End-of-Year Reflection: Preparing Your Asks for Students with Invisible Disabilities (Q&A with Christine Levy)

Levy Educational Advocacy

Today we're talking about something so many families are thinking about as the school year comes to a close: reflection. The end of the year isn't just about report cards and summer plans. It's an opportunity to pause, evaluate what happened, and prepare for what your child needs next year.

I'm joined by Christine Levy, founder of Levy Academy and creator of The Levy Way™ Educational Advocacy Certification. Christine has spent years helping families and professionals navigate complex educational systems for students with invisible disabilities. Christine, thank you for being here.

Christine Levy:Thank you, Jackie. I'm excited to have this conversation because the end of the school year is one of the most important, and often overlooked, times for families to gather information and prepare for meaningful advocacy.

Why Is End-of-Year Reflection So Important?

Many families are simply relieved to reach summer. Why do you encourage parents to reflect before they close the books on the school year?

Christine: Because the end of the year provides something incredibly valuable: data.

Families often focus on grades, but grades tell only part of the story. For students with invisible disabilities such as dyslexia, ADHD, executive functioning challenges, anxiety, autism, language disorders, or other learning differences, we need to ask deeper questions:

• Did the student make meaningful progress?

• What interventions were actually provided?

• What accommodations were consistently implemented?

• What barriers still exist?

• What supports helped the student succeed?

  
  

The answers to those questions become the foundation for next year's advocacy.

Looking Beyond Grades

One of the biggest misconceptions I see is that parents and teachers think that good grades mean everything is working.

Christine:Absolutely. A student can earn A's and still be struggling significantly.

Many students with invisible disabilities work twice as hard to achieve those grades.

Parents should ask:

• How much support was required?

• Was homework taking hours every night?

• Was the student avoiding school?

• Was anxiety increasing?

• Did the student become dependent on parents to stay organized?

  
  

The goal isn't simply good grades. The goal is meaningful access to education.

What Data Should Families Request Before Summer?

If a parent is reading this right now, what should they request before school ends?

Christine: I recommend families gather:

• Progress monitoring data

• Intervention data

• Benchmark assessments

• Attendance records

• Discipline records (if applicable)

• Service logs

• Current accommodations

• Current goals and progress reports

• Work samples

• 
  

Too often families are told a student is "making progress" without seeing the actual data behind that statement. Data helps move conversations from opinions to evidence.

Preparing Your "Asks" for Next Year

Let's talk about advocacy. What should families be thinking about over the summer?

Christine:Summer is a wonderful time to prepare thoughtful asks for the upcoming school year. I encourage families to think in four categories:

1. Instruction

Is the instruction evidence-based?

For example, if a student has dyslexia, are they receiving structured literacy instruction, or are they receiving interventions that aren't aligned with the science of reading?

2. Accommodations

Are accommodations reducing barriers?

Accommodations should create access—not just exist on paper.

3. Progress Monitoring

How will growth be measured?

Families should know:

• What data will be collected?

• How often?

• How progress will be communicated?

  
  

4. School Access

Can the student meaningfully participate in their educational environment?

This includes academics, social opportunities, inclusion, extracurriculars, and emotional well-being.

The Power of Systems Thinking

One thing I appreciate about your work is that you look at the whole system rather than isolated issues.

Christine:That's a core principle of The Levy Way™.

Many educational challenges are viewed as separate problems:

• Reading struggles

• Behavior concerns

• Anxiety

• Organization difficulties

  
  

But often they're connected. If a student can't access instruction, we may see frustration. Frustration can become behavior concerns. Behavior concerns can impact placement decisions. Systems thinking helps families identify root causes instead of chasing symptoms.

A Message for Parents Feeling Overwhelmed

What would you say to a parent who feels overwhelmed by all of this?

Christine: Start with curiosity. You don't need to become an expert overnight.

Begin by asking:

• What is the data showing?

• What is working?

• What isn't working?

• What evidence supports the school's recommendations?

  
  

Advocacy is not about conflict. Advocacy is about understanding your child's needs and ensuring decisions are driven by data, evidence, and meaningful educational access.

The end of the school year gives families a unique opportunity to reflect before another year begins. Use it.

About Christine Levy

Christine Levy is the Founder of Levy Academy, educational advocate, speaker, trainer, and creator of The Levy Way™ Educational Advocacy Certification. She trains educational professionals, advocates, and parents to analyze educational data, identify instructional and implementation gaps, evaluate IEPs and 504 Plans, navigate complex team dynamics, and develop student-centered recommendations through a systems-thinking lens.

Through Levy Academy, Christine helps families and professionals better understand the journey of students with invisible disabilities and advocate for meaningful educational outcomes.