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

Special Ed, IEPs, 504s. Oh My! – Conversations with DCSEAC

Hosts: Meredith & Kelly

Episode Summary

Meredith and Kelly have a candid table-talk discussion about one of the most emotionally charged moments in a special education journey: when a child transitions out of Significant Support Needs (SSN) or loses their IEP. Despite often being framed as a "victory," both hosts share that it can feel more like being pushed off a cliff — triggering grief, panic, and uncertainty.

Topics Covered

• The emotional reality of losing services — why it's not always a celebration
• Meredith's experience: her son repeating kindergarten twice in SSN, then being moved to mild/moderate in first grade despite teacher concerns
• How overcrowding and program consolidation can affect placement decisions
• The difference between SSN and mild/moderate support, and why the "all or nothing" nature of the system is so difficult for families
• Kelly's story: her daughter coming off an IEP in high school after years of services, and the transition to a 504
• Why qualifying criteria (e.g., being below the 8th–12th percentile) can still leave a significant gap between a child and their peers
• IEP vs. 504: key differences — IEPs modify instruction; 504s provide accommodations
• How to think about 504 accommodations thoughtfully (not just defaulting to extended time)
• Homework as a major stressor — setting boundaries as a parent
• Supporting your child emotionally through transitions, especially in middle and high school
• Advocating for your child even after they lose formal protections
• Stepping down services gradually rather than going from full support to nothing
• Connection vs. compliance: why preserving your relationship with your child matters more than the parent portal

Key Takeaways

• Losing an IEP or moving out of SSN is neither inherently good nor bad — it's about whether the right supports are still in place.
• Always ask: Who is providing the support minutes? Is there an EA in the general ed classroom? Does the gen ed teacher understand my child?
• A 504 requires a diagnosis and is managed by the guidance counselor — you may need to be proactive to get it written quickly at the start of the school year.
• The "I" in IEP stands for Individual — advocate for what your specific child needs, not what's typical.
• Self-advocacy skills built during IEP years are invaluable, especially in high school and beyond.
• There are many paths to success — not all of them look the same academically.

Resources Mentioned

• DCSEAC website: dcseac.org
• Email: [email protected]
• DCSEAC social media

If this episode resonated with you, please like, share, and follow the podcast — and let other parents know about it!

Aleia Mastroianni welcomes listeners back to a new school year of “Special Ed, IEPs, 504s, Oh My: Conversations with DCSEAC,” sharing that new podcast topics are in development and introducing a previously recorded snippet about the Douglas County Special Education Advisory Committee (DCSEAC). Joined by board members Kelly Mayr and Courtney Nangle, Aleia explains that DCSEAC is a state-required Colorado committee that partners with, but does not work for, the school district, bringing community concerns and celebrations to special education leadership and sharing information to help parents better navigate special education in Douglas County. They emphasize the board is volunteer-based, made up of parents of children served by special education, and is not a political or advocacy group. They describe board service as a meaningful but significant time commitment that does not require special education expertise—just commitment and heart—and direct listeners to the website for more details.

00:00 New Year Kickoff

01:07 Meet the Board

01:37 What DCSEAC Does

02:47 Volunteer Parent Committee

03:06 Not Advocacy or Politics

04:11 ​Board Not Currently Recruiting

06:51 Time Commitment Reality

07:18 Resources and Farewell

Expanding Community Impact Beyond In-Person Events

In this episode, Aleia, Courtney and Kelly reflect on how creating on-demand audio content can broaden community impact compared to hosting in-person events, which many people struggle to attend. They emphasize that allowing people to listen whenever they have time makes the effort more accessible and potentially more meaningful, and they express gratitude for having made this format available.

00:00 Broader Community Impact

01:22 Challenges Attending Events

01:29 On-Demand Listening Benefits

01:36 Gratitude and Wrap-Up

In this episode, host Meredith is joined by board members Aleia, Courtney, and first-time guest Elissa for an honest, heartfelt conversation about BASE — Douglas County's Before and After School Enrichment program — and the unique challenges it presents for families of children with special needs.

Elissa shares her family's personal journey navigating BASE with her son, who has diagnoses of ADHD and autism. From referral systems and dismissals to creative childcare patchwork, her story will resonate with any parent who has ever felt like the system just can't keep up with their kid.

What We Cover

• BASE & Section 504: BASE is part of the school district and must follow 504 law — meaning your child's 504 accommodations (quiet spaces, visual schedules, sensory tools) still apply after 3:30 PM.
• The Referral System: How Douglas County's referral policy works, what happens after a child is excused from the program, and why being dismissed from one BASE means dismissal from all BASE programs district-wide.
• Strategies That Help: Re-entry meetings, step-wised re-entry plans, identifying behavioral triggers, and bringing sensory tools from home (chewies, weighted blankets).
• Summer Childcare: The real cost and challenge of finding reliable, specialized summer care — and why hiring a babysitter familiar with special needs can make or break a summer.
• Resources You May Not Know About: Colorado's Family Leave Law (12 weeks of paid intermittent leave), Developmental Pathways respite funding, and how to ask about these options early.
• The Emotional Load: Aleia powerfully reflects on the "hustle that never stops" — the pins-and-needles stress of prepping BASE staff, building relationships, and waiting for the next incident. You are not alone.

Key Takeaways

• Register early and have a conversation with BASE staff before the school year begins.
• Use every referral as a reset point — ask what's working and what needs to change.
• Colorado's Paid Family & Medical Leave can be used for intermittent leave when BASE doesn't work out.
• If your child has been told they're "not a good fit," you are not failing. The system hasn't caught up yet.

Connect With Us

🌐 dcseac.org 📧 [email protected] 📱 Follow us on social media

If this episode resonated with you, please like, share, and follow — and send us your resources so we can keep the conversation going!

May Madness: Surviving End-of-Year Overwhelm for Special Needs Families

Aleia Mastroianni and DCSEAC board members Kelly Mayr and Courtney Nangle discuss why May feels especially overwhelming for families raising children with disabilities, describing end-of-year scheduling crushes (testing, concerts, prom, graduations), IEP renewals, and teacher appreciation pressures compounded by social media expectations and the many staff and providers supporting IEP students. They note student and parent burnout can trigger increased behaviors, school refusal, and dysregulation, and that planning summer activities can add stress for autistic, anxious, or OCD-affected kids. The group emphasizes transition uncertainty and recommends requesting transition meetings, visiting new schools, and starting planning early. Coping strategies include tailoring support to each child, giving parents grace (simpler meals, more screen time), limiting overbooking, communicating “it’s okay,” leaning on other parents, and acknowledging summer can be difficult due to loss of structure and fears of regression.

00:00 May Madness Begins

01:13 Why May Feels Unbearable

03:07 Kids Burnout And Behaviors

05:49 Teacher Gifts And Pressure

08:20 Transition Season And IEPs

11:19 Making Transition Meetings Work

15:19 May Survival Tips

19:00 Summer Stress And Regression

22:51 You Are Not Alone

The iconic Holderness Family Music video about "Maycember"

https://youtu.be/S8_IszUUAkw?si=XyINGdGfcruIXWiZ

Special Olympics & Unified Champion Schools: Building Belonging From Preschool Through Adulthood Host Aleia Mastroianni talks with Maricela Shukie, Senior Director of Unified Champion Schools at Special Olympics Colorado, about how Special Olympics provides lifelong opportunities for people with intellectual and developmental disabilities through sports, leadership, inclusive school programs, and community. They explain the difference between traditional Special Olympics and Unified, where athletes and typically developing partners participate together in activities such as Unified sports, PE, cheer, theatre, eSports, student government, and inclusive events like prom. The conversation covers seasons, accommodations for varying needs, common barriers (misconceptions about age or ability, fear, location, paperwork), and the Athlete Oath. They outline how to sign up through schools or Special Olympics Colorado, note the program is free, discuss health screenings and volunteering, and describe post-school options including college programs, athlete leadership, and roles like coaching or employment within Special Olympics.

00:00 Welcome and Topic Setup

01:32 What Special Olympics Is

02:43 Beyond Sports Community and Leadership

05:02 Unified Programs in Schools

06:26 Unified vs Special Olympics Explained 09:12 Inclusion Culture and Kindness Campaigns

10:36 Starting Unified at Your School

14:08 Who Can Participate and Team Format

16:47 Athlete Oath and Season Basics

18:04 All Abilities and How to Sign Up 19:57 Signing Up Basics

20:15 Free Programs And Health

21:06 Emails Deadlines And Perks

21:40 Parents Volunteering Options

22:48 Lifetime Community Inclusion

23:52 Siblings Unified And Youth

25:28 Adult Programs After School

28:59 Forever Peers And Support

32:34 Common Barriers And Myths

35:39 Paperwork Made Easier

37:10 Final Thanks And Takeaways

Special Olympic Colorado Website:

https://specialolympicsco.org/

Special Olympics Registration Page:

https://specialolympicsco.org/getinvolved/becomeanathlete/applicationresources/

Special Ed, IEPs, 504s, Oh My! – Conversations with DCSEAC

• Episode: Understanding Twice Exceptionality (2E)

Guests: Natasha Strayer – Director of Advanced Academics and Gifted Programming, Douglas County School District, Steven Whited – Special Education Coordinator, Chaparral Feeder, Douglas County School District, Aleia – Parent advocate and DCSEAC co-host

Episode Summary: In this episode, host Meredith sits down with two district experts and a parent advocate to unpack twice exceptionality (2E) —

Topics Covered:

• What "twice exceptional" (2E) means in Colorado — formal identification requires both gifted services (ECEA) AND special education services (IDEA) or a 504 plan
• The concept of masking — how gifted students hide struggles (and vice versa), both intentionally and unintentionally
• Signs parents can look for at home: big splits between school and home behavior, exhaustion after school, high perfectionism, difficulty transferring verbal understanding to written work
• How to start the referral conversation — begin with the classroom teacher, gifted education facilitator, or special education provider
• IEP vs. 504 vs. Advanced Learning Plan (ALP) — what each plan does and why they must be aligned (not merged) for 2E students
• Asynchronous development — a characteristic of many gifted learners, but extreme asynchrony warrants a closer look for potential 2E identification
• Behavior and general ed teachers
• Professional development in DCSD: "Understanding the Twice Exceptional Learner" (8-hour course), shorter specialized PD sessions, and partnerships with national experts like Emily Kutcher Morris
• Student self-advocacy — students are invited into IEP and ALP conversations to understand their own learning profiles
• Multilingual learners who are also 2E — the importance of ELD collaboration and cultural awareness

Key Takeaways for Parents:

1. You can initiate a 2E conversation through either the special ed team OR the gifted education facilitator — both are appropriate entry points.
2. Every school in DCSD has a trained gifted education facilitator — reach out to them anytime.
3. Ask for the gifted ed facilitator to be included in IEP meetings, even if your child isn't yet identified as gifted.
4. Plans (IEP, 504, ALP) are separate but should be aligned — advocate for collaborative meetings with all parties at the table.
5. Exhaustion, emotional dysregulation at home, and a mismatch between verbal and written output are key signs to watch for.

Resources Mentioned:

• Douglas County School District Advanced Academics & Gifted Programming
• Exceptional Children's Educational Act (ECEA) – Colorado
• IDEA (Individuals with Disabilities Education Act)
• Section 504 of the Rehabilitation Act
• Emily Kutcher Morris – neurodiverse affirming schools

Connect with DCSEAC:

• 🌐 Website: dcseac.org
• 📧 Email: [email protected]
• 📱 Social media: search 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 Takeaways

Developmental Pathways Website

https://www.dpcolo.org/

Developmental Pathways Online Intake Form

https://app.smartsheet.com/b/form/234b31539c3740eb95935995e6d59fe1

Policy Pulse - DP Blog

https://www.dpcolo.org/category/developmental-pathways-news/

pisode: OT Beyond the Handwriting Special Ed IEPs, 504s & Conversations with DCSEAC

Guest: Patty Kreinbrink, Occupational Therapist Lead, Douglas County School District

Episode 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 handwriting
• How core strength connects to writing skills
• Sensory processing vs. misbehavior — how OTs tell the difference
• Proactive vs. reactive use of sensory tools
• School-based OT vs. private/clinic OT: key differences
• Collaborative goal writing and why it changed
• Shoe tying, life skills, and SSN students
• What "educationally necessary" actually means
• OT in an IEP vs. OT in a 504 plan
• The CERT tool: how Douglas County ensures consistent, individualized services
• What language to use at an IEP meeting if you're concerned about fine motor or sensory needs
• Assistive technology and neuroplasticity — why early intervention matters
• Simple at-home activities to support OT goals

At-Home OT Tips from Patty:

• Let kids open containers, carry backpacks, and do chores
• Stir resistive textures (pudding, bread dough) to build bilateral skills
• Play games or color lying on the belly propped on forearms
• Do activities vertically (on a wall or easel) to build shoulder and wrist strength
• Break crayons into small pieces to promote a functional grasp
• Use squirt bottles, tongs, and tweezers for fine motor play

Connect with DCSEAC:

• Website: DCSEAC.org
• Email: [email protected]
• Social media: search DCSEAC

Enjoyed 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 Kickoff

01:08 Autism Team Contact

04:20 Center Staff Training

04:55 AN Program and ASD

08:15 IEP vs 504 Explained

11:48 After School ADHD Support

17:39 Finding Parent Community

24:50 IEP Advocacy and Goals

33:13 Unified Sports Access

34:49 Wrap Up and Next Episodes

Link to Special Education Coordinators

https://www.dcsdk12.org/about/departments/special-education/directors-coordinators

Link to IEP Episodes

https://rss.com/podcasts/specialed-ieps-504s-oh-my-conversations-with-dcseac/2317095/

Link to AN Support Group Information

https://www.dcseac.org/an

Link to Effective Flow of Communication Chart

https://docs.google.com/document/d/1xXLQo00Qd0gMlHyyiPMpNlfyQGNNNS1iWOaViXnJ5Ho/edit?tab=t.0