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

SLP — It's More Than the R Sound

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

Episode 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 Levels

• Elementary: Focus on speech sounds, grammar, and early social language
• Middle 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 readiness
• Bridge 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 Mentioned

• DCSD Child Find — For families with children birth–21 in Douglas County
• SWAAC Team — DCSD's AAC/device consultative team
• School to Work Alliance Program (SWAP) — Transition support for students not qualifying for Bridge
• Bridge Program — Post-secondary transition program focused on real-life skills

Connect 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 Cafe

https://www.legacycampus.org/about/legacy-campus-marketplace

Parker Theraputic Rec Center

https://www.parkerrec.com/892/Therapeutic-Recreation

Episode 3: Hope and Resilience - Kitchen Table Talk Series

Duration: 24 minutes Podcast: Special Ed IEPs, 504s, Oh My - Conversations with DCSEAC

Content Warning

This 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 Resources

• 988 Suicide & Crisis Lifeline: Call or text 988 (available 24/7)
• Crisis Text Line: Text HOME to 741741
• Trevor Project (LGBTQ+ youth): Call 1-866-488-7386 or text START to 678678

Episode Description

In 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 Discussed

Redefining Good Parenting

• Letting go of the "perfect parent" image
• Showing up authentically instead of pretending everything is fine
• Teaching children to acknowledge difficult feelings without shame

Breaking the Silence

• Why conversations about child mental health remain taboo
• The difference between political/PR discussions vs. real vulnerability
• How silence perpetuates stigma while honest conversations create hope

Mom Guilt & Parental Blame

• Society's tendency to blame mothers for children's mental health struggles
• Recognizing that mental health crises are not a reflection of parental failure
• Understanding that this can happen even to the most present, engaged parents

Challenging Mental Health Stigmas

• Media portrayal and glamorization (13 Reasons Why, Romeo & Juliet)
• Misconceptions about what struggling children "look like"
• Understanding different forms of self-harm and their motivations

Navigating the Mental Health Care System

• The scarcity of therapists specializing in childhood suicidal ideation
• How hospital care teams can help with referrals and groundwork
• The importance of trusting parental intuition when providers don't fit
• Why treatment plans are flexible, not absolute

Finding Support

• Building a reliable point-of-contact system with care coordinators
• The value of backup contacts and quick response protocols
• Trusting your instincts about what works for your child

Impact on the Whole Family

• The emotional toll on siblings and blended families
• Supporting children who witness a sibling's struggles
• Finding balance when one child requires intensive care

The New Normal

• Recovery is not linear
• Learning to live without constant hypervigilance
• Making peace with uncertainty
• Finding confidence in your support team

Connect with DCSEAC

• Website: DCSEAC.org
• Email: [email protected]
• Follow 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 hospitalization

Crisis Resources

Available 24/7:

• 988 Suicide & Crisis Lifeline
  • Call or text 988
• Crisis Text Line
  • Text HOME to 741741
• Trevor Project (LGBTQ+ youth) - Call 1-866-488-7386 or text START to 678678

Key Topics Covered

The Heavy Lifting Phase (0:00-8:00)

• Transitioning from crisis to ongoing care
• Navigating outpatient treatment in Colorado Springs (December-May)
• Balancing treatment needs with school attendance and truancy concerns
• Fighting for extended hospital stays when your child needs more time

Understanding Assessment & Discharge (8:00-15:00)

• The limitations of standardized mental health assessments
• How high-functioning children can "game" evaluation checklists
• Advocating as a parent when medical teams recommend discharge
• The "dark figure" - how suicidal ideation manifests differently in each child
• Video game metaphors and helping children understand permanence

Building Your Care Team (15:00-22:00)

• The parent as "bridge" between hospital and school
• Finding the right therapeutic fit (it's okay to keep looking)
• The importance of having medical professionals who truly listen
• How Courtney assembled her "dream team" of all women providers who are also mothers

School Support & IEPs (22:00-27:00)

• The difference between IEPs and 504 plans
• Mental health qualifies for 504 support
• The importance of individualized education plans (the "I" in IEP)
• How advocates can help navigate the system
• Working with school districts during extended absences

Self-Care & Support Systems (27:00-End)

• "You can't pour from an empty cup - pour from your overflow"
• The necessity of therapy for parents
• Physical movement to release emotional weight
• Finding community and ending the isolation
• Recognizing tiny wins: when your child can identify their feelings before the explosion

Coming 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 & Contact

• DCSEAC Website: DCSEAC.org
• Email: [email protected]
• Follow on social media for more resources and support

The Fog - Part 1

Episode Description

This 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 Covered

The Early Warning Signs

• Recognizing when something feels "off" with your child
• The "fog" that parents describe before emotional outbursts
• Changes in eye contact, engagement, and body language
• Trusting your parental intuition even when others dismiss your concerns

The Struggle to Get Help

• Navigating the healthcare system when alarm bells are ringing
• Being told "it's just autism," "it's just ADHD," or "it's just hormones"
• The isolation of having concerns dismissed by professionals
• Feeling like you're being talked down to or blamed as a parent

The Crisis Response

• What to do when your child makes their first attempt
• Emergency room experiences and challenges
• The difficulty of finding appropriate pediatric mental health care
• Understanding inpatient vs. outpatient treatment options

The Emotional Toll

• The profound isolation parents feel
• Pressure to appear "put together" while navigating crisis
• When friends and family don't know what to say
• The constant question: "What am I not doing?"

Crisis Resources

If 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 741741
• Trevor Project (LGBTQ+ youth): 1-866-488-7386 or text START to 678678

Emergency Response:

• Go to your nearest pediatric ER (not adult ER if possible)
• Call 911 for rapid response team assessment

About the Guests

Courtney 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 Next

In 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 Us

• Website: DCSEAC.org
• Email: [email protected]
• Follow us on social media for more resources and conversations

If 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 00:47

Transitioning to High School: Key Changes in IEPs 01:08

Understanding Direct and Indirect Services 02:27

Navigating High School Programs and Options 03:39

The Importance of Electives and Extracurriculars 11:17

Alternative High School Programs and Support Systems 11:53

Advocating for Your Child's Needs 18:27

Bridge Programs: Transitioning to Adulthood 20:19

Exciting News: New Bridge Site Announcement 21:01

Legacy Program: A Unique Opportunity 21:46

Understanding Bridge Program Variations 23:09

Project Search: High Functioning Students 24:03

Bridge Program Qualifications and Benefits 26:13

Pathways vs. Bridge: Key Differences 30:10

Transitioning from School to Adulthood 30:46

Facing the Cliff: Life After Bridge 31:56

Volunteer Work: A Valuable Alternative 37:41

Planning for the Future: Financial and Medical Considerations 38:22

Conclusion: Navigating Transitions Together

DCSEAC Video - Getting to the Legacy Cafe

https://youtu.be/XAxYzWoZkic

Mini TedTalk Link

https://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 Difference

Episode Overview

Join 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 DCSEAC

Key Topics Discussed: What is the Shining Stars Award?

• An annual recognition program celebrating staff members who impact children with IEPs and 504 plans
• Open to ALL school staff: teachers, paraprofessionals, bus drivers, crossing guards, custodians, therapists, social workers, principals, and even therapy dogs and their handlers
• Not limited to just teachers - anyone in Douglas County schools who makes a difference

Why It Matters

• Recognizes the often-unseen daily efforts of school staff
• Acknowledges the impact on both students AND families
• Helps combat feelings of isolation in the special education community
• Shows appreciation for those who "show up on the good days and the bad days"

Important Dates

• Nominations Open: February 15th
• Nominations Close: February 28th (2-week window)
• Drawing Date: March 11th (with district representatives)
• Basket Delivery: March 24th

How to Nominate

• Visit the DCSEAC website and click "Nominate"
• Simple step-by-step process requiring:
  • Nominee's name
  • School affiliation
  • Their role/position
  • 1-2 sentences (or more!) about their impact
• Every nominee receives their nomination in writing, beautifully presented for them to keep

The Recognition

• 10 Grand Prize Baskets: Randomly selected from all nominees
• Baskets curated with love, filled with donations from local businesses
• Gift cards to Target, Walmart, Office Depot, Staples, Michael's, and more
• Every Single Nominee receives their nomination certificate, regardless of basket selection

Who Can Be Nominated?

• Public schools throughout Douglas County
• Charter schools (American Academy, Castle Pines, Lehman, etc.)
• Elementary, middle, AND high school staff
• Anyone who works with special education students

How to Support

• Donate: Scan QR code or visit the cheddar up link on the DCSEAC website
• Spread the Word: Share with other parents and community members
• Business Donations: Contact Courtney through the website or social media
• Gift cards and monetary donations go a long way for classroom supplies

Connect with DCSEAC

• Website: [email protected]
• Facebook: DCSEAC
• Instagram: DCESAC_CO
• Email: Available on website

Call to Action

If 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 Years

Podcast: 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 minutes

Episode Description

Diving 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 & Timestamps

Introduction (0:00-1:16)

• Dr. Erin Grell: 14 years as school psychologist in Douglas County

Diagnosis & Identification (1:16-5:03)

• ADHD as educational identification (Other Health Impairment)
• Medical vs. school-based evaluation
• Parents don't need answers—just say "I'm worried"

Common Misconceptions (5:03-5:39)

• Medication isn't the only solution

IEP 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 needed
• Inattentive (girls): Daydreaming, often missed

The "Label" Concern (7:45-9:00)

• Focus on needs, not labels

Inattentive ADHD (9:45-11:15)

• Can appear oppositional
• Masking in older students causes fatigue

Executive Functioning (11:15-13:20)

• Writing most impacted

Twice-Exceptional Students (13:40-15:13)

• ADHD students often gifted in specific areas
• GT coordinator now supports IEP students

Middle & High School (15:13-17:10)

• Hyperactivity decreases, inattention worsens
• Tasks become complex and independent

Pathways to Success (19:30-20:44)

• 21 pathways beyond college
• Backwards planning for careers

Advocacy (20:44-23:15)

• "He's doing the best he can"
• Build relationships with staff
• Request transition meetings
• Attend school events

Homework & Medication (23:15-27:41)

• Study skills classes available
• Minimal homework in middle/high school
• "Write supports for the brain he was born with"
• Can't remove supports because interventions work

Classroom Strategies (27:41-28:45)

• Self-monitoring increases awareness
• Must be ongoing
• Benefits all students

Self-Advocacy (28:45-30:53)

• Include students in IEP process
• Find connecting teachers
• Community gatherings help

Post-High School (30:53-33:05)

• 18-year-olds may not be ready to adult alone
• Scaffolding essential

Resources:

• Programs: MTSS, School Success classes, Peak at the Pack, Legacy career pathways
• Disclaimer: 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 JKA

https://dcsdk12.community.highbond.com/home/public/document/4268

DCSD Board Policy JKA-R

https://dcsdk12.community.highbond.com/home/public/document/4270

DCSD Board Policy JKA-E

https://dcsdk12.community.highbond.com/home/public/document/4269

Parent University

https://www.dcsdk12.org/parents-students/resources/parent-university