About Right to Read Advocacy
We offer informational workshops, e-learning courses, and educational resources for parents of dyslexic thinkers.
OUR PROCESS
We start with the end in mind. What's the family vision for student success? Once we identity the end goal, then we work collaboratively to help meet the individualized needs of your child.
DATA-DRIVEN FOCUS
We collaborate with the school team to develop a meaningful IEP (individualized education plan) that includes measurable goals and objectives and evaluation methods for monthly data collection.
TRANSPARENT APPROACH
We value continuous, transparent communication, which is essential to securing support services, monitoring progress, and evaluating outcomes.
Our Founder
Jennifer Bernheim
FOUNDER & ADVOCATE
As the mom of a dyslexic learner, Jennifer knows how challenging it can be to navigate the special education process in a public school district, which is why she founded Right to Read Advocacy. Jennifer helps parents demystify this overwhelming process and empowers them to support their child's needs. In her advocacy, she emphasizes of consistent communication, detailed record keeping, and progress monitoring, all of which can improve student outcomes.
Jennifer has completed the esteemed Council of Parent Attorneys and Advocates’ (COPAA) Special Education and Advocacy Training (SEAT) 1.0 course and SEAT 2.0 course. She adheres to COPAA’s Advocate Voluntary Code of Ethics. Additional education includes the Orton-Gillingham Academy Subscriber Course and WrightsLaw Special Ed Law & Advocacy Training.
Prior to founding Right to Read Advocacy, Jennifer spent 20 years as a public relations practitioner, providing strategic communications support for purpose-driven companies. She has a master’s degree in Communication Studies from the University of Rhode Island. Jennifer lives in Weston with her husband, their three children, and Australian labradoodle.
Jennifer is a non-attorney, educational advocate. She does not provide legal advice.
“Now, as a result of Endrew F., each child’s educational program must be appropriately ambitious in light of his or her circumstances, and every child should have the chance to meet challenging objectives.”
UNITED STATES DEPARTMENT OF EDUCATION WASHINGTON, DC 20202 December 7, 2017 Questions and Answers (Q&A) on U. S. Supreme Court Case Decision Endrew F. v. Douglas County School District Re-1