Supplemental Security Income (SSI)

Supplemental Security Income (SSI) is a monthly financial payment made to persons meeting specific eligibility requirements defined by the Social Security Administration (SSA).

A Brief Overview

  • A person may be eligible for SSI if they are aged, blind or disabled; have limited income and resources; and are a citizen or resident of the United States.
  • SSI is different from Social Security Disability Insurance (SSDI), which is an insurance that workers earn by paying into taxes on their earnings.
  • There is a special rule that allows dependent children of military families serving on overseas assignments to begin or continue receiving SSI benefits while outside of the United States.

Supplemental Security Income (SSI) is a monthly financial benefit from the Social Security Administration (SSA) to people with limited income and resources who are age 65 or older, blind or disabled.  Blind or disabled children, as well as adults, can get SSI.

To be eligible for SSI, a person must meet specific eligibility criteria, including:

  • SSA definitions of aged, blind, or disabled
  • Having limited income and resources
  • Citizenship or residency status

A person who is 65 years of age or older may qualify for SSI as “aged” if they also meet the financial determination.

SSA defines “blind” as seeing at a level of 20/200 or less in the better eye with glasses or contacts, or having a limited field of vision that can only see things at within a 20-degree angle or less in the better eye.  A person with a visual impairment that does not meet the criteria for blindness may still qualify for SSI based on the disability.

An adult or child may qualify for SSI as “disabled” if they have a physical or mental impairment that can be medically diagnosed through clinical and laboratory diagnostic techniques for anatomical, physiological, and psychological irregularities. The condition must cause marked and severe functional limitations, including emotional or learning challenges, that have lasted or are supposed to last for at least 12 months without interruption.

A person aged 18 or older must qualify as an adult, which includes proving they are unable to do substantial gainful activity.  Two (2) months before a child receiving SSI benefits turns 18, SSA will conduct a disability redetermination to determine whether the child meets the adult criteria to continue receiving SSI payments.

Eligibility for disability is determined by a team that includes a disability examiner and a medical or psychological consultant at a state agency known as the Disability Determination Service (DDS).  The team will review medical and financial documents, and determine eligibility based on the documents provided or request more documents be provided.

It is necessary to complete both disability and financial determinations when assessing eligibility. This is because SSI eligibility determination may be used in other programs within your state. 

SSI is a needs-based program. In order to receive SSI, the applicant must have limited income and resources.

If the applicant has too much income, their application will be denied, and they will be ineligible for SSI payments. A child does not earn income so part of their parent’s income will be attributed to the child. Different sources of income are treated differently and some have greater exclusions than others. When an adult applies on behalf of a child, the parent or guardian’s income is considered “deemed” income to the child. SSA will prorate the adult’s income among the family members to determine the amount applicable to the child.

If you received SSI in another state, be aware that some states have a higher income limit that allows an individual to receive SSI benefits despite being over the federally established income limits. Washington is not a state with a higher income limit and applications submitted in Washington state must meet the federal income limits.

Resources include both money (e.g., cash, bank accounts, Certificates of Deposit, stocks and bonds, investment accounts, life insurance) and property (e.g. vehicles, houses, real estate) that could be sold or converted to cash to pay for food or shelter. There are limits for how much an applicant may have in resources and maintain eligibility for SSI:

  • An individual may have up to $2,000
  • A couple may have up to $3,000
  • When applying on behalf of a child, an adult may have an additional $2,000 in resources and a portion of the adult’s resources may be applied to the child

Some resources are excluded from the eligibility determination, including:

  • Your house and the property you live on
  • The first vehicle (per household)
  • Most personal and household belongings
  • Property that can’t be used or sold for income
  • Up to $100,000 saved in an ABLE account
  • Properly distributed funds from a special needs trust (SNT) on behalf of the individual with a disability

SSI is only available to U.S. citizens and nations residing in the United States or the Northern Mariana Islands, and qualifying non-citizens with certain alien classifications granted by the Department of Homeland Security (DHS).  SSI benefits will stop if a person leaves the U.S. for a full calendar month or at least thirty (30) consecutive days, with the exception of dependent children of active duty servicemembers serving overseas.

Supplemental Security Income (SSI) is not the same thing as Social Security Disability Insurance (SSDI).  SSI is a needs-based public assistance program for children and adults. The eligibility criteria include limited income and resources. SSI payments come from the general funds of the U.S. Treasury from tax revenues.

SSDI is an insurance that workers earn by paying into the Social Security through taxes on their work earnings. It is not affected by income or resources. In order to receive SSDI, the person must have worked and paid from their earnings into the Social Security trust funds in the U.S. Treasury.

Family to Family Health Information Center (F2FHIC), a program of PAVE, provides technical assistance, information, and training to families of children, youth, and adults with special healthcare needs. The F2F website contains invaluable information and resources to help family members, self-advocates, and professionals navigate complex health systems and public benefits, including SSI. After reviewing F2F’s article about how to apply for SSI, if you have questions and would like to speak with an F2F team member, please submit a Help Request.

A special rule allows dependent children of military families serving on overseas assignments to begin or continue receiving SSI benefits while outside of the United States. The child must be:

  • is a U.S. citizen
  • living with a parent who is a member of the U.S. Armed Forces assigned to permanent duty ashore outside the United States
  • listed in the Command sponsorship orders.

If the child is receiving SSI benefits before moving overseas with the active duty service member, the benefits will continue based on the rate of the state in which they applied. If the child is born overseas or becomes eligible for SSI while overseas, you can apply for SSI by contacting the Federal Benefits Unit at the nearest U.S. Embassy or Consular Office, or by applying online. For additional support with your application, call SSA at 1-800-772-1213 (TTY 1-800-325-0778).

Once the child turns 18, they will no longer be eligible for SSI until they have been living within the United States for thirty (30) consecutive days and will be subject to the disability redetermination process.

When relocating on military orders overseas, you must report:

  • the servicemember’s expected report date to the duty station overseas
  • the child’s expected date of arrival at the overseas location
  • the mailing address at your new duty station
  • changes in military allowances at your new duty station

Educational Program Options for Children Aged 3-5 Years Old

Inclusion Preschool Programs

Inclusion preschools, sometimes called developmental preschools, are special classes in the school district for children aged 3 to 5 with special needs. These students receive custom tailored instruction to meet their individual requirements. The special education team comprises professionals, such as teachers, teaching assistants, speech-language pathologists, occupational therapists, education specialists, physical therapists, school psychologists, and school nurses.

In these preschools, kids learn various skills that prepare them for kindergarten and beyond. These services are free, and eligibility is determined by assessments from a team of specialists who create an Individualized Education Program (IEP) for each child.

Most inclusion preschools have sessions from Monday to Thursday, each lasting 2 1/2 hours. There are morning sessions from 10:00 AM to 12:30 PM and afternoon sessions from 1:30 PM to 4:00 PM on these days. Some programs offer a half-day schedule from Tuesday to Friday, while others have a full-day one from Monday to Friday. Remember that the scheduling can vary depending on your school district.

To see if your child is eligible for an inclusion preschool near you contact your local school districts. Each school district will supply parents with preschool enrollment information. For a complete listing of schools in your area please visit OSPI’s Washington’s state school explore map.

Alternatives to Inclusion Preschool Programs

Although Inclusion preschools are designed for all, some families might seek other preschool options for their child. When exploring alternatives, parents and caregivers should consider factors such as the school’s location, tuition costs, acceptance of working connections, the physical setting (home-like or classroom), adult-to-child ratios, operating hours, cultural competence of staff, and their experience in caring for children with developmental delays and disabilities. Some alternatives to Inclusion preschool include ECEAP programs, centerbased options, family childcare centers, and family, friend, and neighbor (FFN) programs.

The Early Childhood Education and Assistance Program (ECEAP) is Washington’s no-cost prekindergarten program, aimed at preparing 3- and 4-year-old children from families facing more significant challenges for success in school and life. The Department of Children, Youth, and Families (DCYF) oversees the program. Families with children aged 3 or 4 by August 31st may be eligible for this free opportunity. To find out more and locate an ECEAP program in your area.

EECEAP programs (Pierce County)
The Tacoma school district operates eight ECEAP classrooms distributed across seven locations in Pierce County, which include Bonney Lake, Buckley, Eatonville, Orting, South Hill, Sumner, and University Place. Additionally, a dual language program that teaches both Spanish and English is offered at the South Hill location. Families in Pierce County can also access the ECEAP program provided by the Multicultural Child and Family Hope Center, located in Tacoma. For more information on their programs and services please visit the Multicultural Child and Family Hope Center website.

Center-Based Childcare Centers
When families seek alternatives to inclusion preschools, they can decide between center based childcare providers and family childcare homes. Childcare centers offer care to groups of children, typically organizing them into classrooms based on their age. These centers usually have several staff members responsible for looking after the children. Childcare centers are commonly situated in commercial facilities and can be run by various entities, including individual owners, for-profit chains, government agencies, public schools, or nonprofit organizations like faith-based or community organizations.

Family Childcare Centers

Family childcare providers offer personalized care to a small group of children in their own private residence, which can be a house, apartment, or condo unit. If families prefer smaller group sizes and a homely environment with flexible hours, including evenings and weekends, family childcare can be an excellent choice. It’s worth noting that family childcare providers may be a more cost-effective option than certain center-based programs, although rates may differ depending on your local community. For information on how to find a center-based or family childcare center for your child, please contact your local childcare resources and referral agency- Brightspark. You can also find additional information on childcare options by visiting Childcare Aware of Washington, and Childcare.gov.

Family, Friends, and neighbors (FFN)

Family, friend, and neighbor (FFN) providers encompass a diverse group, including friends, neighbors, older siblings, grandparents, aunts and uncles, elders, and other individuals who support families by offering childcare services. FFN care is the most commonly chosen form of childcare for children from birth to age five, as well as for school-age children both before and after school hours. Many parents and caregivers opt for FFN care, especially when their child has special health or developmental needs, as they may already have an established relationship with a family member, friend, or neighbor who shares their language and culture. To learn more about FFN childcare, please visit the DCYF website.

This article forms part of the 3-5 Transition Toolkit

Ages 3-5 Transition Toolkit

Cute preschoolers playing game on table.ai generative

Ages 3-5 Transition Toolkit

A Guide to Washington Services for 3-5 Year Olds with Disabilities


New parents have a lot to manage. Concern about whether a child’s growth and development are on track can be confusing. This toolkit provides places to begin if caregivers suspect that a baby or young child may need services due to a developmental delay or disability.

Presenting our newest resource – the 3-5 Transition Toolkit – A guide to Washington services for 3-5 year olds with disabilities. This toolkit encompasses a collection of our informative articles, complemented by sample letters to provide you with a solid foundation as you navigate through this crucial transition period.


Toolkit now available in Russian, Vietnamese and Spanish!


  • Pierce Parent to Parent Program – Pierce County Parent to Parent (P2P) is part of the national network focused on support, training, technical assistance, and education to parents and caregivers of individuals with disabilities and/or special healthcare needs. The program also helps reduce isolation by connecting families with others who understand their experiences.  Visit Parent to Parent USA to find support across the country and/or to share with others.
  • Lifespan Respite – PAVE LRW staff administers the Lifespan Respite Voucher program for unpaid, unserved family caregivers of all ages, across Washington State.

Online – P2P Lunch & Learn: Calm Routines at Home: A Caregiver Toolkit for Everyday Transitions and Communication

November 18 @ 12:00 pm – 1:00 pm PST

REGISTER – Looking for practical ways to support daily routines and communication at home? Join us for a Lunch & Learn introducing Calm Routines at Home: A Caregiver Toolkit for Everyday Transitions and Communication. Created by Sheila Kemirembe, M.S. with caregivers in mind, this resource offers flexible strategies to help reduce stress, build connection, and support successful transitions throughout the day.

The P2P Lunch-n-Learn is a dedicated time for parents, caregivers, and providers to access presentations and training from PAVE programs and local Pierce County service providers.

Presentation/training topics will vary based on the expressed needs of families in the local community. This group takes place during lunchtime, allowing parents to learn while enjoying a meal in a relaxed and informal setting. REGISTER

Free

Online – South Sound Autism Partnership Meeting

November 13 @ 9:30 am – 10:30 am PST

The South Sound Autism Partnership (SSAP) is a place where individuals, families, caregivers, self-advocates, professionals and local organizations come together to support the Autism community in the South Puget Sound area.
​
Our mission is to build understanding, acceptance, and advocacy for people with Autism, while creating a welcoming space where individuals feel supported and positive change can grow.

Free

Online- Parent to Parent Coffee & Tea Group

October 26 @ 10:00 am – 11:00 am PDT

REGISTER Join us online for an hour of connection and community! Open to parents and caregivers seeking support to navigate the various emotions and life adjustments of raising a child, youth, and adult with a disability. We can help connect families to Pierce County community resources, fosters relationships with other parents and build a support network for parents feeling isolated.

This group supports:

Open Discussions: During the meetings, parents engage in open and honest discussions about various aspects of parenting children with disabilities. Topics might include navigating the healthcare system, accessing educational resources, managing daily routines, promoting social interactions, and self-care for parents.

Shared Experiences: Parents share their personal experiences, challenges, and strategies they have found effective in raising children with disabilities.

Cultural and Language Sensitivity: Efforts are made to ensure that the group is culturally sensitive and inclusive, respecting the diverse backgrounds and needs of all participants. REGISTER

Free

Online – P2P Early Years Birth – 4 Support

November 9 @ 12:00 pm – 1:00 pm PST

REGISTER Open to parents and caregivers seeking support to navigate the various emotions and life adjustments of raising a child with a disability. We can help connect families to Pierce County community resources, foster relationships with other parents and build a support network for parents feeling isolated.

This group supports:

Open Discussions: During the meetings, parents engage in open and honest discussions about various aspects of parenting children with disabilities. Topics might include navigating the healthcare system, accessing educational resources, managing daily routines, promoting social interactions, and self-care for parents.

Shared Experiences: Parents share their personal experiences, challenges, and strategies they have found effective in raising children with disabilities.

Cultural and Language Sensitivity: Efforts are made to ensure that the group is culturally sensitive and inclusive, respecting the diverse backgrounds and needs of all participants. REGISTER

Free

Get Ready for School with IEP Essentials

This article includes: Information that you can view, download, print and watch


Every student deserves a strong start to the school year. For families of children with disabilities, preparing for school includes reviewing the Individualized Education Program (IEP). The IEP is a legal document and a living plan that outlines the supports and services a student needs to access their education. Families play a key role in shaping the IEP and making sure it works for their child.

A Brief Overview

  • The start of a new school year is a great time for families to revisit their IEP or create a new IEP to support their student’s learning.
  • If a student doesn’t yet have an IEP, requesting an evaluation is the first step to determining eligibility for special education services.
  • Review an IEP before school starts to prepare questions and suggestions for the team.
  • Talk with your student about what to expect, to reduce anxiety and build confidence.
  • Learn about the Individuals with Disabilities Education Act (IDEA) to understand your rights and responsibilities in the IEP process.
  • Communicate regularly with the members of the IEP team to monitor progress and adjust plans as needed.
  • Gather documents, write questions, and invite support to prepare for IEP meetings.
  • Follow up after meetings to confirm next steps and maintain communication.
  • Take small, manageable steps to stay involved and support your student’s success.

Introduction

The beginning of a new school year is the perfect time to revisit your student’s Individualized Education Program (IEP). Whether your child already has an IEP or you’re just starting to explore the special education process, this season offers a fresh opportunity to reflect, plan, and engage.

As you and your student get ready for school, the most important thing is the “I” in IEP. The “I” is for “Individualized”. A thoughtful IEP highlights the student’s abilities and helps your student access the supports needed to learn. It helps ensure they receive the support necessary to learn, grow, and make meaningful progress—not just in school, but in life beyond graduation.

IEPs are built by teams, and families are essential members. When parents and students understand the process and actively participate, they help shape a plan that truly works.

What to do before the first day

If your student doesn’t have an IEP and you wonder whether a disability might be affecting their learning, now is a great time to explore the special education process. Understanding how evaluations work is the first step. If you’re unsure whether your child needs one, check out our article on How to Request an Evaluation, which explains how to get started.

If your student already has an IEP, review the IEP to prepare questions and suggestions for the team before the school year begins. PAVE recommends using their Steps to Read, Understand, and Develop an Initial IEP worksheet to guide this process.

After reviewing your student’s IEP or beginning the process to request one, the next step is ensuring your child is properly enrolled in school. Enrollment procedures vary by district, but they typically include submitting documentation, verifying residency, and understanding school assignment policies. For a clear overview of how and when to enroll your student, read this PAVE article: Starting School: When and How to Enroll a Student in School.

To help ease anxiety and build excitement, talk with your child about what to expect in the upcoming school year. Discuss new activities, classmates, and what will feel familiar. If your school offers an open house, plan to attend together. During your visit, take pictures and ask your child what they notice or wonder about. You can review the photos later to help them feel more prepared. PAVE’s article, Tips to Help Parents Plan for the Upcoming School Year, provides actionable strategies for easing anxiety, fostering independence, and creating a positive school experience.

What parents need to know about FAPE

At the heart of special education is the right to a Free Appropriate Public Education (FAPE), guaranteed by the Individuals with Disabilities Education Act (IDEA). FAPE means that students with disabilities are entitled to an education tailored to their individual needs—not a one-size-fits-all program. This is what makes IDEA unique: it ensures that every eligible student receives services designed specifically for them through an Individualized Education Program (IEP).

To qualify for an IEP, a student must go through an evaluation process to determine if a disability is impacting their education. If the student meets criteria under IDEA, they become eligible for special education services. These services are not about placing a student in a specific classroom—they’re about providing the right support, wherever the student learns. As you review your child’s IEP or prepare for meetings, ask: Is this plan appropriate and suitable for my child’s unique abilities and needs?

IDEA includes six important principles

The IDEA, updated several times since 1990, outlines legal rights for students with disabilities and their families. This PAVE article, Special Education Blueprint: The Six Principles of IDEA, explores the core principles: Free Appropriate Public Education (FAPE), Appropriate Evaluation, Individualized Education Program (IEP), Least Restrictive Environment (LRE), Parent and Student Participation, and Procedural Safeguards.

Effective communication is key to student success

Understanding legal rights is just the beginning—clear, consistent communication with the IEP team is one of the most effective ways to ensure your student’s plan leads to meaningful progress. Consider creating a communication plan with your child’s teachers or case manager. This might include weekly emails, a journal sent home in the backpack, scheduled phone calls, or regularly scheduled progress reports. Be sure to have this plan written into the IEP or included in the Prior Written Notice (PWN) so everyone stays on the same page.

Writing down how you’d like to stay in touch helps the team understand what works best for your family. Get creative—what matters most is that the plan supports clear, consistent communication for the whole team. ​

Keep a log of communication with the school district and educational service providers. PAVE provides a downloadable Communication Log to help you track emails, phone calls, and texts. school district and educational service providers. PAVE provides a downloadable Communication Log to help you track emails, phone calls, and texts.

Ready, set, go! 5 steps for parents to participate in the IEP process

Understanding the laws and principles of special education can help parents get ready to dive into the details of how to participate on IEP teams. Getting organized with schoolwork, contacts, calendar details, concerns, and questions will help.

This 5-step process is downloadable as an infographic.

5 Steps for Parents to Participate in the IEP Process (English)

Download the IEP Essentials in 5 Steps in:
English | Chinese (Simplified) 中文 (Zhōngwén) | Korean 한국어 (Hangugeo) | Russian Русский (Russkiy) | Somali Soomaali | Spanish Español | Tagalog | Ukrainian українська | Vietnamese Tiếng Việt

1. Schedule

Parents or guardians should receive a written invitation to the meeting. The school and family agree on a date and time, and the school documents efforts to include families at all IEP team meetings. If the proposed time doesn’t work, remember that parents are required members of the team—you can request a different time that works better for you. 

Ask beforehand for the agenda and a list of who will attend. This helps ensure that there is enough time to fully address the topics being discussed. If a key team member can’t attend the meeting, you have the option to either provide written consent to excuse their absence or request to reschedule if their participation is important to you. ​For a list of suggested attendees and a downloadable form to save contact information, PAVE provides a Who’s Who on the IEP Team.​

If your student already has an IEP, a re-evaluation occurs at least once every three years unless the team decides differently. A parent can ask for a re-evaluation sooner if needed, though typically a re-evaluation will not occur more than once a year.

2. Prepare

You can ask for a copy of the evaluation results or a draft IEP before the meeting to help you prepare. It’s a good idea to gather letters or documents from medical providers or specialists that support your concerns. Writing down a few questions ahead of time can help you remember what you want to ask. You might also make a list of your student’s strengths and talents—this helps the team build on what’s already working. If you have specific concerns, you can write a letter and ask for it to be included in the IEP. Some families invite a support person to attend the meeting, someone who can take notes, help you stay focused, and offer encouragement.

3. Learn

Knowing the technical parts of an IEP will help you understand what’s happening at the meeting. The IEP is a living program—not just a document—and it can be updated anytime to better meet your child’s needs. The IEP is a work-in-progress, and the document can be changed as many times as needed to get it right and help everyone stay on track.

Familiarize yourself with the components of an IEP: 

4. Attend

At the meeting, each person should be introduced and listed on the sign-in sheet. Schools generally assign a staff member as the IEP case manager, and that person usually organizes the team meeting. Any documents that you see for the first time are draft documents for everyone to work on.

Be present and free of distractions so you can fully participate. Ask questions, share your perspective, and help keep the focus on your child’s needs and goals. If your child isn’t attending, placing a photo of them on the table may remind the team to keep conversations student-centered.

Everyone at the table has an equal voice, including you!

5. Follow up

After the meeting, follow through with the agreed communication plan. Make sure that everyone’s contact information is current and that you know how and when updates will be shared. If you still have concerns after the meeting, request a follow-up meeting or submit additional notes.

Stay organized with calendars, contact lists, and copies of important documents. Talk with your child about the upcoming year to ease anxiety and build excitement! your child about the upcoming year to ease anxiety and build excitement!

Tips for a smooth school year

As the school year begins, it’s important to think proactively about how to support your child’s learning and development. Establishing routines, setting goals, and building relationships with school staff can make a big difference.

If all of this sounds a little overwhelming, break the work into steps. Determine the best way to help your family stay organized with paperwork and information. Choose a calendar system that helps you track appointments and school events, such as back-to-school night or parent-teacher conferences.

Help your child’s team understand what works best for your student and share their strengths with a one-pager or a letter of introduction. PAVE provides a one-pager template, What You Need To Know About My Child, and a sample letter of introduction, Sample Letter to the IEP Team – Today Our Partnership Begins.

Let’s wrap things up!

Getting ready for school can feel like a lot, especially when your child has an IEP. But you don’t have to do everything at once. Take it one step at a time, and remember, you are not alone. This journey includes your child, and you’re walking it together. You are a vital part of your child’s team, and your voice truly matters. When families and schools work as partners, amazing things can happen. Trust yourself, speak up, and share what you know—because no one knows your child better than you. You bring love, insight, and hope to the table.

From all of us at PAVE, we wish you a happy and successful school year!

Learn More

Online – Awesome Autism Parent Support Group

September 8 @ 12:00 pm – 1:00 pm PDT

REGISTER Join us online! The Awesome Autism Parent Support Group is a community dedicated to providing a nurturing and empowering environment for parents and caregivers of children with autism. The primary goal is to offer emotional support, share resources, exchange experiences, and promote a sense of unity among parents, individuals, and families raising and child diagnosed with autism spectrum disorder (ASD).

This group supports:

Inclusive and Welcoming Environment: The support group is a safe space where all parents, regardless of their background or experiences, are welcomed and embraced.

Information Sharing: Valuable information about autism, including the latest research, therapeutic interventions, educational strategies, and community resources, is shared within the group.

Guest Speakers and Workshops: The support group might invite guest speakers, such as autism experts, therapists, educators, and medical professionals, to provide insights and guidance on various topics related to autism and parenting. REGISTER

Free

Online- IEP/504 Plans with Q&A

September 24 @ 10:00 am – 11:30 am PDT


Join us for an informative presentation about IEP and 504 Plans, followed by a Q&A session where you can ask questions and learn more about supporting your child at school.

The Zoom link will be emailed one week before the presentation and again one hour before the meeting.

Questions are welcome! We hope you can join us!

In partnership with Parent to Parent of Okanogan County

Free

Free Online -Special Education Series: Using AI to Prepare and Communicate

October 1 @ 11:00 am – 12:00 pm PDT

Using AI to Prepare and Communicate: Use AI to prepare for meetings, communicate clearly, and participate with confidence.

Free

This is the last training of an empowering training series that takes place every other Thursday in August-October 2026!
Stay tuned for more events coming up!

Free Online -Special Education Series: Navigating a 504 Plan

September 17 @ 11:00 am – 12:00 pm PDT

Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.

Free

This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
October 1, 2026

Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.

Free Online -Special Education Series: Starting Strong with an IFSP

September 10 @ 11:00 am – 12:00 pm PDT

Starting Strong with an IFSP: Discover how early support services benefit young children and their families.

Free

This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
September 17, 2026

Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.

October 1, 2026

Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.

Free Online -Special Education Series: Understanding The Difference – IEPs & 504

August 6 @ 11:00 am – 12:00 pm PDT

Understanding The Difference – IEPs & 504: Learn the key differences between IEPs and 504 Plans, including eligibility, rights, & services.

Free

This training is part of an empowering training series that takes place every other Thursday in August-October 2026!
Next event:
August 20, 2026

IDEA Made Simple: Understand special education rights, process, and family participation.

September 3, 2026

Starting Strong with an (IFSP): Discover how early support services benefit young children and their families.

September 17, 2026

Navigating a 504 Plan: Explore eligibility, accommodations, and access at school.

October 1, 2026

Using AI to Prepare and Communicate Use AI to prepare for meetings, communicate clearly, and participate with confidence.

Online – Quick Connect Virtual Clinics: Focus on Transition Planning

August 4 @ 11:30 am – 12:30 pm PDT

504s, IEP & school support services – Focus on Transition Planning

What is Quick Connect?
Join us for a 60 minute virtual clinic with PAVE Parent Resource Coordinators (PRC)

How it works:

  • Join the Zoom session on the scheduled date.

Choose your path:

  • Stay in the main room for general Q&A

Or

  • Enter a private 1:1 breakout with a PAVE team member
  • 1:1 sessions last 15 minutes
  • Need more time? Schedule a follow-up with the same PAVE team member!

Two meeting options each month;

  • First Tuesday of each month from 11:30 am – 12:30 pm
  • Third Saturday of each month from 11:00 am – 12:00 pm
Free