Services for Students and Families

Support for parents and students navigating educational services, including:

• Understanding special education rights and procedures
• Preparing for IEP, 504, eligibility, reevaluation, and Manifestation Determination Review (MDR) meetings
• Reviewing evaluations, progress reports, IEP’s, 504 Plans, behavior plans, and related documents
• Identifying concerns related to services, goals, accommodations, placement, and implementation
• Developing questions and priorities for school meetings
• Supporting effective communication with school teams
• Helping families understand procedural safeguards and dispute-resolution options

Individualized consultation to help families understand and participate in the educational planning process.

Services may include:

• Reviewing current IEP’s and 504 Plans
• Explaining accommodations, modifications, goals, services, and placement
• Helping families prepare for initial, annual, and reevaluation meetings
• Identifying areas that may need clarification or additional documentation
• Helping parents communicate their concerns clearly
• Helping students understand their educational supports and practice communicating their needs when appropriate
• Providing guidance on how accommodations may be implemented and monitored

SEACS can help families prepare for school meetings by:

• Organizing records and relevant information
• Creating a list of concerns and desired outcomes
• Developing questions for the school team
• Reviewing proposed documents before meetings
• Helping parents understand meeting terminology
• Participating in meetings when appropriate and authorized by the family

A comprehensive review of educational records may include:

• Evaluations and reevaluations
• IEP’s and 504 Plans
• Progress reports and report cards
• Discipline records
• Attendance records
• Communication logs
• Behavior data
• Related-service documentation
• Prior written notices
• State or district correspondence

The purpose of a record review is to help families identify patterns, understand the student’s educational history, and prepare for next steps.

• Address bullying concerns
• Assistance with writing a TEA or OCR complaint
• Assistance with requesting mediation

• Assistance with finding a school for your child (relocating to Texas or just wanting to find a “better fit”)

Student executive functioning coaching helps students develop practical skills for managing academic responsibilities, communication, and daily routines. Coaching is individualized and may support students in becoming more organized, independent, and confident.

Support may include:

• Understanding assignments and breaking larger tasks into manageable steps
• Planning and prioritizing schoolwork
• Managing time, deadlines, and competing responsibilities
• Creating systems for tracking assignments, tests, projects, and appointments
• Organizing digital and physical materials
• Developing routines for starting and completing tasks
• Improving study habits and preparation for tests
• Practicing self-monitoring and follow-through
• Preparing for communication with teachers, professors, advisors, and support staff
• Learning how to ask for clarification and assistance
• Building self-advocacy and decision-making skills
• Developing strategies for transitioning between classes, activities, and educational settings
• Supporting college, trade-school, certification-program, and career readiness
• Developing independent living and workplace-readiness skills

Coaching is educational and skill-based. It does not provide medical, psychological, or therapeutic treatment and does not replace school-based services, clinical care, or academic advising.

SEACS provides educational coaching to help students develop practical strategies for managing academic stress, test anxiety, and school-related pressure.

Support may include:

• Identifying common sources and signs of academic stress
• Developing personalized study and preparation routines
• Breaking assignments and test preparation into manageable steps
• Learning breathing and relaxation techniques
• Practicing grounding strategies and mindfulness-based exercises
• Using positive self-talk and confidence-building strategies
• Creating calming routines before tests, presentations, and important meetings
• Developing strategies for managing worry and racing thoughts
• Practicing test-taking routines and preparation skills
• Learning how to request clarification, breaks, or approved accommodations when appropriate
• Creating plans for managing deadlines and competing responsibilities
• Developing healthy routines related to sleep, organization, preparation, and self-care
• Support with addiction to electronics and gaming
• Helping students identify when they should seek support from a parent, school counselor, licensed mental-health professional, physician, or other qualified provider

This support is educational and skill-based. It does not provide psychological counseling, psychotherapy, medical treatment, diagnosis, or crisis intervention. Students experiencing severe anxiety, emotional distress, or safety concerns should be referred to an appropriate licensed professional or emergency resource.

Transition planning supports students as they prepare for life after high school. Areas may include:

• Postsecondary education
• Trade schools and certification programs
• Employment
• Career exploration
• Independent living
• Community participation
• Self-advocacy
• Assistive technology
• Transportation
• Financial and organizational skills
• Connecting with adult-service agencies

Transition planning should be individualized, student-centered, and based on the student’s strengths, interests, preferences, and goals.

SEACS helps students and families explore colleges, trade schools, certification programs, technical schools, apprenticeship opportunities, and other postsecondary options that may be a good fit.

Support may include:

• Identifying programs based on academic interests, career goals, location, size, cost, campus environment, accessibility, and student support
• Comparing certification programs, trade schools, community colleges, four-year colleges, universities, technical programs, apprenticeships, and other postsecondary options
• Exploring programs connected to specific careers, industries, or areas of interest
• Researching admissions requirements, application timelines, entrance exams, and prerequisite courses
• Exploring financial-aid, scholarship, grant, and payment resources
• Reviewing campus services, career services, student-success programs, and support resources
• Helping students develop a postsecondary-search plan
• Creating questions for admissions offices, academic departments, program directors, housing offices, career-services staff, and accessibility offices
• Supporting campus and program-visit preparation
• Helping students compare accessibility, hands-on training, internships, transportation, and support systems
• Assisting students with organizing application materials, recommendation requests, financial-aid documents, and deadlines
• Helping students evaluate program length, credential type, employment pathways, transfer options, and career outcomes
• Supporting families in identifying questions to ask about licensing, certification, clinical hours, apprenticeships, internships, and job placement when applicable

SEACS does not guarantee admission, financial aid, employment, certification, licensure, or placement. Postsecondary-search services are intended to provide education, organization, and individualized guidance.

College accommodations are different from K–12 special education services. Students generally must contact the college’s disability-services or accessibility office, provide appropriate documentation, and request accommodations. Colleges typically do not automatically receive a student’s IEP or 504 Plan from the high school.

SEACS can help students and families understand:

• The difference between an IEP, a 504 Plan, and college accommodations
• How to contact a college disability-services office
• What documentation may be requested
• How accommodations may be approved and implemented
• How students can communicate with professors and campus offices
• The importance of self-advocacy and student responsibility
• How to prepare for changes in support after high school

Examples of possible college accommodations may include:

• Extended time on tests
• Reduced-distraction testing environments
• Accessible course materials
• Note-taking support or permission to record lectures when approved
• Assistive technology
• Sign-language interpreters or captioning
• Flexible attendance or assignment policies when appropriate
• Priority registration
• Housing accommodations
• Service-animal or emotional-support-animal accommodations when applicable
• Accessible transportation or campus mobility support

Accommodations must be determined by the college based on the student’s documentation, functional limitations, program requirements, and applicable laws. Accommodations cannot fundamentally alter essential course or program requirements.

As an adjunct college professor, Dr. Tammy Cyra brings direct experience with college-level instruction, classroom expectations, student communication, course participation, grading, and the practical implementation of accommodations in higher education.

This service is designed to help families and students better understand what accommodations may look like in college from an instructional perspective. Support may include:

• Explaining how college courses differ from high school classes
• Helping students understand syllabi, office hours, attendance expectations, grading policies, and assignment deadlines
• Discussing how approved accommodations may be communicated and implemented in college courses
• Helping students prepare to speak with professors respectfully and effectively
• Identifying questions students may ask before enrolling in a course
• Helping students understand the difference between equal access and changes to essential course requirements
• Supporting students in developing organization, time-management, and self-advocacy strategies
• Helping families evaluate whether a college’s academic and disability-support systems appear appropriate for the student
• Providing general guidance on how faculty may receive and respond to accommodation notices

This service is educational and consultative. It does not replace the college’s disability-services office, academic advising, legal counsel, or medical providers. Final accommodation decisions are made by the college through its established process.

College students are expected to take a more active role in requesting and using accommodations. SEACS can help students prepare by practicing how to:

• Explain their learning needs
• Request accommodations from the appropriate office
• Communicate with professors
• Ask for clarification about assignments and expectations
• Track deadlines and appointments
• Use campus resources
• Respond when an accommodation is not implemented as expected
• Make informed decisions about disclosure and privacy
• Build independence while seeking support when needed
• Use executive functioning strategies to manage college responsibilities
• Use stress-management and relaxation strategies during academic transitions

SEACS offers presentations and professional-development sessions for:

• Parents and caregivers
• Students
• Educators
• School administrators
• Related-service providers
• College faculty and staff
• Community organizations
• Advocacy groups
• Faith-based and community organizations

Possible topics include:

• Understanding IEP’s and 504 Plans
• Effective parent advocacy
• Student self-advocacy
• Student executive functioning skills
• Stress management and test anxiety
• Relaxation techniques for students
• Transition planning
• Preparing students for college, trade school, and certification programs
• College accommodations and disability services
• Supporting students with disabilities in higher education
• Inclusive communication and collaboration
• Understanding accommodations from a faculty perspective
• Helping students identify appropriate postsecondary options
• Exploring career pathways and training programs

Speaking engagements may be customized for the audience, setting, and available time.

Learn more about speaking