systems 11:53Advocating for Your Child's Needs 18:27Bridge Programs: Transitioning to Adulthood 20:19Exciting News: New Bridge Site Announcement 21:01Legacy Program: A Unique Opportunity 21:46Understanding Bridge Program Variations 23:09Project Search: High Functioning Students 24:03Bridge Program Qualifications and Benefits 26:13Pathways vs. Bridge: Key Differences 30:10Transitioning from School to Adulthood 30:46Facing the Cliff: Life After Bridge 31:56Volunteer Work: A Valuable Alternative 37:41Planning for the Future: Financial and Medical Considerations 38:22Conclusion: Navigating Transitions TogetherDCSEAC Video - Getting to the Legacy Cafehttps://youtu.be/XAxYzWoZkicMini TedTalk Linkhttps://www.facebook.com/share/v/1CCuLcPtD3/

In this episode of 'SpecialEd, IEPs, 504s, Oh my: Conversations with DCSEAC,' hosts Aleia Mastroianni, Kelly Mayr, and Meredith Daly discuss the challenges and anxieties families face when their children with special needs transition between schools. They explore transitions from pre-K to elementary school and from elementary to middle school. Topics include the importance of transition meetings, the clarification of roles and expectations, the differences between school environments, and the necessity of IEP documentation. The hosts share personal experiences, providing practical tips and insights to help families feel more prepared and less alone. The episode emphasizes building relationships with the new school team and understanding the individual needs of each child during these critical transitions.

Show Notes: DCSEAC Shining Stars Award - Celebrating Those Who Make a DifferenceEpisode OverviewJoin hosts Meredith and Courtney as they discuss the DCSEAC Shining Stars Award program, a special initiative to recognize and celebrate the educators, staff, and community members who make a profound impact on children with special needs in Douglas County.Featured Guest: Courtney - Shining Star Coordinator for DCSEACKey Topics Discussed: What is the Shining Stars Award?An annual recognition program celebrating staff members who impact children with IEPs and 504 plansOpen to ALL school staff: teachers, paraprofessionals, bus drivers, crossing guards, custodians, therapists, social workers, principals, and even therapy dogs and their handlersNot limited to just teachers - anyone in Douglas County schools who makes a differenceWhy It MattersRecognizes the often-unseen daily efforts of school staffAcknowledges the impact on both students AND familiesHelps combat feelings of isolation in the special education communityShows appreciation for those who "show up on the good days and the bad days"Important DatesNominations Open: February 15thNominations Close: February 28th (2-week window)Drawing Date: March 11th (with district representatives)Basket Delivery: March 24thHow to NominateVisit the DCSEAC website and click "Nominate"Simple step-by-step process requiring:Nominee's nameSchool affiliationTheir role/position1-2 sentences (or more!) about their impactEvery nominee receives their nomination in writing, beautifully presented for them to keepThe Recognition10 Grand Prize Baskets: Randomly selected from all nomineesBaskets curated with love, filled with donations from local businessesGift cards to Target, Walmart, Office Depot, Staples, Michael's, and moreEvery Single Nominee receives their nomination certificate, regardless of basket selectionWho Can Be Nominated?Public schools throughout Douglas CountyCharter schools (American Academy, Castle Pines, Lehman, etc.)Elementary, middle, AND high school staffAnyone who works with special education studentsHow to SupportDonate: Scan QR code or visit the cheddar up link on the DCSEAC websiteSpread the Word: Share with other parents and community membersBusiness Donations: Contact Courtney through the website or social mediaGift cards and monetary donations go a long way for classroom suppliesConnect with DCSEACWebsite: [email protected]: DCSEACInstagram: DCESAC_COEmail: Available on websiteCall to ActionIf there's a teacher, aide, bus driver, or any staff member who has made your IEP or 504 journey a little brighter, now is the time to let them shine! Nominations open February 15th for just two weeks.Note: DCSEAC is a 501(c)(3) nonprofit organization dedicated to supporting families navigating special education in Douglas County.

Beyond the Hyperactivity, through the School YearsPodcast: Special Ed IEPs, 504s, Oh My! Conversations with DCSEAC Host: Meredith Guest: Dr. Erin Grell, School Psychologist Co-Host: Kelly, DCSEAC Board Member (parent of 6 children with ADHD) Duration: 34 minutesEpisode DescriptionDiving deep into ADHD in schools—how it really shows up and how it changes from elementary to high school. The difference in symptoms and supports is huge, and getting the right plan is everything.Key Topics & TimestampsIntroduction (0:00-1:16)Dr. Erin Grell: 14 years as school psychologist in Douglas CountyDiagnosis & Identification (1:16-5:03)ADHD as educational identification (Other Health Impairment)Medical vs. school-based evaluationParents don't need answers—just say "I'm worried"Common Misconceptions (5:03-5:39)Medication isn't the only solutionIEP vs. 504 Plans (5:39-6:35)504s: Accommodations (extra time, checklists, tools)IEPs: Direct services (OT, mental health, speech)Early Elementary Signs (6:35-7:45)Hyperactive: Can't "turn it off" when neededInattentive (girls): Daydreaming, often missedThe "Label" Concern (7:45-9:00)Focus on needs, not labelsInattentive ADHD (9:45-11:15)Can appear oppositionalMasking in older students causes fatigueExecutive Functioning (11:15-13:20)Writing most impactedTwice-Exceptional Students (13:40-15:13)ADHD students often gifted in specific areasGT coordinator now supports IEP studentsMiddle & High School (15:13-17:10)Hyperactivity decreases, inattention worsensTasks become complex and independentPathways to Success (19:30-20:44)21 pathways beyond collegeBackwards planning for careersAdvocacy (20:44-23:15)"He's doing the best he can"Build relationships with staffRequest transition meetingsAttend school eventsHomework & Medication (23:15-27:41)Study skills classes availableMinimal homework in middle/high school"Write supports for the brain he was born with"Can't remove supports because interventions workClassroom Strategies (27:41-28:45)Self-monitoring increases awarenessMust be ongoingBenefits all studentsSelf-Advocacy (28:45-30:53)Include students in IEP processFind connecting teachersCommunity gatherings helpPost-High School (30:53-33:05)18-year-olds may not be ready to adult aloneScaffolding essentialResources: Programs: MTSS, School Success classes, Peak at the Pack, Legacy career pathwaysDisclaimer: This podcast provides general information and personal experiences. Always consult with your child's educational team and healthcare providers for specific guidance.

In this episode of 'SpecialEd, IEPs, 504s, Oh My: Conversations with DCSEAC,' host Aleia Mastroianni discusses behavioral supports in schools with Tanya Anglemyer, a member of the district's behavioral support team and lead CPI trainer. They explore various strategies to approach and manage challenging behaviors in students with disabilities, emphasizing understanding and addressing the root causes rather than labeling students as 'bad.' Tanya shares her personal journey into special education and her experience in working with diverse student needs. The conversation covers the importance of knowing students' baseline behaviors, using de-escalation techniques, and the philosophy behind Positive Behavior Support (PBS). They discuss the essential collaboration between educators, behavioral specialists, and parents, including the use of Functional Behavioral Assessments (FBA) and Behavior Intervention Plans (BIP). The episode also highlights the legal requirements surrounding restraints and the district's commitment to transparent and safe practices.DCSD Board Policy JKAhttps://dcsdk12.community.highbond.com/home/public/document/4268DCSD Board Policy JKA-Rhttps://dcsdk12.community.highbond.com/home/public/document/4270DCSD Board Policy JKA-Ehttps://dcsdk12.community.highbond.com/home/public/document/4269Parent Universityhttps://www.dcsdk12.org/parents-students/resources/parent-university

Understanding Special Education in Douglas County: A Conversation with Liza Meier In this episode of 'SpecialEd, IEPs, 504s, Oh my: Conversations with DCSEAC,' host Aleia Mastroianni sits down with Liza Meier, the Executive Director of Special Education in Douglas County School District (DCSD). Together with DCSEAC board members, they discuss Liza's role, her approach to special education, and the impact of her team on students and families. Liza shares her journey into education, the importance of family-school relationships, and the three core tenets guiding her team: consistent communication, fostering relationships, and embracing continuous improvement. This episode provides valuable insights into the strategic goals and ongoing challenges within the district's special education framework. 00:00 Introduction to Special Education in Douglas County 00:13 Meet Liza Meier: Executive Director of Special Education 01:42 Understanding the Role of Special Education Coordinators 03:02 Liza Meier's Journey into Special Education 03:54 The Importance of Family-School Relationships 06:58 Goals and Priorities for Special Education in DCSD 09:23 Challenges and Changes in Special Education 12:39 Collaboration and Professional Development 16:07 Accessing Special Education Services 17:40 Conclusion and Final ThoughtsDCSD Special Education Website: Director and Coordinators Contact Informationhttps://www.dcsdk12.org/about/departments/special-education/directors-coordinators

Podcast Title: Decoding Dyslexia Part 2Episode Summary: In this follow-up episode, host Meredith continues the conversation on dyslexia with district specialist Lynni Nordheim, joined by Tashia and Aleia. The panel dives deeper into Colorado’s new universal dyslexia screening law, practical strategies for supporting students, and the emotional journey of families navigating dyslexia in the school system.Key Topics Covered:Colorado’s Dyslexia Legislation:Overview of Senate Bill 25-200 and its impact on universal screening for K-3 students.How the law is changing district practices and teacher training.Screening and Support Beyond Early Grades:What happens for students outside the K-3 screening window.The importance of ongoing support and intervention for older students.Practical Advice for Parents:How to advocate for your child if you suspect dyslexia.The difference between school screenings and private evaluations.Navigating IEPs, 504s, and Read Plans.Teacher Training and Classroom Strategies:The district’s efforts to train middle and high school teachers in structured literacy.Addressing the social-emotional needs of students with reading challenges.The value of honest conversations and building trust between teachers, students, and families.Accommodations vs. Remediation:Balancing tools like audiobooks and extra time with the need for direct reading instruction.Encouraging student self-advocacy and individualized support.Parent and Student Stories:Real-life examples of advocacy, success, and the ongoing challenges families face.Tips for building strong partnerships with teachers and school staff.Resources Mentioned:DCSEAC website: DCSEAC.orgContact info: [email protected]://www.dcsdk12.org/about/departments/special-education/directors-coordinatorsConnect with Us:Follow, like, and share this podcast to help spread awareness.Reach out with questions, feedback, or topic suggestions for future episodes.Thank you for listening! If you found this episode helpful, please share it with other parents, educators, and advocates. Stay tuned for more conversations on supporting students with dyslexia and learning differences.

Episode Show NotesEpisode Title: Understanding Dyslexia: Myths, Realities, and EmpowermentEpisode Summary: In this episode, we explore the world of dyslexia—debunking common myths, highlighting the unique strengths of dyslexic thinkers, and offering practical advice for parents, educators, and individuals. Our discussion reframes dyslexia not as a deficit, but as a different operating system for the brain—one that is powerful, creative, and processes language in its own unique way.Key Topics Covered:What dyslexia is (and what it isn’t)Common myths and misconceptions about dyslexiaThe strengths and creative advantages of dyslexic mindsEarly signs and how to identify dyslexia in children and adultsStrategies for supporting dyslexic learners at home and in the classroomThe importance of self-advocacy and building confidenceResources and tools for ongoing supportNotable Quotes:“It is not a deficit. It's a difference in an operating system, a brain that is powerful and creative.”“Dyslexia is surrounded by myths, but it’s really about how the brain processes written language.”Resources Mentioned:Wilson® Professional Learning Detailshttps://www.dcsdk12.org/about/departments/special-education/dyslexiahttps://leg.colorado.gov/bills/sb25-200and the https://www.cde.state.co.us/coloradoliteracy/sb-25-200-summary-of-dyslexia-read-act-requirements. Call to Action: If you enjoyed this episode, please subscribe, rate, and review our podcast. Share this episode with someone who might benefit from learning more about dyslexia. For more resources, visit our website or follow us on social media.Connect with Us:Website: Dcseac.orgInstagram: @DCSEAC_COtiKTok: DCSEACEmail:[email protected]

In this episode of 'SpecialEd IEPs, 504s, Oh my: Conversations with DCSEAC,' Aleia Mastroianni, Courtney Nangle, and Lisa Graham, the Director of Early Childhood Education, discuss key issues related to early childhood education and the special education services available in Douglas County. Topics include the appropriateness of schools discussing potential disabilities with parents, the evaluation process for learning differences, preschool suspensions, and educational eligibility criteria. They also clarify the differences between medical diagnoses and educational eligibility, explain the IDEA Parts B and C for early intervention, and provide insights into the structure and benefits of Douglas County School District’s preschool programs. Emphasis is placed on the accessible, free, and high-quality support available to all preschool children, and the importance of a collaborative approach between educational staff and parents.DCSD Preschool Pagehttps://www.dcsdk12.org/schools-academics/schools/preschoolDCSD ChildFind Pagehttps://www.dcsdk12.org/about/departments/early-childhood-education/child-find-screening-evals-3-5CDC Childhood Milestones Pagehttps://www.cdc.gov/act-early/milestones/index.html