The school year is underway. Your child has an IEP or 504 Plan. The supports are written down.

But now comes the important question:

What does that plan actually look like during your child’s school day?

In this episode of The Whole Child Advocate, Dominique walks parents through a practical first-30-day check-in using three important questions:

Is the support available?Is it actually being delivered?And is it helping?

Because a support being written into a plan, a support being provided, and a support actually meeting your child’s needs are three different things.

In this episode, we talk about:

• How to move from “the plan says…” to understanding what is actually happening at school• How to ask teachers and case managers about accommodations and services without beginning from conflict• What to do when a support is technically available but doesn’t seem to be helping• How parent observations can help complete the school’s picture of progress• What to ask when the answer you receive feels vague• How to decide whether the issue is implementation—or whether the plan itself may need to be reviewed• When it may be time to bring the IEP or 504 team back together

You’ll also leave with a simple challenge:

Choose three supports from your child’s plan and ask: What does the plan say? Is it available? Is it being delivered? Is it helping?

Parents inside the Whole Child Collective can also access practical tools, including the Progress Tracker and First 30 Days IEP/504 Check-In, to help organize observations and prepare for school conversations with confidence.

Learn more at:

www.wholechildadvocacy.com/collective

Because the goal isn’t simply to have a plan on paper.

The goal is for that plan to make a meaningful difference in your child’s school day.