IEP's & Disability Info

Whether you are a seasoned parent advocate or are new to the IEP world, you know how overwhelming it can be.  SNAFU is here to help you navigate through the special education system by providing information, support and guidance.  Below you will find information relevant to all disabilities.  For more information on a specific disability, please click on one of the links above.  If you don't see what you need, please contact us for more information.

Acronyms, acronyms and more acronyms!!

You won't need to spend too much time in the special education system to know it is chock full of acronyms.  HERE is a handy guide to many of those acronyms and their meanings.

Special Ed - The Basics

Check out this very informative and easy-reading starting point HERE.

18 Tips for Getting Special Education Services for your child.

Print it out and keep it for future reference.  Click here for details!  Often times, services are not offered to students whose parents do not specifically request these services.  Finding out what services are out there can be difficult.  You can start by contacting us, posting a question on our Yahoo Board or by checking out this Central Valley Resource Guide.  As always, call us if you have questions or cannot locate a particular service provider!

Sample Letters

You'll find many useful letters HERE. Take some time to check out this great site. These letters can help strengthen your advocacy. Also check out these sample letters HERE.  Although they are autism-geared, most can be tailored to your needs with minor modifications.  We recommend that you contact us for further assistance in determining if a particular letter is applicable to your situation. When giving your school district any type of letter or written correspondence, always remember to create two copies. One signed copy for them, and one for your records. Send any written correspondence using U.S. Certified Mail. Or, you may choose to hand-deliver your letters. Be sure school or district personnel stamp your two letters "Received". Submit the stamped original and keep the second stamped copy for your files. You may also fax or email your letters.  If faxing, make sure to keep a copy of the transmittal page for proof of delivery.  If using email, request a read receipt.  For more assistance, please contact us

California Education Code

At SNAFU, we encourage parents to become educated on basic special education law.  There are many laws put in place to protect students in California.  Learn more about them HERE.

Individuals with Disabilities Education Act (IDEA)

IDEA is the federal special education law.  (http://www.wrightslaw.com/idea/index.htm)  It was created to ensure that children with disabilities had the opportunity to receive a "free and appropriate public education" or FAPE just as their non-disabled peers. 

The process of obtaining a FAPE for a special-needs student is called an Individualized Education Plan or IEP for short.  The IEP is a legal document which outlines the goals, programs and services to meet the unique needs of a student.  School districts are required to obtain your written permission prior to assessing your child.  Evaluation assessments result in the identification of your child's strengths and areas of need "in all areas of suspected disability."  A wide range of assessments can be done for academic, cognitive, non-verbal cognitive skills, behavior, social skills, functional communication and speech, psycho-motor, sensory integration, physical, self-help skills, functional life skills, gross and fine motor (ie handwriting) skills, and many more.  Learn more about various, common test measurements HERE.

You can request an assessment of your child at any time.  To do so, write a simple email or letter requesting the assessment.  For example, you can write something like this:  "Please consider this my formal request for a Sensory Integration Assessment, an Assistive Technology Assessment and an Adapted P.E. Assessment.  I look forward to receiving the assessment plan within 15 days."  Once you turn in this letter, the school district has 15 days to produce an assessment plan or respond with Prior Written Notice or letter of denial.  If your request for assessment is denied, please contact us.  Once you sign the assessment plan, the school district has 60 calendar days to assess your child and hold the follow-up IEP meeting.

We recommend that parents consider private paying for their own evaluations and present the independent reports at IEP meetings to assist in the development of an appropriate IEP that provides a FAPE.  According to federal laws and regulations, a FAPE must address all the child's unique needs.  While private pay assessments can be expensive (anywhere from a few hundred dollars to a few thousand dollar or more), private assessments can play a very significant role in the development of a quality IEP for your child.  In this article, Using and Expert as an Effective Resource, you will learn the importance of relying on your own experts to effectively advocate for your child.  Unfortunately, many families cannot afford to private pay for their own assessments and are left to accept only the school district or regional center reports.  And, unfortunately, without private assessments, parents have more difficulty effectively advocating for appropriate supports and services that are intensive and needed.  Wrightslaw talks about the importance of private pay assessments HERE. 

One of SNAFU's services is providing financial aid to help needy families fund assessments for their children.  This service is available on a limited basis.  For more information, please contact us.

Once a child is evaluated and is found to be eligible to receive special education service, he or she will be found eligible under one of the following 13 categories:

From the National Dissemination Center for Children with Disabilities 

IEP's 101

Practical and Legal Guidance for Parents by Pete and Pam Wright is an excellent overall article for everyone.  Think of this article as IEP's 101. 

Protection and Advocacy has a wonderful book called Special Education Rights and Responsibilities.  It can be ordered for $20.00 or you can access it for free HERE.  The format is an easy-to-read Question and Answer format.

Audio record all IEP meetings!  It is your parental right to tape record IEP meetings.  SNAFU highly recommends that you utilized this parental right.  So much information is shared during IEP meetings and the whole process can be overwhelming and emotional.  Audio recording allows you to review what happened during the IEP at home and in your own time.  Tape recording your IEP will ensure that you have the opportunity to review what was said, decide what you agree with and what you do not agree with and respond appropriately.  Document your input in a Parent Attachment (see below).  To tape record an IEP meeting, you must write a brief note in an email, letter or on the IEP Meeting Notice giving the school district or regional center at least 24 hours prior notice that you will be tape recording the meeting.  Do not allow staff to intimidate you or blame you for making the meeting contentious.  Tape recording is your right under the law.

Parent input is a required component of an IEP and the IEP Process.  As a parent, you know your child better than anyone and your input and opinions mean just as much (if not more) than any other person on the IEP.  Just because an "expert" may have a PhD does not make them an expert on your child.  Do not be afraid to insist that your input be reflected in the IEP notes and the "Parent Input" portion of the IEP document.  It is best to bring your written parent input with you to the IEP meeting and insist your input be included as an IEP attachment and be page-numbered as the other documents.  In How to Use a "Parent IEP Attachment" you will learn how to make use of this powerful tool.  If the school district refuses to accept your parent input, this is a violation of federal law and should be followed through with a formal complaint.  Please contact us if you run into this situation.

Observe your child in their classroom and other settings!  If you observe your child in the classroom, on the playground, during lunchtime, during speech, OT, etc, and take good notes, you will have a wealth of knowledge to share at your next IEP meeting.  Do not allow your school district to deny you the right to observe!  Make sure you put your request in writing.  If they refuse, ask for them to send you a copy of the school district's policy on observation.  Many school districts have tried to establish a separate observation policy for IEP students.  This is discrimination!  If this happen to you, please use the letters you find HERE and HERE.  Print them out and attach them to a letter to your school district telling them they cannot have separate observation policies for IEP and non-IEP students.  Ask for a written response.  If you need help, just let us know.  The la w applies to your child whether they are in a public classroom on a public school campus or a non-public classroom that is located on a public school campus (ie Kendall Schools located on public school campuses - please see HERE. This policy is illegal  Also see THIS parent response).

Do not sign the IEP at the IEP meeting!  SNAFU highly recommends that you DO NOT sign the IEP at the IEP meeting.  Before you leave the IEP meeting, you are entitled to a copy of the IEP.  If the school district tells you they will type it up and send it to you tomorrow because it is illegible, insist on a "dirty copy" of the existing IEP before you leave.  Make sure they include a copy of the notes as well.  Take the IEP document home, listen to the tape recording of the meeting.  Write your parent input in the designated area on the IEP.  If you need more space, see above on How to Use a "Parent IEP Attachment."  Review the IEP document very carefully, line by line, comparing it to the last agreed upon IEP.  School districts will sometimes change the language in an IEP without informing you.  You have the right to make them change it back.  Make sure you are "fully informed" of what your child is being offered.  "Fully informed" means the school district has informed you of all aspects of what is being offered, (whether it is placement, services, etc) including the possible harmful effects of consenting to what is being offered.

Did you know that federal law does not require you to sign the IEP?  Read "Refusing to Sign the IEP" for more information on this little-known fact.

Did you know that you can revoke your consent to an IEP?  Yes, it can be done but is very tricky.  SNAFU recommends to revoke before services begin.  Revocation to an IEP or components of an IEP are not retroactive, meaning they will not reinstate former programs or services once implemented.  Contact us if you are in this situation.  It is much better to wait a few days to sign the IEP than regret it later.

Did you know you can consent to only a portion of the IEP?  For example, a common scenario is an annual IEP meeting held at the very last part of the school year.  The school district is offering Extended Year Services (EYS) but they cannot provide them unless you give consent.  But maybe there are things in the IEP you do not agree with.  There is an easy solution.  On the signature page of the IEP, instead of signing on the designated line, make your own signature line, sign it and write, "Consenting to EYS only.  I will respond to the remainder of the offer as soon as possible."  That's it.  That's all the school district needs to implement that portion of the IEP.

Documentation

Letter Writing is a must-read for all parents.  You probably already know how quickly documentation accumulates when you have a child in special education.  Mastering the paper trail is essential on keeping everything straight so you are free to effectively advocate for your child.  As the saying goes, "If it isn't written, it wasn't said."  Don't rely on verbal commitments or promises.  If you have a verbal conversation, follow it up with a quick email or letter outlining when the conversation took place, who said what, and if any promises were made. 

Organize!  Managing Your Child's Documents explains several ways to manage that small forest of paper growing in your child's file.  SNAFU recommends that you organize all of your documents in date order with the oldest document on top.  Three hole punch all documents and file them in binders.  Whenever you need to add a document, add it to the back of the binder.  Now all of your child's documents are organized in such a way that if you were to hand your binder to an advocate, attorney, or someone else, they can read the story of your child's special education. 

Request your child's records.  Check out this comprehensive document request letter HERE.  Although organizing documents can be a time-consuming process, it is well worth it!

Assessments - Standard Scores, Percentile Ranks and More

To truly monitor the progress of your child, you need to know what all those numbers mean and how to interpret assessments.  Wrightslaw has an amazing "how to" on this subject at http://www.wrightslaw.com:80/advoc/articles/tests_measurements.html .  If you need assistance on making heads or tails on assessments, please let us know!

Goals - Are your child's up to the State Standards?

Many times school districts will write goals that sound good on the surface, but really only widen the gap between your child and their same-age peers.  You can do a quick check of the grade-level of your child's goals by looking at the first character of each goal.  If you live in the state of California, every goal should precede with a state standards reference number.  For example, a Kindergarten goal might say K.1.2; a third grade goal might say 3.2.1, etc.  If your child's goals do not have a state standards reference number, ask your school district to rewrite them and reference them.  They must do this upon your request.  If you find that your school district has written goals that are below grade-level and you feel your child is capable of higher-level work, write a letter requesting new goals.  You can find out ALL of the California State Standards by clicking on each subject HERE.  Disability Rights Advocates offers this advice:

If IEP goals and objectives are so important in this process, is there any help for me as a parent in advocating that goals be ambitious and set higher expectations for my special education student than my district appears to want to set?
Yes, the State Superintendent and State Board of Education must adopt performance goals and indicators for special education students that are consistent with, to the maximum extent appropriate, the standards for all pupils in the public schools. [Cal. Ed. Code Sec. 56138; 34 C.F.R. Sec. 300.137.] The California Association of Resource Specialists and Special Education Teachers publishes a manual called the Grade Level Guides which contains the academic standards and expectations for California public school students in each of the grades kindergarten through tenth grade. Parents may wish to obtain a copy of these grade level standards so as to have an idea what a child in a particular grade should be learning so that parents are better able to negotiate the variety and content of their children’s IEP goals. Call (916) 443-0479 for information on how to order Grade Level Guides. The California Association of School Administrators and the California Association of Resource Specialists and Special Education Teachers publishes the Handbook of Goals and Objectives. The handbook may be useful in the development of goals and objectives for students with mild to moderate disabilities. Call (916) 444-3216 or (800) 890-0325 to order the handbook.

IEP goals must be measurable. [20 U.S.C. Sec. 1414(d)(1)(A)(ii).] Therefore, parents should not consent to IEPs with goals such as: “Mary will improve in math.” The “present levels of educational performance” section of the IEP should specify at what level Mary is performing in math. Her IEP math goals should specify how much the IEP team expects Mary to improve in math from that level.

The U.S. Department of Education has made it clear that even the IEPs of children with severe disabilities and those placed in specialized settings must address how the child will be involved and progress in the general curriculum. [34 C.F.R. Part 300, Appendix A, Q&A 2, Vol. 64, Fed. Reg., p. 12472.] IEP goals, therefore, should not be limited to functional life skills and self-help activities for children with severe disabilities and should include goals which enable every student to access and progress in the general curriculum.
 

Also, check out what Pete Wright has to say about low expectations HERE.  And this very cool Goal Bank HERE.  Don't hesitate to contact us if you need help!

One-to-One Aides/Paraprofessionals

Does your child need a one-to-one aide?  In How to Request a One-to-one Paraprofessional for Your Child you will learn what a one-to-one (or 1:1) is, how to determine what your child needs, and how to properly request this service from your school district.  Most children that have made little to no progress without a 1:1 can make progress (even substantial progress) with a good-quality 1:1.  Care must be taken to make sure the 1:1 is trained so as not to create aide-dependence.  There are strict requirements for paraprofessionals.  Read them HERE.  Did you know that according to the set of laws known as Least Restrictive Environment (LRE) that a 1:1 must be tried before a child is pulled out of the regular classroom?  Read more below!

Least Restrictive Environment (LRE)

The federal law called IDEA requires school district to practice inclusion.  That is to have disabled peers educated with their same-age non-disabled peers to the maximum extent appropriate.  When deciding the placement of a special education student, the IEP team must take into account LRE and offer the Full Continuum of Placement Options.  The Full Continuum of Placement Options include:

    (From: http://www.calstat.org/learningCenter/documents/SELPAagenda.pdf)

As you can see, before moving down the list of placement options, supplementary aides and services must be tried in the lesser-restrictive environment.  For more information on LRE, check out Pete Wright's comprehensive information HERE. 

Stay-Put

If the school district wants to move your child to a more restrictive environment or make any other changes to the last agreed-upon IEP, you can invoke stay-put.  What is stay-put?  Under the “stay put” provision in federal law, the child can remain in the current educational placement and continue to receive the same services until a mutual agreement can be made between parents and the school district.  In other words, no services can be reduced and the child cannot be moved to another classroom or school without parental consent or an order from an Administrative Law Judge through a Due Process hearing.  For example, if your child is receiving three times per week speech at 45 minutes per session and the school district wants to reduce services to two times per week for 30 minutes, you can invoke stay-put and your child will continue receiving the three 45-minute sessions of speech until you and the school district come to an agreement or go through Due Process.  Another common scenario is a child that is in a regular education classroom but is not making good progress.  The school district recommends the student be placed in a Special Day Class (SDC).  You disagree and invoke stay-put.  Your child remains in his current placement of a regular classroom for the time-being.  Stay-put is a VERY important advocacy tool that is greatly under-utilized.  School districts do not tell parents about stay-put and parents are left to feel as if they have no choice but to accept what is being offered.  This is simply not the case!!

Section 504 and the Americans with Disabilities Act

Children and adults with disabilities have many protections under state and federal laws.  Two of the major federal laws are Section 504 of the Rehabilitation Act (or Section 504) and the Americans with Disabilities Act (ADA).  You may have hear of a "504 Plan" in your school district.  504 Plans can be written for a child that has a disability but does not qualify for special education services.  For example, a child with diabetes that needs insulin shots.  A 504 Plan can be written with the school district that allows that child to be excused from class and go to the office several times a day for insulin shots.  It can also provide for the school nurse to give the child the shots.

ADA requires school districts to provide "reasonable accommodations" to a child with a disability.  This could mean wheelchair ramps, large-print textbooks, an assistive listening device (ALD), additional time on tests, a note-taker, etc.  School districts are sometimes not aware of the vast array of accommodations that can be provided a student.  You may wish to share this very comprehensive manual on various accommodations schools can provide children with disabilities:  Accommodations Manual

Sometimes school districts are not willing to provide reasonable accommodations for a student with a disability.  Sometimes students with disabilities are outright discriminated against.  If you are in a situation like this, state your concerns in writing to your Special Education Director.  If you do not receive an appropriate response, elevate the complaint to the Superintendent of the school district.  If the response still is unsatisfactory, you can file a complaint with the U.S. Department of Education Office for Civil Rights (OCR).  OCR will investigate the complaint and if discrimination is found, OCR will force the school district to change its ways.  Read more about OCR HERE.  Filing a compliant is easy and can be done online HERE. 

What do I do if the school district won't implement my child's IEP?

If the school district won't implement a portion of your child's IEP, you can file a compliance complaint with the California Department of Education.  For example, if your child is supposed to be receiving speech and the school district tells you the speech teacher doesn't have room for your child, you should file a compliance complaint.  If your child's IEP indicates he or she should have a second set of textbooks at home but the school district says it does not have any more books, you should file a compliance complaint.  Filing is easy.  You can use this standard form and fax or mail it to CDE.  They must investigate and respond within 60 days.

Medi-Cal Consent!

When attending your IEP meeting, you may be asked at the end of your IEP meeting, to check a Medi-Cal box. School administrators, who are NOT Medi-Cal authorized representatives, will provide little to no explanation about the potential risks to you or your child when checking this Medi-Cal box "YES". They will simply imply that "it's not a big deal" and urge you to check it "YES". We strongly urge you to check "NO" until such time that you can ask your school administrator to invite a Medi-Cal expert to attend your IEP meeting, present you with written official documentation and factual information about the potential risks as well as benefits of checking the Medi-Cal waiver check boxes. Without advising you of the potential risks of consenting to anything, the school district or other agency is not allowing you to give INFORMED consent.  Authority: Title 20 U.S.C. Sections 1414, 1415 do not indicate Medi-Cal as a component of an IEP document. California has a Medi-cal Cost Recovery Program in effect.  Although current legislation indicates Medi-cal will not seek reimbursement for expenses incurred for a person under the age of 55 (unless that person has been instituionalized), because of the current state of the California budget, this can change at any time.  SNAFU feels it is not worth the risk to you and/or your child's current and future assets to risk them by checking the box YES.  Contact your SNAFU Advocate or a special education attorney for more assistance.  Also please check out the California Medi-Cal Cost Recovery program FAQ's.

DRDP Consent!

TO ALL PARENTS AND CAREGIVERS OF CHILDREN UNDER SIX: SNAFU urges all parents and caregivers to state "NO CONSENT" to the pre-school assessment of your child, if he or she is Age 3 - 5 and is a child with Special Needs. Regular non-disabled pre-schoolers are NOT required under the law to be assessed prior to entering Kindergarten. The State is requiring, via a state-mandate, the Pre-school testing of your Special Needs Pre-school son or daughter. As parents and caregivers, you have the right to refuse the "DRDP" or the "DRDP-Access". We feel this testing is unnecessary and it could be used against your child.  For example, if your child tests poorly, he or she may be labeled Mentally Retarded when in fact they are not.  Check your IEP document for these check boxes. You have the right to cross the box out, initial it and include the statement "NO CONSENT TO DRDP/ACCESS". Contact us for more information.

STAR Testing/NCLB testing

With the advent of No Child Left Behind, all students must be tested on an annual basis to check if school districts are making their educational benchmarks such as Adequate Yearly Progress.  In California, these are known as STAR testing or CST tests.  These test scores generate an API or Academic Performance Index score for each school and each school district.  High test scores are important to school districts for many reasons.  Some of their funding is determined by test scores.  But for children with special-needs, this testing can be extra tough. 

Our children endure much more testing than their typically-developing peers including testing for annual Present Levels, a battery of tests at least every three years plus more testing as needs arise.  Parents should know their options when it comes to STAR testing which includes opting your child out of testing altogether.  STAR/CST/NCLB testing only benefits school districts.  Children with IEPs do not need additional testing to "qualify" for anything.  Please read a SNAFU parent advocate's position on STAR testing HERE.  As always, please contact us if you have any questions! 

Assistive Technology

Assistive Technology is any device that a student with a disability uses that enables them to perform a task they couldn't otherwise perform or a device that enables them to do a task faster or better.  Most school districts underutilize Assistive Technology, or AT.  Although this paper talks about Assistive Technology for pre-school children, it is an excellent place to start to learn about this service.  You can find the paper HERE.  You may wish to consider asking your school district to perform an AT assessment.

Behaviors

Many disabilities include behaviors such as aggression, hitting, kicking, biting, head-banging, etc.  Schools are increasingly struggling to handle students because they are understaffed, under trained or under skilled.  The fact is, if a teacher, aide, paraprofessional or other staff person was trained and skilled in using that training, NO child should go through the trauma of being restrained.  If your child has behaviors, please click HERE and read under "Behaviors."  You may also want to read about some dog-kennel type devices used to control behaviors on our Full Disclosure page as well as this report from the National Disability Rights Network.

In California, we have a law called the Hughes Bill.  The Hughes Bill protects children by requiring school districts to assess problematic behaviors and develop Behavior Intervention Plans or BIPs.  Among other things, BIPs identify behaviors related to your child's disability and protect them from being suspended or having other negative punishments used against them.  If your child is being repeatedly sent home and/or suspended, please contact us immediately!  Read more about the Hughes Bill HERE.  Read Paige's story about Cupertino School District HERE.  School districts have come under fire recently for inappropriate restraint and seclusion.  If this is happening to your child, contact us immediately!

Transition, Graduation and College

As stated on SNAFU's home page, one of the responsibilities of school districts is to prepare special-needs students for further education.  The very first thing you should keep your eye on is to make sure as your child progresses through elementary school that their goals are written with the sate standard number included.  For example, if your child is in 2nd grade, all of his/her goals should begin with 2.-something (ie 2.1.1)  If any other digit is used for the first number, then your child's goals are not written to their grade level standard (ie your child is in 2nd grade but a goal indicates 1.3.4 - this is a 1st grade goal).  HAVE HIGH EXPECTATIONS!  Your child needs you to have high expectations of him or her because most school district do not have high expectations for academics. 

Make sure your child is on a diploma track and stays there.  Many IEP's have boxes now that clearly indicate if a student is on a diploma track or not.  If not, ASK either in writing or on audio tape at the next IEP meeting.  (You ARE audio recording your IEP's aren't you?)  Remember parental input is as important as the other people on the IEP team.  You are the foremost expert on your child. 

Once your child hits high school, make sure the school counselor is part of the IEP team.  Formulate a plan for your child to meet all the education requirements to receive a high school diploma.  In California, although litigation keeps bouncing this around, currently (early 2009) all students must pass the California High School Exit Exam prior to graduating.  However, students may use any and all accommodations in their IEP's which could mean calculators, a scribe, giving answers verbally and more.  If you have questions about the Exit Exam, Certificates of Completion vs. Diplomas, please contact us. 

It should be noted that some school districts have policies in place that students who are receiving a Certificate of Completion rather than a Diploma cannot participate in cap & gown ceremonies.  If this happen to your child, please contact us as soon as possible.  There is some argument that this practice is discriminatory.

The first IEP that will be in place when the student turns 16 must have a transition plan in place.  From www.wrightslaw.com:

Congress also made significant changes in the legal definition of "transition services" in IDEA 2004.

(34) Transition Services - The term `transition services' means a coordinated set of activities for a child with a disability that-

(A) is designed to be a results-oriented process, that is focused on improving the academic and functional achievement of the child with a disability to facilitate the child's movement from school to post-school activities, including post-secondary education, vocational education, integrated employment (including supported employment), continuing and adult education, adult services, independent living, or community participation;
(B) is based on the individual child’s needs, taking into account the child's strengths, preferences, and interests;
(C) includes instruction, related services, community experiences, the development of employment and other post-school adult living objectives, and, when appropriate, acquisition of daily living skills and functional vocational evaluation.
 

For more information, please check out http://www.wrightslaw.com/info/trans.index.htm.

College opportunities for students with disabilities are increasing rapidly.  We are seeing colleges and universities that are more willing and better-educated on accommodations and modifications than school districts.  Wrightslaw has put together a comprehensive package on college opportunities.  Find it here:  http://www.wrightslaw.com/info/college.index.htm.  Another good site is http://www.going-to-college.org.  Whatever path you and your child choose, please consider sharing your story with SNAFU.  We love to hear about outcomes!

Retaliation

Unfortunately, when asserting your child's rights, retaliation can occur.  SNAFU is here to help!  Please read the Retaliation Primer by Pete Wright HERE.  There is strength in numbers and SNAFU is growing every day.  Please contact us if you are experiencing retaliation. 

Taking Care of YOU

Raising a child with special-needs can be overwhelming.  Divorce rates are high for parents of special-needs children.  You need to take care of yourself so you are able to take care of the rest of your family.  Take care of your marriage.  Have a date night once a month.  Contact us if you need a babysitting referral.  An excellent book is Married with Special-Needs Children: A Couples' Guide to Keeping Connected by Laura E. Marshak, Ph.D., and Fran P. Prezant, M.Ed., CCC-SLP.  We are a support network so use us as a resource.  We want to help!

Check back soon!  This site is still under construction!