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Spring Stress, July & September Decisions

With only a month left of school, many families are receiving IEPs, placement recommendations, and school assignments for July and September. This process can feel overwhelming, especially when parents feel pressured to make immediate decisions.

This month’s newsletter focuses on practical guidance for navigating IEP meetings and school placement tours. We discuss what parents should and should not do during meetings, why it is important to review recommendations carefully before responding, and what questions actually matter when visiting a proposed placement.

As we head into warmer weather and the Memorial Day weekend, we hope families are able to take some time to relax, recharge, and enjoy the start of summer.

-Ariel & Chris

Firm News

Super Lawyers is a recognition awarded through peer nomination, professional achievement, and independent evaluation, with only a small percentage of attorneys selected each year.

For Ariel, this recognition carries particular meaning because it reflects the work he cares about most: advocating for students and families navigating difficult and often overwhelming disputes with school districts. Special education law is deeply personal work. Families are often fighting for services, placements, evaluations, and supports their children need simply to access an appropriate education.

This recognition is not just a professional milestone. It is a reflection of the trust families place in Ariel during some of the most stressful moments in their children’s educational journeys, and the confidence colleagues and peers have in his advocacy.

We are incredibly grateful to the families, professionals, and advocates who continue to place their trust in our firm and allow us to do this work every day.

We’re Growing

Over the past year, our firm has continued to grow in ways that are both exciting and deeply meaningful to us.

As more families have trusted us to advocate for their children, we have expanded not only our caseload, but also our vision for what this practice can become. What began as a focused special education practice has continued to grow into a broader education and school law firm handling increasingly complex matters involving students, families, and school districts throughout New York.

Because of that growth, we are excited to share that we are hiring additional attorneys! If you or anyone you know is interested in applying for a part-time associate attorney or Of-Counsel attorney position, please email a cover letter and writing sample to azitrin@azlawconsulting.com.

We are currently looking to expand our team with individuals who are passionate about advocacy, detail-oriented, hardworking, and committed to helping families navigate difficult educational situations.

This work matters. The cases are personal, the stakes are high, and the impact on families is real. We are proud of the reputation we have built and grateful for the trust clients continue to place in us every day.

To everyone who has referred clients, supported our firm, collaborated with us, or trusted us to advocate on behalf of your family: thank you. Your support is the reason we are able to continue growing.

In Your Advocacy Backpack

4 Things Parents Should Remember During an IEP Meeting

Many parents believe they must immediately agree or disagree during the meeting itself, when in reality the most important thing is making sure the district has accurate information and that the parent preserves the ability to review the written recommendations carefully.

Key Tips Section

1. Do not panic during the meeting
   Parents can control the information they provide, but they cannot control what the district initially proposes in an IEP draft. That does not mean the recommendation is final or appropriate.

2. Be honest and provide complete information
   Share evaluations, progress reports, teacher input, and information about private school performance if applicable. The more accurate the information, the harder it is for the district to later claim it lacked notice of the child’s needs.

3. Do not accept or reject anything during the meeting
   Parents do not need to make immediate decisions. A strong line to include:

   “I will review the written IEP and placement recommendation once I receive them in writing before making any decisions.”

4. You can disagree without rejecting the program
   Many parents think disagreement must be all-or-nothing. It is completely appropriate to state concerns while reserving judgment.
   Example: “I believe the recommended class may be too large for my child, but I will review the written recommendations before making a final decision.”

Remember that the meeting is part of the process, not the final word. The written IEP and placement matter. Parents should avoid feeling pressured into immediate responses.

The IEP meeting may feel like the hardest part of the process, but what happens after the meeting is just as important.

Once parents receive the finalized IEP and placement recommendation in writing, they should slow down and review everything carefully. Too often, parents leave meetings believing certain supports were agreed upon, only to discover later that those services were never included in the written IEP.

Parents should review the entire document, not just the class recommendation or service page. Pay close attention to present levels, management needs, goals, related services, behavior supports, assistive technology, testing accommodations, and transportation.

A simple question to ask is:

Does this IEP accurately reflect my child and what my child needs?

Parents should also compare the IEP to evaluations, progress reports, provider input, and concerns raised during the meeting. If the recommendations do not match the data, or if important needs were left out, parents should ask questions.

Verbal promises are not enough. If something is important, it should be written into the IEP.

The placement recommendation should also be reviewed separately. Even if the IEP appears appropriate, parents should consider whether the assigned school can actually implement the program and services being recommended.

Most importantly, parents do not need to respond immediately. It is appropriate to say:

I am reviewing the IEP and placement recommendation and will respond after I have had an opportunity to fully consider the program.

The written IEP matters. The details matter. Taking time to review them carefully can make a significant difference.

When parents tour a proposed public school placement, many focus on the building itself. Is it clean? Are the staff friendly? Does the classroom look organized?

While those things matter, they do not answer the most important question:

Can this program actually meet your child’s needs?

A placement can look impressive during a 20 minute tour and still be completely inappropriate for a particular student. Parents should use school tours as an opportunity to gather information, observe carefully, and ask direct questions.

The specific classroom matters more than the building itself. Parents should ask:

• How many students are in the class?

• What are the students’ academic and behavioral profiles?

• Are the students verbal, nonverbal, or mixed?

• How are students grouped?

• What curriculum is being used?

Parents should also ask how behavior is handled. This is one of the most important areas parents often overlook:

• What happens when a student becomes dysregulated?

• Is there a behavior support team?

• How are transitions managed?

• How does staff respond to elopement, aggression, or refusal behaviors?

• Are there sensory supports available?

For students with autism, speech delays, or communication challenges, communication support is critical. Parents should ask:

• What communication systems are used in the classroom?

• Are AAC devices supported?

• How are nonverbal students included in instruction?

• How often do speech therapists collaborate with classroom staff?

Do not assume related services are delivered exactly as they appear on the IEP. Ask:

• Are service providers available to implement the recommended services from the IEP on day one?

• Are services push-in or pull-out?

• Are services provided individually or in groups?

• How are missed sessions handled?

• How often do providers communicate with parents?

Parents should also observe what happens between activities. Sometimes transitions reveal more than the lesson itself. Does the classroom feel calm or chaotic? Are students engaged? How do adults speak to students?

Most importantly, parents should remember that they do not need to make immediate decisions. It is appropriate to ask follow-up questions, request additional information, and carefully review the placement before responding.

A placement is not appropriate simply because the district offered it. The goal of a school tour is not to be impressed. The goal is to determine whether your child can realistically succeed there.

Upcoming Events

🧩 Tip of the Month ✏️

5 Red Flags Parents Should Never Ignore During a School Tour

1. students wandering unsupervised

2. constant screaming/chaos

3. staff unable to answer basic questions

4. lack of student engagement

5. classrooms grouped too broadly

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