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What to Know as the New Year Gets Underway

Welcome to our first Newsletter of 2026!

As we head back to school after winter break, this month’s newsletter focuses on a critical stretch of the school year. January is when patterns are clear, data should exist, and early warning signs are hard to ignore.

In this issue, we cover what families should be paying attention to at the mid year mark, including IEP implementation, regression after breaks, outdated evaluations, attendance issues tied to illness or disability, and why getting everything in writing matters more than ever. We also flag what districts are often already planning behind the scenes for next year and how parents can stay ahead of that process.

You will also find firm updates, including information about an upcoming free community talk and Q & A with Chris. As always, we are sharing practical guidance meant to help families protect their children’s rights and avoid common traps.

We are glad you are here and hope this month’s newsletter gives you tools you can actually use.

Warmly,

Ariel & Chris

In Your Advocacy Backpack

January is a reality check month. The school year is far enough along that patterns are clear and excuses start to thin. This is the moment to look closely at what is actually happening, not what was promised.

Mid year IEP implementation and progress
By January, IEPs should be fully implemented and generating real data. Services should be occurring consistently, accommodations should be visible in classrooms, and progress should be measurable. Minimal or vague progress is a red flag. If services are being missed, shortened, or inconsistently delivered, document it and raise it now. You do not need to wait for an annual review to address implementation failures or lack of progress.

Regression after winter break
Winter break often exposes gaps in programming. If your child returns to school having lost skills, showing increased behaviors, or requiring more adult support, that matters. Regression is evidence. Parents should document changes they see at home and ask teachers and providers to do the same. This information can support requests for increased services, program changes, or compensatory services.

Outdated evaluations and the need for new data
Many districts rely on evaluations that no longer reflect a child’s current needs. If your child has not had a full reevaluation in three years, or if their needs have changed significantly, you have the right to request updated evaluations in writing. January is an ideal time to do this so decisions later in the year are not made using stale or incomplete data.

Attendance and illness related concerns
With flu and illness outbreaks, some families are already receiving attendance warnings or pressure from schools. Attendance issues connected to disability or medical needs should trigger problem solving, not punishment. If illness, fatigue, or regulation issues are affecting attendance, this should be addressed through the IEP or 504 process. Attendance letters do not override disability protections.

Everything in writing
If the district is pushing for decisions over the phone, you are allowed to slow things down. It is appropriate to say you are overwhelmed and ask for everything in writing so you can review it later when you can focus. Written communication protects you, creates a clear record, and prevents misunderstandings. You do not have to agree on the spot.

Looking ahead without being blindsided
Many districts begin discussing placements for the following school year earlier than parents realize. Those conversations often start internally in late winter. Ask now when placement discussions will begin and how you will be included. Decisions about your child should never be made without your input.

Keep these tools close this month. January is when early action can prevent bigger problems later.

Community Event: Free Talk and Q & A with Chris

Chris will be hosting a free, in person community talk and live Q & A at the Long Beach Public Library focused on navigating New York’s special education system. Drawing from his book, Where the Map Ends: A Parent’s Guide to Navigating New York’s Special Education Jungle, the presentation will cover parents’ legal rights, effective advocacy strategies, record keeping that matters, and ways to build productive relationships with schools. The program will include a 45 minute presentation followed by a 15 minute question and answer session, and all are welcome.

🧩 Tip of the Month ✏️

If You Never See the Work, Ask Why

This week, we consulted with two separate families of five year olds. Both sets of parents raised the same concern: their child’s teacher never sends home any work product. No artwork, no drawings, no early attempts at pre-academic skills. That should give any parent pause.

Even for students with significant disabilities, classrooms generate work. Art projects, sensory based activities, scribbles, tracing attempts, matching tasks, or picture based responses all count as instructional work. When nothing ever comes home, it raises important questions about what instruction looks like day to day and how progress is being observed and measured.

Work samples are not about perfection. They are evidence. They show effort, exposure, and growth over time. They also help parents understand what skills are being targeted and how their child is engaging in the classroom. Not to mention, as parents, we love to proudly hang these pieces on the fridge — they’re tangible reminders of our children’s hard work and progress.

If you are not seeing any work come home, it is appropriate to ask for work samples to be shared regularly and to ask how progress is being documented. This is especially important when progress reports rely on broad statements rather than concrete examples.

Bottom line: if instruction is happening, there should be something to show for it.

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