Blueprint · v1
Jordana's Blueprint
Generalized Anxiety Disorder, Selective Mutism
A general, best-practice support guide for Jordana.
Drafted from your child's full data lake — caregiver intake, inbox content, observation notes, and the peer-reviewed clinical literature — and structured to work alongside your child's school team and clinicians, never instead of them.
Who they are
Drawn from caregiver intake: diagnoses
How they communicate
What helps
What sets them off
The team & the plan
For a substitute (90-second read)
⚠ Generated from partial data — review before distributing
School Advocacy Draft · PARENT-PREPARED · WORKS FOR PARENT-TEACHER, 504, AND IEP MEETINGS
Jordana, 9th grade, needs support to communicate and regulate anxiety so she can participate fully in her classes and school community.
Snapshot: Who They Are
Jordana is a bright, creative teenager with a rich inner world. She is an avid reader, especially of fantasy series, and expresses herself beautifully through drawing. She has a deep capacity for connection—she bonds strongly with animals, particularly our cats, and shows loyalty and trust with the people she feels safest around. At home, she communicates openly with me and demonstrates age-appropriate reasoning, humor, and insight. She has her own coping strategies, including the use of specific sensory tools like mint gum. When she feels safe, Jordana is fully present, curious, and capable.
Jordana is working hard to manage anxiety that sometimes makes it difficult for her to speak or stay in the classroom. She has been diagnosed with Generalized Anxiety Disorder and Selective Mutism. At school, she is able to communicate with me and one trusted aide, but goes silent with most other people. When anxiety escalates, she may freeze, then run to the bathroom, and occasionally hyperventilate. She typically returns after 15 to 30 minutes. These episodes are not defiance or avoidance of work—they are her nervous system responding to stress. She is working on building a wider circle of trust and learning ways to signal her needs before reaching crisis.
Present Levels of Performance
Jordana demonstrates highly selective verbal communication at school. Caregiver reports she will speak to her mother and one trusted aide, but is silent with peers, teachers, and most adults. This selective mutism significantly limits her ability to ask questions, participate in class discussion, request help, or engage in typical adolescent peer conversation. Expressive language skills when she *is* comfortable speaking are unknown to the team from school observation alone. Receptive language appears intact based on her ability to follow multi-step directions when given by trusted adults. Caregiver report only — the team should share classroom-based observations of comprehension, written expression as a communication alternative, and any augmentative strategies currently in use. Recommend formal speech-language evaluation to assess pragmatic language, expressive language baseline in low-demand settings, and functional communication profile across environments.
Jordana experiences significant anxiety that manifests in physical and avoidant behaviors at school. When overwhelmed, she freezes, then runs to the bathroom where she may hyperventilate. These episodes last 15–30 minutes before she can return to the classroom. The specific triggers for these episodes are not detailed in caregiver data; the team should identify patterns (academic demands, social situations, transitions, sensory load, unpredictability). Socially, her selective mutism creates a barrier to peer relationships. It is unclear whether she seeks peer interaction nonverbally, participates in group work through alternative means, or prefers solitary activity. Her diagnosis of Generalized Anxiety Disorder suggests a chronic state of heightened nervous system arousal. Caregiver data does not include information on current mental health supports, coping strategies being taught, or medication if any. The team should clarify what calming strategies are effective, whether she has a designated safe adult, and how staff currently respond during episodes.
Caregiver profile does not provide specific data on Jordana's executive function skills—working memory, task initiation, planning, organization, time management, or sustained attention. At age 14 in 9th grade, these skills are critical for academic success and increasing independence. The anxiety and selective mutism likely interact with executive function: difficulty asking clarifying questions may impair task initiation; bathroom avoidance episodes interrupt sustained attention and task completion. The team should share observations: Does she turn in assignments on time? Does she use a planner or organizational system? Can she break down multi-step projects independently? Does she require frequent redirection to stay on task, or is attention intact when anxiety is managed? Recommend classroom-based data collection and possibly rating scales (BRIEF-2) to clarify this profile area.
Jordana is in 9th grade. Caregiver-side data does not include current grades, standardized test scores, reading/math levels, or specific academic strengths and challenges. The selective mutism and anxiety episodes clearly create barriers to demonstrating knowledge in traditional ways—oral participation, group discussion, presentations, and timed assessments may all be impacted. It is unknown whether she completes written work at grade level, whether accommodations are currently in place, or whether anxiety interferes with test-taking. Recommend the team share current classroom-based academic data: report card grades, formative assessments, teacher observations of work completion and quality, and any academic area where she struggles or excels.
Caregiver profile does not include information about Jordana's sensory processing (sound sensitivity, visual input, tactile preferences, movement needs) or fine/gross motor skills. The physical manifestation of her anxiety—freezing, running, hyperventilating—suggests a strong autonomic nervous system response, but whether there are underlying sensory triggers (fluorescent lights, crowded hallways, unexpected noises, certain textures) is unknown. At 14, gross motor coordination for PE and fine motor skills for written work are typically age-appropriate unless there are co-occurring concerns. The team should clarify: Are there sensory patterns the school has observed? Does she seek or avoid certain sensory input? Would an occupational therapy screening be beneficial to rule out sensory processing differences that may be contributing to her distress?
Caregiver data does not address Jordana's independence in daily living skills or school routines. At age 14, typical expectations include navigating a multi-classroom schedule, managing materials and a locker, eating lunch independently, advocating for her own needs, and completing hygiene tasks. Her selective mutism and anxiety likely create barriers to self-advocacy—asking a teacher to repeat instructions, requesting a makeup test, or seeking help from a counselor. It is unclear whether she requires adult prompting to transition between classes, whether she eats lunch (anxiety can suppress appetite or create avoidance of the cafeteria), or whether bathroom episodes are also a strategy to meet sensory or emotional regulation needs privately. The team should share observations of her independence across the school day and identify where she may need scaffolding to build self-advocacy and coping skills that don't rely on verbal communication.
Measurable Annual Goals (DRAFT)
SMART-format drafts, ordered by behavioral hierarchy (communication → self-regulation → social → executive → self-help → academic). Most IEPs have 4-6 goals at any one time; consider trimming the lower-priority drafts at the meeting. The school team will refine baseline performance, data-collection schedules, and mastery criteria.
Goal: By May 2027, Jordana will verbally communicate basic needs (bathroom, help, break) to at least 2 school staff members beyond her current trusted aide in the classroom setting, as measured by [school team to specify frequency tracking], achieving [baseline to be established] successful verbal communications per week.
Why: Jordana currently speaks only to her mother and one trusted aide. Expanding her communication circle is foundational for safety, accessing supports, and participating in her high school experience across all settings.
- Quarter 1: Jordana will use a written communication card or gesture system to communicate one basic need per day to familiar staff.
- Quarter 2: Jordana will whisper or use single-word verbal responses with one additional familiar staff member in low-pressure settings (e.g., library, resource room).
- Quarter 3: Jordana will verbally communicate one basic need to a second new staff member at least twice per week.
- Quarter 4: Jordana will verbally communicate basic needs to at least 2 school staff members beyond her current trusted aide, achieving mastery criterion.
Team to specify: School team will establish baseline count of current weekly verbal communications, identify which staff will be targeted for expanding communication circle, and determine data collection method (e.g., daily staff log).
Goal: By May 2027, Jordana will use an alternative communication method (e.g., written note, text-to-speech app, gesture card) to ask one academic question or request clarification in at least 3 classes per week, as measured by [school team to specify teacher or aide log].
Why: Even if verbal communication is limited, Jordana needs a reliable way to access academic content. This goal bridges her current selective mutism and ensures she can advocate for understanding in core subjects.
- Quarter 1: Jordana will be trained on and have access to alternative communication tools in all classes; use documented at least once per week.
- Quarter 2: Jordana will use alternative communication to ask a question or request help in at least 2 classes per week.
- Quarter 3: Jordana will use alternative communication in at least 3 classes per week at least 75% of weeks.
- Quarter 4: Jordana will consistently use alternative communication to ask questions in at least 3 classes per week, achieving mastery criterion.
Team to specify: School team will determine which alternative communication method(s) Jordana prefers and has access to, confirm teacher training on recognizing and responding to these methods, and establish data collection system.
Goal: By May 2027, Jordana will utilize a school-team-approved coping strategy (e.g., breathing technique, sensory tool, safe-space access) to manage anxiety before or during escalation in classroom settings, as measured by [school team to specify observation protocol], reducing bathroom-evasion episodes from [current baseline] to [target threshold] per month.
Why: Jordana's pattern of freezing, fleeing to the bathroom, and occasional hyperventilation indicates she lacks accessible regulation tools in the moment. Building this skill will increase instructional time and reduce distress.
- Quarter 1: Jordana will identify and practice 2–3 regulation strategies in low-stress settings with adult support, documented weekly.
- Quarter 2: Jordana will use one coping strategy with verbal or gestural prompting before leaving classroom at least 50% of anxiety episodes.
- Quarter 3: Jordana will independently initiate one coping strategy before or during escalation at least 75% of episodes.
- Quarter 4: Jordana will utilize school-approved coping strategy to reduce bathroom-evasion episodes to target threshold, achieving mastery criterion.
Team to specify: School team will establish current monthly baseline of bathroom-evasion episodes, define what constitutes an 'episode,' determine target reduction threshold, and identify observation/data collector.
Goal: By May 2027, Jordana will return to instructional setting within 10 minutes following a bathroom-evasion or anxiety episode at least 80% of occurrences, as measured by [school team to specify time-tracking method].
Why: Currently Jordana is absent from instruction for 15–30 minutes per episode. Reducing this window increases learning time and signals growing capacity to re-engage after distress.
- Quarter 1: Jordana will accept check-in from trusted adult at 15-minute mark and return within 20 minutes at least 50% of episodes.
- Quarter 2: Jordana will return within 15 minutes at least 60% of episodes.
- Quarter 3: Jordana will return within 12 minutes at least 70% of episodes.
- Quarter 4: Jordana will return within 10 minutes at least 80% of episodes, achieving mastery criterion.
Team to specify: School team will determine who tracks time (e.g., aide, nurse, counselor), establish protocol for check-ins, and confirm baseline percentage of episodes currently resolved within specific time windows.
Goal: By May 2027, Jordana will participate in one structured small-group activity (e.g., book club, art club, lunch bunch) at least once per week, demonstrating proximity tolerance and non-verbal engagement, as measured by [school team to specify attendance and engagement rubric].
Why: Jordana's selective mutism and anxiety have likely limited peer interaction. Structured, low-demand social exposure aligned with her interests (reading, drawing) can build comfort and reduce isolation during high school.
- Quarter 1: Jordana will attend one small-group activity per week for at least 10 minutes, with trusted aide present, focusing on proximity tolerance.
- Quarter 2: Jordana will remain in small-group setting for 20+ minutes and demonstrate one non-verbal engagement behavior (e.g., eye contact, nodding, sharing materials).
- Quarter 3: Jordana will participate in small-group activity for full duration (30+ minutes) and demonstrate 2+ engagement behaviors per session.
- Quarter 4: Jordana will participate in structured small-group activity at least once per week with consistent engagement, achieving mastery criterion.
Team to specify: School team will identify appropriate small-group activity aligned with Jordana's interests, define engagement behaviors to track, establish data collection rubric, and determine fade schedule for aide support.
Goal: By May 2027, Jordana will use a school-provided organizational system (e.g., planner, app, visual checklist) to independently track and complete at least 3 daily tasks or assignments per week, as measured by [school team to specify self-monitoring or teacher check].
Why: High school demands increase organizational complexity. Supporting Jordana with a structured system can reduce anxiety related to forgetting tasks and build independence in managing her workload.
- Quarter 1: Jordana will be introduced to organizational system and use it with daily adult prompting to record at least 1 task per day.
- Quarter 2: Jordana will use organizational system with 2–3 prompts per week to track and complete at least 2 daily tasks.
- Quarter 3: Jordana will use system with 1 prompt per week to track and complete at least 3 daily tasks.
- Quarter 4: Jordana will independently use organizational system to track and complete at least 3 daily tasks per week, achieving mastery criterion.
Team to specify: School team will identify which organizational tool Jordana will use, determine who provides initial training and fading prompts, and confirm data collection method (e.g., daily self-check, weekly teacher review).
Goal: By May 2027, Jordana will independently access her designated safe space or break area using a school-approved pass/signal system at least 80% of the time she needs regulation support, without requiring adult escort, as measured by [school team to specify pass log or observation].
Why: Building Jordana's ability to independently access appropriate calming spaces (rather than fleeing to bathroom) fosters autonomy, reduces staff dependence, and normalizes self-advocacy for breaks.
- Quarter 1: Jordana will be taught the pass/signal system and use it with adult accompaniment to access safe space at least 3 times per week.
- Quarter 2: Jordana will use pass/signal system independently at least 50% of the time, with adult following at a distance.
- Quarter 3: Jordana will use system independently at least 70% of the time.
- Quarter 4: Jordana will independently access safe space using pass/signal system at least 80% of the time, achieving mastery criterion.
Team to specify: School team will establish what the pass/signal system is (e.g., lanyard, hand signal, digital check-out), confirm location of safe space, determine supervision protocol, and identify who tracks independent use.
Goal: By May 2027, Jordana will submit completed classwork or homework assignments in at least 4 of 5 core academic classes per week, as measured by [school team to specify grade-book or submission tracking], up from [current baseline].
Why: Anxiety and communication barriers may be impacting Jordana's ability to ask for help, understand directions, or turn in work. Tracking submission supports academic progress monitoring and identifies if accommodations are effective.
- Quarter 1: Jordana will submit assignments in at least 2 of 5 classes per week, with accommodations in place (e.g., extended time, check-in system).
- Quarter 2: Jordana will submit assignments in at least 3 of 5 classes per week.
- Quarter 3: Jordana will submit assignments in at least 4 of 5 classes per week 75% of weeks.
- Quarter 4: Jordana will submit assignments in at least 4 of 5 classes per week consistently, achieving mastery criterion.
Team to specify: School team will establish current baseline submission rate across classes, confirm which 5 core classes will be tracked, and determine data source (e.g., online grade portal, teacher logs).
Accommodations to Request
Why: Jordana's anxiety manifests in freeze-then-flight responses, with bathroom retreats lasting 15-30 minutes. A pre-identified calm space (not a bathroom) gives her a functional alternative that's less disruptive and more supportive. Knowing the space exists may reduce the frequency of episodes.
How: Identify a quiet corner of the classroom, library carrel, or counselor's office where Jordana can go without asking permission. Visual cue card at her desk shows the location. Staff trained to allow her to self-regulate there for up to 20 minutes before check-in.
Track: Track frequency and duration of safe-space use weekly; note any correlation with schedule changes or social demands.
Source: Caregiver intake — target behaviors include 'Freezes, then runs to bathroom; occasionally hyperventilates. Returns 15-30 minutes later.'
Why: Jordana has Selective Mutism and speaks only to her mother and one trusted aide. Requiring verbal responses creates insurmountable barriers to demonstrating knowledge. Written, typed, drawn, or pointing-based responses honor her competence while respecting her communication profile.
How: For tests: written responses, multiple choice, or typed answers. For class participation: whiteboard at desk, index cards, shared Google Doc, or pre-recorded audio (if comfortable). Teacher frames questions to entire class; Jordana responds in her modality. No cold-calling.
Track: Monitor academic performance across subjects to confirm accommodations allow accurate demonstration of skills.
Source: Identity record — diagnosis of Selective Mutism; caregiver intake — target behaviors note 'Will speak to mother and one trusted aide; silent with everyone else.'
Why: Generalized Anxiety Disorder often intensifies with unpredictability. Knowing what to expect — readings, discussion topics, group work assignments — allows Jordana to mentally prepare and reduces the likelihood of freeze responses triggered by surprise social or academic demands.
How: Teachers post next day's agenda and materials to shared folder or LMS by 3 PM. Include any changes to routine (fire drill, guest speaker, group project launch). Trusted aide can review with Jordana at end of day if needed.
Track: Track anxiety-related exits on days with vs. without preview to assess impact.
Source: Identity record — diagnosis of Generalized Anxiety Disorder; caregiver intake — target behaviors include freezing and fleeing, consistent with anxiety response to unpredictability.
Why: Anxiety and the cognitive load of managing selective mutism can slow processing and task initiation. When Jordana is regulating her internal state, she may need more time to access and demonstrate her knowledge. Extended time reduces the pressure that can trigger hyperventilation or flight.
How: For in-class tests, Jordana receives 1.5x the standard time, either in classroom or in a separate quiet space. For homework and projects, deadlines extended by same ratio. Communicate this to all teachers at start of semester.
Track: Compare quality and completion rate of work with and without extended time over a grading period.
Source: Identity record — diagnoses of Generalized Anxiety Disorder and Selective Mutism; caregiver intake — target behaviors include hyperventilation, suggesting high stress interferes with performance.
Why: Jordana speaks to one trusted aide, making this person a critical anchor. Brief, predictable check-ins provide a low-pressure opportunity to gauge her state, address small concerns before they escalate, and reinforce that she has a reliable support person on campus.
How: Aide meets Jordana for 3-5 minutes at morning arrival and end of day. Uses visual emotion scale or written prompts if Jordana is nonverbal that day. Logs any concerns and communicates with case manager weekly.
Track: Aide logs daily check-in notes; review monthly for patterns (e.g., worse on Mondays, better after art class).
Source: Caregiver intake — target behaviors note 'Will speak to mother and one trusted aide; silent with everyone else,' identifying the aide as a key relationship.
Why: Proximity to an exit reduces Jordana's perception of being trapped, which can lower baseline anxiety. Avoiding high-traffic areas (near door, pencil sharpener, main aisle) minimizes overstimulation and the social monitoring that fuels selective mutism.
How: In each classroom, assign Jordana a seat within two desks of the door, in a quieter zone. Discuss seating with her at start of semester; allow her to point to preferred spot if multiple options exist.
Track: Compare frequency of bathroom exits in classes with vs. without strategic seating.
Source: Caregiver intake — target behaviors include 'Freezes, then runs to bathroom,' suggesting need for low-barrier exit access; diagnoses of anxiety and selective mutism indicate sensitivity to social and spatial stress.
Why: Unplanned social interaction is a core trigger for both selective mutism and anxiety. When Jordana is told mid-class to 'turn to your neighbor,' she has no time to prepare or opt into a pairing with someone she trusts, increasing the likelihood of a freeze-and-flight response.
How: Teachers plan group work in advance and share groupings via the 24-hour preview. Jordana is either paired with a familiar, low-demand peer or given option to complete task individually. For impromptu pair-shares, teacher gives Jordana a pass (e.g., she writes her response instead).
Track: Log instances of group work and note Jordana's ability to participate vs. need to leave; adjust grouping strategies accordingly.
Source: Identity record — diagnosis of Selective Mutism; caregiver intake — behaviors suggest social demands trigger anxiety responses.
Why: Jordana identifies specific mint gum as a high-value, regulating item. Chewing gum can provide proprioceptive input that calms the nervous system, and the familiar taste/texture may serve as a grounding tool during anxious moments.
How: Jordana keeps a small supply of mint gum in her backpack or pencil case. She may chew discreetly during class and tests. Teachers are informed this is a sensory support, not a rule violation.
Track: Jordana or aide notes when gum is used as a coping tool; track correlation with reduced exits or hyperventilation episodes.
Source: Caregiver intake — high-value activities list includes 'Specific mint gum.'
Why: When Jordana begins to freeze or feel overwhelmed, verbal prompting from staff may escalate her anxiety (she doesn't speak to most people). A visual toolkit — emotion scales, breathing cue cards, fidgets, drawing materials — gives her independent access to regulation strategies.
How: Small zippered pouch or folder at her desk contains: 5-point emotion scale, square breathing visual, two fidgets, blank index cards and pen for drawing or writing. Trusted aide reviews toolkit with Jordana weekly; replenish supplies as needed.
Track: Aide logs which tools Jordana uses and when; identify most effective strategies to reinforce.
Source: Caregiver intake — target behaviors include freezing and hyperventilating; high-value activities include drawing, suggesting this is a preferred regulation activity.
Why: Proactive breaks prevent the buildup of anxiety that leads to bathroom retreats. Aligning breaks with Jordana's high-value activities (reading, drawing, time with cats via photos or videos) makes them truly restorative and increases her motivation to return to class.
How: Jordana receives two scheduled 10-minute breaks per day: mid-morning and mid-afternoon. She may spend this time in the library reading her fantasy series, drawing in a sketchbook, or looking at cat photos/videos. Breaks are non-negotiable and not contingent on behavior.
Track: Track frequency of unscheduled exits on days with vs. without scheduled breaks.
Source: Caregiver intake — high-value activities include 'Reading (fantasy series)', 'Drawing', and 'Cats'; target behaviors include fleeing to bathroom, suggesting need for proactive regulation.
Why: While the profile doesn't explicitly name sensory triggers, Generalized Anxiety Disorder and the freeze-flight pattern often correlate with heightened sensitivity to environmental stimuli. Lowering ambient noise and visual clutter can reduce baseline stress.
How: Jordana's seating area has minimal visual distractions (clear sightline, not facing busy bulletin boards). She has access to noise-reducing earplugs or headphones for independent work. Teachers use visual timers for transitions and give 2-minute warnings before loud activities (videos, alarms).
Track: Note any patterns in exits related to noisy or visually busy class periods (e.g., lab days, assemblies).
Source: Identity record — diagnoses of Generalized Anxiety Disorder; caregiver intake — hyperventilation episodes suggest heightened physiological arousal, often linked to sensory load.
Why: Jordana's anxiety is intensified by unpredictability and social demands. Allowing her to watch peers engage in a new activity (lab, presentation, game) before being expected to join reduces the cognitive and emotional load of simultaneous learning and performance.
How: For novel tasks, teacher announces, 'Jordana, you can watch this round and join next time, or jump in now — your choice.' Trusted aide may sit with her during observation phase. No penalty for observing first.
Track: Track how often Jordana opts to observe vs. participate immediately; note if observation phase correlates with later successful participation.
Source: Identity record — diagnoses of Generalized Anxiety Disorder and Selective Mutism; caregiver intake — freezing behavior suggests difficulty with on-the-spot demands.
Supplementary Aids & Supports
- Visual daily schedule with icons, posted at desk and provided digitally each morning
- First-Then board for transitions (e.g., 'First: Math review, Then: Break in library')
- Emotion thermometer or 5-point scale laminated at desk for self-monitoring
- Noise-reducing headphones or earplugs available on request, no questions asked
- Small zippered pouch with fidgets (e.g., smooth stone, squishy, tangle toy)
- Index cards and colored pens for drawing or writing as communication alternative
- Access to tablet or Chromebook for typing responses when preferred over handwriting
- Laminated 'I need a break' card Jordana can place on desk to signal trusted aide
- Photo album (digital or physical) of cats accessible during scheduled breaks
- Square breathing visual cue card (4-4-4-4) in toolkit and posted near safe space
Behavior Support Framework
Jordana's nervous system responds to overwhelm by shifting into freeze-then-flight mode. Early signs include reduced verbal output (even with trusted adults), fidgeting, or gaze aversion. When anxiety peaks, she may freeze briefly, then leave the room—typically heading to the bathroom where she can regulate in private. Occasionally this escalates to hyperventilation. Return time is usually 15-30 minutes, suggesting she has internal regulation strategies that work given enough time and space. This is a Tier 1/2 framework; Jordana does not currently have a Behavior Intervention Plan. Her selective mutism means silence is her baseline with most people, not a red flag in itself. The goal is to catch rising anxiety before it requires exit, and to make exit/return feel safe and predictable rather than punitive.
Always try first
- Offer written or gestural response options (thumbs up/down, index card, chat/text) before requiring speech.
- Provide a discreet exit signal (hand sign, card on desk) so she can leave without asking aloud.
- Check in with the trusted aide or via low-pressure written note rather than face-to-face questioning.
- Keep mint gum available as a sensory regulation tool—she can request it nonverbally.
- Allow processing time: if you ask a question, wait 10-15 seconds; if she needs to answer in writing later, that counts as participation.
Do NOT
- Do not block her path to the bathroom or demand she stay in the room when she signals need to leave.
- Do not interpret silence as defiance, refusal, or disengagement—silence is her neurological baseline with most adults and peers.
- Do not require verbal responses in front of the full class or call on her without a pre-arranged signal system.
- Do not escalate consequences (detention, loss of break, parent call) immediately after a bathroom regulation episode.
- Do not assume she isn't listening or learning when she appears frozen or non-responsive.
Progress Monitoring Plan
We'll know the IEP is working if Jordana's frequency of bathroom exits decreases, duration shortens, and she begins using alternative regulation strategies in the room (gum, break card, written check-ins). Parent and team will check in every two weeks for the first quarter, then monthly. The school team will share simple data: number of exits per week, duration, and any observed early-warning signs. Parent will share observations from home—sleep, weekend anxiety levels, willingness to discuss school—and communicate via email or the contact log rather than requiring in-person meetings unless requested.
What I (the parent) commit to: Parent will respond to team emails within 48 hours, share relevant home context (big changes, health issues, therapy updates), and attend scheduled check-ins. Parent will not expect daily reports but will flag concerns if patterns change suddenly.
What I'm asking the team to commit to: School team to specify: Who collects exit data and how (teacher log, aide tracking sheet)? Who sends the bi-weekly summary to parent (case manager, counselor)? What does the team need from parent to make this sustainable (preferred contact method, best times for check-in calls)?
Transition Planning
At age 14, Jordana is eligible for transition planning under IDEA. The profile is currently sparse, but early transition discussions should explore her postsecondary interests in education (does she envision college, vocational training?), employment (are there careers aligned with her love of reading, drawing, or animals like cats?), and independent living (what communication and self-regulation skills will she need outside school?). The IEP team should invite Jordana to share her dreams—using alternative communication if needed—and begin identifying assessments or activities that help her explore options. Given her anxiety and selective mutism, transition planning should emphasize environments and roles where she can leverage strengths, receive appropriate supports, and build confidence. Parent input on Jordana's hopes and the family's vision for her adult life will be essential to shape measurable postsecondary goals in the next IEP cycle.
Evaluations to Request
- Speech-Language Evaluation (if not recent): Assess pragmatic language, communication alternatives, and impact of selective mutism on academic access and social participation.
- Occupational Therapy Evaluation (sensory processing): Determine if sensory sensitivities contribute to freeze/flight response and identify regulation tools beyond current strategies.
- Functional Behavior Assessment (FBA): If bathroom exits increase or interfere with learning, a brief FBA can clarify antecedents and replacement behaviors without moving to Tier 3.
- Assistive Technology Evaluation: Explore text-to-speech, speech-to-text, or communication apps that reduce demand for verbal output in class.
In the Meeting
Talking points
- Jordana wants to succeed in school, and silence is not refusal—it's how her nervous system protects her when she feels unsafe. Our goal is to reduce the unsafety, not punish the silence.
- She already has internal regulation strategies, which is a strength. The bathroom trips work, but they cost her instruction time. Let's build in-room alternatives so she can stay and learn.
- I'm not asking for a free pass or lowered expectations. I'm asking for communication access—if she can show learning in writing or through an aide, that's equal access, not a favor.
- The trusted aide is a lifeline right now. As we build more safety, we hope she'll expand her circle, but we can't pull supports before she's ready or we'll see more flight, not less.
- I know the team is busy and this feels like a lot. I'm happy to problem-solve together and keep communication simple—email updates work better for me than frequent meetings.
- Jordana's anxiety and mutism are medical conditions documented by her providers. The IEP should treat them the same way we'd treat a physical disability that limits access.
- At home, she's verbal and engaged. That tells me the capability is there—school environment is the barrier. Let's figure out what's different and how to bridge it.
- I want her teachers to feel successful too. If something we try isn't working for the classroom, let's talk about it early so we can adjust before anyone is frustrated.
Questions to ask the team
- What does participation look like in your class for a student who communicates primarily in writing or through an aide?
- How will you track whether Jordana is accessing grade-level instruction when she's silent or out of the room?
- What's the plan if she's gone during direct instruction or a quiz—does she make it up, get notes, receive re-teaching?
- Who on the team has training in selective mutism or anxiety-based school refusal, and can that person consult with the rest of the staff?
- How will you distinguish between 'I need a break to regulate' and 'I'm avoiding this task because it's too hard'—and does the response differ?
- What does success look like for Jordana by the end of this IEP year—socially, academically, and emotionally?
- If she uses a break card or written response system, will that count toward participation grades?
- What supports are in place for the trusted aide—training, backup, communication with the team?
- How will you handle peers who ask why Jordana gets 'special treatment' or gets to leave class?
- What's the process if we need to adjust the plan mid-year because something isn't working?
What This Draft Does Not Cover
This draft reflects what Jordana's caregiver knows from home and limited school communication: her diagnoses, the visible anxiety behaviors (freezing, bathroom avoidance, hyperventilating), her selective verbal communication, and a few high-interest activities. What it cannot address—and what the IEP team must bring to the table—is the school-side picture. We need current academic performance data: grades, classroom assessments, teacher observations of work quality and completion, and how her anxiety and mutism are impacting her ability to access the curriculum. We need the team's observations of peer interaction, social dynamics, and whether nonverbal communication or assistive technology is being used. We need clarity on what accommodations or interventions are currently in place, what's working, and what's not. We need environmental data: Are there identifiable triggers? Patterns to when episodes occur? How does she respond to different adults and settings? This draft is the caregiver's half of the conversation. The other half—formal evaluations, classroom-based data, staff observations, and the school's expertise—will complete the picture and allow the team to design supports that actually fit Jordana's real needs across her real school day. I'm asking the team to fill in the rest so we can collaborate effectively.
Important Disclaimers
What this document is: This is a parent-prepared draft intended to support a collaborative IEP conversation; it is not a final IEP and does not replace the school team's authority or decision-making role.
What the school team decides: The IEP team—including school psychologists, administrators, general and special education teachers, and related service providers—will determine Jordana's eligibility category (if any), whether she qualifies for an IEP or 504 plan, what assessments are appropriate, the specific services and accommodations she receives, how much time those services require, and whether the proposed plan constitutes a Free Appropriate Public Education (FAPE). The parent does not unilaterally decide these elements; the team works together to make those determinations based on evaluation data, observations, and legal standards.
Professional consultation recommended for: Parents should consult qualified professionals—not this document or its authors—for formal psychiatric or psychological diagnosis, interpretation of medical or therapeutic evaluations, legal advice regarding IDEA or Section 504 rights, representation in due process or mediation, recommendations for specific therapeutic interventions (e.g., CBT, exposure therapy, medication), or coordination of private services outside the school setting. This draft does not replace the guidance of a licensed psychologist, attorney, psychiatrist, or advocate.
Clinical Protocols — BIP Excerpt
BIP data available — see full case record for detail.
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