In this episode of Stress-Free IEPTM, Frances Shefter speaks with with Candace Sahm & Kerri Midiri of the CSahm Foundation for ADHD Educational Services and Support.
Frances Shefter is an Education Attorney and Advocate who is committed to helping her clients have a Stress-Free IEP experience. In each podcast, Frances interviews inspiring people to share information, educate you, empower you and help you get the knowledge you need.
VOICEOVER ( 00:00:00): Welcome to Stress-Free IEPTM. You do not need to do it all alone with your host Frances Shefter, Principal of Shefter Law, she streams a show live on Facebook on Tuesdays at noon Eastern, get more details and catch prior episodes at www.ShefterLaw.com. The Stress-Free IEPTM video podcast is also posted on YouTube and LinkedIn and you can listen to episodes through Apple podcasts, Spotify, Google podcasts, Stitcher and more. Now, here’s the host of Stress-Free IEPTM Frances Shefter.
FRANCES ( 00:00:39) Hello, everybody, and welcome to our Valentine’s Special show. In honor of Valentine’s Day, I wanted to do a show special about sharing the love. And so for today, we’re going to be talking about with two guests from the CSahm Foundation that serves underserved youth. And so Kerri and Candace, I want you guys to introduce yourselves and tell us a little bit more about the foundation.
CANDACE ( 00:01:10) Hi, I’m Candace Sahm, and we are with the CSahm Foundation, for ADHD, educational services and support. And we serve students in the DMV area who have ADHD, autism, and we also worked with students with mental illness.
FRANCES ( 00:01:37) Great, it looks like we lost Kerri, but hopefully she’ll jump back in at some point. Technology has not been our friend today. So yeah, so um, how did you get into and what like Candace, why, because I know you started the foundation. So what made you want to start a foundation to help serve the under-resourced?
CANDACE ( 00:01:58) Yes. So my background is special education. And for probably since 1991, I’ve been working with students with ADHD, or learning disabilities. And I’ve been helping with organization and time management. And I also have a tutoring company. And I started to realize that many people couldn’t afford the services. So I decided to start a nonprofit. And I’ve always wanted to do a nonprofit. So that’s how it got started.
FRANCES ( 00:02:39) That’s wonderful. And I know, you know, like, I serve a lot of children in DC Superior Court, the abuse and neglect system. And I know I’ve sent some clients your way, and it’s so appreciated, because again, that’s the under resourced population that needs it so much. So what else like are you? So I know you work with DC? Sorry, DC the foster care system? Sorry, I’m losing words today. DC foster care system, but you also work in Montgomery County? Correct?
CANDACE ( 00:03:12) Correct. We do. So right now. We have a lot of students in the public school system and many in the, you know, independent private schools, which is fantastic. And we are piloting a program with Montgomery County to help to start up an enrichment program and after school program for students who really need the support. Oh, that’s wonderful.
FRANCES ( 00:03:39) And I think Kerri said something about it’s the, the community schools you’re reaching out to so, the ones that don’t have.
CANDACE ( 00:03:48) Yes, we’re really have. We’re really excited about that, that the county started. I’m not exactly sure when but they have 40 community schools throughout the county. And it’s an enrichment program before or after school. And it’s going to turn into 100 schools by September (2023). So we are starting to work with one school in April, when the next quarter starts in April, and then see how that goes. And then we plan to grow and continue in September.
FRANCES ( 00:04:25) That’s wonderful. And it’s you know, the schools. I always say being the former teacher schools try so hard to do as much as they can. But sometimes that extra shove, is so needed. And some of us are lucky enough that we can afford to pay for the tutoring services and some families are struggling and are not as lucky to have the extra income. So I love that you’re getting out there and helping. So with the community schools, is there a way like if families want to reach out to you to the foundation, to see if they could qualify, is there a way that families can do that?
CANDACE ( 00:05:05) Great question, with the community schools that will come from the school, the teachers and counselors will refer students that are falling behind and need special help. But people can reach out to the CSahm Foundation to get, you know, you don’t have to be with Montgomery County, you can go to our website, or you can email me and get the services that way.
FRANCES ( 00:05:36) That’s wonderful. And so I mean, I know you’re passionate about like, serving this part of the community, what made you start your journey with ADHD children.
CANDACE ( 00:05:49) So with my background being special education. I was teaching in PG County for a few years. And I got my Masters. And so I was working like that. And then, when one of my children was diagnosed with ADHD, when they were 10, I started wanting to learn everything I could about ADHD. Because back in the day, when I was in college, there was maybe a page on ADHD. And this is a few years back, you know, like in 1978. But anyway, so I just started to learn everything I could about ADHD to help him. And then I was diagnosed myself. So
FRANCES ( 00:06:38) You say a few years back, my special education degree, was a few years back as well, but more current and it was the same thing. ADHD was not, for the longest time, I remember, it wasn’t even a category that you could qualify for, for an IEP. And that’s why I’m sure you were at that stage also, of when that shift came to like it. Yes. It’s other health imperative is impacting education. Yes. So what like, what do you want people to know, like everybody to know about the ADHD community?
CANDACE ( 00:07:13) Oh, so I would say that people with ADHD are very bright. We do struggle with focus and attention. And it’s not on purpose, you know, very bright, and, I guess. And I’m also an advocate for ADHD, and I teach my students to be advocates for themselves. But also, you know, it is real. And it’s a neurological disorder. But we like to say condition, because a lot of people don’t like the word disorder. But it’s, you know, scientific facts, you know, so it is real. And, you know, just letting people know that we’re smart, creative. And the more positive, you know, people are with us, that really helps a lot.
FRANCES ( 00:08:12) Definitely understood, I joke around every now and then, which I probably shouldn’t, but I say that attorneys that litigate, kind of have to be a little ADHD, because you’re like, paying attention to the judge, paying attention to the witness, paying attention to questions, and just bouncing so much. And so it’s helpful that to be able to do that.
CANDACE ( 00:08:31) And do you know, many professionals, like attorneys, doctors, lawyers, have ADHD, you know, because their creative side of their brain is just working and they can just, you know, multitask, figure things out. And a lot of them then get a coach like myself to help with organization and time management.
FRANCES ( 00:08:59) Right, which is something that isn’t taught, and I know, like, being a parent of younger kids, it can get so frustrating, because why don’t you just understand to follow the schedule, and the kids can’t but because their brain doesn’t work that way.
CANDACE ( 00:09:16) Right? Right. And that’s
FRANCES ( 00:09:19) No, I was just gonna say, Kerri, welcome back. I’m so glad you made it back on the woes of technology. Exactly. Even today, it’s just technology is not our friend sometimes. So Kerri, I want you to introduce yourself because I think we lost you before introductions and then we’ll jump back in. Sure.
KERRI ( 00:09:39) So I’m Kerri Midiri, longtime educator. I taught high school, kind of all over the country, mostly in Howard County, Maryland. That was the bulk of my career until I went over to private sector and now I do a lot of outreach. So linking schools with community resources.
FRANCES ( 00:09:55) That’s wonderful. And so that’s how you got involved with CSahm.
KERRI ( 00:09:58) Yeah, that’s how Candace and I met actually.
FRANCES ( 00:10:01) Great. So what do you do for the, with the foundation? Like, what’s your role?
KERRI ( 00:10:05) Yeah, so my specific role, I would say it’s trying to find, trying to link up with organizations who can link us with resources or who need us, help us find those kids. When when Candace and I we’re jumping into how to find or really how to define the underserved community, my mind went immediately to working with the schools. You know, they’ve got different programs already, where they’ve already done that, right. They’ve already done that work. So working defined referrals, essentially.
FRANCES ( 00:10:41) Right, and I know we talked and Candace and I touched on a little about with the DC foster care kids, which are kids that are sometimes fall through the cracks, because their parents might not know to even look for they don’t have some of these do that. So yeah, I love that you reach out that and so what I mean, so you, you were an education, what got you into education?
KERRI ( 00:11:06) I always wanted to be an educator, I’m the oldest of three kids. And I remember being younger and always playing teacher. And it just stuck with me. It’s something that I always, I always loved it. And then quickly, I would say early on in my career, I kind of saw how, as much as I was educated, I had a Bachelor’s and a dual Master’s Degree, I noticed that I wasn’t necessarily prepared to support this population. So I quickly wanted to build a toolbox on how to do that. And that’s what I’ve done since.
FRANCES ( 00:11:38) That’s awesome. Yeah, that was kind of my story. I went to school up here in Maryland, and then I moved down to Florida, my first year teaching was in an inner city, the projects, most of my kids were in projects, very different approach to teaching. Like, I loved that community. That was my like, that was my heart. Like I love being able to help them. But it was, it was very different for me to see like, they didn’t grow up with books, most of them, you know, and the access that we had. So I mean, what so you serve? What services does the foundation provide? So I think it’s more than just the tutoring, right?
CANDACE ( 00:12:18) Yes. So we, so we provide coaching, tutoring, counseling a little if necessary, but typically, we, you know, resource that out. And also, we have a couple of students that needed assessment. We have somebody on the board, who can do that. We have a psychiatrist on the board, well known psychiatrist in the area, Dr. Sherry Goldman, and she’s a huge support, you know, she, we, you know, I can reach out to her anytime you know about help, she also helped my family, so, and we also went to school together. So we’ve known each other for a long time. But we also have Dr. Randi Wortman, who is a clinical psychologist, psychologist, and she’s at the University of Maryland. And she also helps a great deal, because sometimes, we had a student who was falling behind at Walter Johnson High School, and he had a lot of depression. So we needed to get the verification of his testing so that he could get home and hospital or the IIS (Interim Instructional Services) teaching, so he could get on board right away. But we also help. So he gets IIS but he also gets help from us with coaching and tutoring.
FRANCES ( 00:13:58) That is so great to hear. Because I know with a lot of the home and hospital and the IIS it can get challenging. And if you don’t know where to go and who to turn to. I hate to say to fight the school, but to prove to the school if that’s what your child needs and why, it’s great to know that you can be a resource for that.
CANDACE ( 00:14:16) Yes, yes. And I will say I have been an IIS teacher probably for 15 plus years. So I’m very familiar with the system, which really helps. And also being in the Montgomery County Schools. You know, I know how the IEPs go because I also attend IEP meetings if my families need me on my private practice and nonprofit.
FRANCES ( 00:14:47) That’s wonderful. That’s what I always say it’s when I go into a room and IEP meeting as an attorney. People don’t realize my background as much as I did. I was the regular teacher. I was a special ed teacher. I’m the mom, I was the LEA. So I’m like, pretty much the only person in that room that can say I’ve been in five seats at various stages of that. So Kerri, how much, what do you do with the foundation? Like what I know, you said that you go back out and find community schools and stuff. But what else do you do with the foundation?
KERRI ( 00:15:19) Yeah, my, my purpose, when Candace and I connected, we were at an event, we’re very much aligned in wanting to serve that population that can’t otherwise maybe afford the services or they don’t have access to the resources. So really, it’s just working with the schools is specifically kind of the niche I’m finding myself in. Working with the schools to determine how we, how we can bridge the gap and come into the schools. You know, Candace and myself right now we’re going through the background and the fingerprinting and all of that, just to position ourselves to be able to sit with the kids and really deliver the information with them. We’re, I don’t know if Candace shared while I fell off the call, but we’re going to start small within the community schools now for fourth quarter is our goal. And then use the summer just to recap, work with the county and then hopefully launch on a larger scale with more schools for the new year in the fall.
FRANCES ( 00:16:15) That is, that I love it, because it’s, it’s, it’s just so needed. I think it was, after you dropped off, we were talking about how the schools like I mean, we’re all former educators, and it’s just all you guys are still somewhat, but the schools we do with they can. There’s only so many hours in the day, and needing that extra help. I mean, I know my daughter’s school, they started a tutoring before school, and some have like the older kids tutoring and things like that. But not all schools have that ability. So it’s so wonderful to hear that they’re not left out.
KERRI ( 00:16:51) Right. And I think what was refreshing for me because Candace and I also talked about, you know, sometimes getting into the school system there is there, it is a process and MCPS really jumped on the opportunity to work together and build this partnership, which was really refreshing to see.
FRANCES ( 00:17:09) That is because sometimes, you know, I’ve seen it the school system is like not so open to let other people in because, you know, what are you gonna do when you get in here? But it’s wonderful. Yeah, that they want to help bring it out. And so I like the foundation, or like I like I’m just thinking through like the foundation, if people want to donate to the foundation, do you guys accept donation?
CANDACE ( 00:17:33) Yes, we do. That people can go to the website, which is the csahmfoundation.org. And they can also attend, we have a few fun fundraisers coming up. One is actually at the Shirley Povich Field, because one of our chair is related to her name is Marlene Povich. She’s related to the Povich family. So we’re doing a Sports Night, advocating and sharing about ADHD. And then there’s hotdogs and goodies. And then people will get to see the game. So that’s one way. And then we’re also having I;m trying to think, we’re also having a dinner with a speaker or somebody with the Wiser Group where we all met, actually. And which is a fantastic networking group. Because right here, three of us we’re together, which is so wonderful. But anyway, so we’re doing a small dinner in Potomac. And that’s where people donate. And also people can become sponsors.
FRANCES ( 00:18:53) And all that information is on the website, write up the information. That’s so great. I love to the fundraisers that that you make it fun fundraisers, you know, there’s so much more to do with it. Yeah, Wiser, I love that you brought that up. because yes, that is how we all met and Wiser and it’s such a great, I love Wiser as a great resource. Because for me, especially as an attorney, you know, my clients sometimes need extra stuff going on. And like we’ll set you know, we’ll say, hey, does anybody new, like my new one was “Is there anybody out there do an FBA functional behavior assessment?” And I have three, four people responding. Yeah, I got it. So I love that that we can be even more of a resource to the community. And I know you guys connect people with other resources, right. Is that part of the foundation?
KERRI ( 00:19:43) Yeah, we have done that. And that’s something that we enjoy doing. Another piece of what I’m trying to do and I think this is important to share is there’s so many people out there who are similar to Candace and I or really all three of us where we want to help this population. So another thing I’ve been doing is really trying to get, find those people and get them on board. We want to expand what we’re offering in schools come fall. So I’m having great conversations. Right now we’ve used Wiser as a platform to try to get connected with people who are interested in doing some before or after care. So yeah, I’d love to share that piece as well. We’re definitely interested in bringing more people on to support.
CANDACE ( 00:20:20) And if I can add, Kerri came on board, which I’m so grateful, we were at a Wiser function. And she, you know, inboxed me or texted me and said, I’d like to be in touch, you know, I’m really interested. So right, right then in there, you kind of have to do it right away. We connected I believe, right after the Wiser call, and got started. And we’re also we developed the handbook for the tutors, and teachers and coaches, do you want to speak to that at all, and you were huge, helping with the handbook?
KERRI ( 00:20:59) Yeah, we’re just we’re trying to build solid pieces to to help everybody be more successful. So as as new people come on, you know, we bring more people, whether it’s tutors, or coaches, they have something to ground into, I think that’s really important. And something we appreciate as educators, you know, having structure I think that’s a good word.
FRANCES ( 00:21:22) So you keep saying tutors and coaches, and I’m sure a lot of people in the audience are going, Oh, what’s the difference? What does a tutor do? What does a coach do? One of your want to field that go in a little more detail,
CANDACE ( 00:21:34) I’ll do that. So a coach. So my background is ADHD coaching. So, or executive functioning, support. So I help students with their time management, planning out long term projects, so they’re not, you know, doing it the night before. Because a lot of people with ADHD procrastinate, and at the same time, they want their work to be perfect. So, if they’re waiting until the last minute, the night before, they’re up all night. So, I find this all the time. So, we help plan that out. And we also make sure they’re handing their assignments in and checking their grades. So that’s coaching, coaching is helping with the organization, time management and life skills too. Tutoring, I guess we should frame it as academic tutoring. That’s where, you know, it’s specific subjects. So we have expert tutors to help with math and science and, you know, the humanities. And we also have, we’ll get calls for SAT, ACT prep. So, the tutors can do that as well. And I’d love to help more under-resourced kids with that, because that’s key to helping them move, you know, move forward to college.
KERRI ( 00:23:08) Yeah, I would echo that, I was just gonna say to me, coaching is more behaviors, building good behaviors, and maybe helping to dissolve bad behaviors, behaviors that aren’t serving them. And then yeah, the tutoring piece is more academic support.
FRANCES ( 00:23:23) And so for the tutoring, do you just like do homework support? Or? Or is there some sort of assessment you do? Or do you wait, talk to the teacher about what’s needed? Or how does that work?
CANDACE ( 00:23:34) Typically, we do an intake. So typically, people are reaching out for coaching. So they’ll do coaching, let’s say, for a month or so. And then I can see or the coaches can see, they really need support with math. So that, but as far as an assessment you do if I can share, I don’t know if you can see this, but one of the books I use, I’ve used probably for 30 to 35 years. It’s a study strategy book, which is fantastic. And we do this a lot. So there’s an assessment at the beginning for all the students on time management, communicating with teachers, outlining, communication, communication skills, also comprehension. So we can see from this, where we need to focus so we also include study skills, which I think the parents love, because they’re not really teaching a lot of study skills in school.
FRANCES ( 00:24:46) Yeah, I know for me, like I didn’t learn how to take a test until I actually took a study course for the LSATs. So I took all those other tests, you know, the SATs and to get into grad school and everything without knowing how to take the test, and then wait, there’s actually a system, right, to taking tests that they don’t teach in school. And so that’s something that foundation does as well. So for, I mean, for me, what I say is everybody should now take some sort of SAT prep course, to learn how to take, and so is that, do you guys offer it? Are you just right now doing an individual? Or are you thinking maybe, in the future doing it more of a group class? How is this SAT prep going?
CANDACE ( 00:25:36) Typically, it’s one on one, we do a package typically, you know, 10 weeks, and families sign up for, you know, 10 weeks of the tutoring. But I’ve done groups in the past. And right now I’m getting a lot of calls for a certain age groups, like 15 and 16 year olds who need the coaching or support. So I may move into groups. You know, because I’m finding a lot of the kids with ADHD, not all of them, but a lot of them did okay, virtually. And we are mostly virtual right now because we have so many students on the private side and the nonprofit, that timewise it’s hard to get, you know, if kids were coming in person, it would be more difficult. Also, a lot of my coaches and tutors are not in state. So some are in Florida, or New Jersey.
FRANCES ( 00:26:42) So which is nice. So but you’re just but the foundation is just serving the Maryland, DC area.
CANDACE ( 00:26:48) Well, if other people reach out, that’s fine. But right now, I think our networking is more. Right, Kerri with local. Yeah.
FRANCES ( 00:26:59) I love it, start small and local. Right? How I started. So when I I’m trying to think like what else more like to tell people, it gets such a great foundation, we talked about, like how people can do donate and how people can reach out to you. What about like to, just trying to think of like, on that higher level of connecting with like is, are there other groups that you’re trying to connect with to maybe promote together?
KERRI ( 00:27:34) It’s part of the conversation. You know, it’s something that we’re constantly thinking about? We don’t want to, it’s walking the fine line, we don’t want to expand too quickly. You know, we want to be slow and precise with what we do. But yeah, I mean, we’ve got big goals and dreams. And again, that’s one of the things that united Candace and myself was really wanting to make a difference in a positive impact in this area.
CANDACE ( 00:27:59) Right. And we do reach out too, that’s right Kerri. We also reach out to private foundations right now people that we know, because I’m actually a native Washingtonian, which is kind of rare, I think. But you know, knowing people in the area, having board members that no people in the area, so we’re doing that, and now that we’re two years plus, we can get more grants. We’ve applied for grants with specific companies or, you know, foundations, but because we didn’t have the two, they want two years of experience and to show that we’ve been successful. Yeah. So we’re ready to, you know, do that venture.
FRANCES ( 00:28:50) That makes sense, because they want to make sure they’re not giving money to somebody that that what is, it small businesses? The majority don’t even last three years. Because they’re not planning right.
CANDACE ( 00:29:00) Yeah, we’re in our third year. We are a nonprofit 501c3, public charity and tax exempt. So you know, that’s fantastic. That’s great. And we do have in the year 2024 we have a big event coming up. It’s not a gala, it’s more of a benefit. And that’s going to be a lot of fun. It’s a dinner, silent auction, music at Lakewood Country Club. So that’s gonna be a lot of fun. That’s another way people can, you know, come come to an event and also volunteers. We need volunteers for a lot of the reach out that we, do the mailings that we do. And to mention also we have an Empowerment Club, which was started by youth in Montgomery County, and the kids can get SSL, the community service hours with us whether you know, their ADHD or under-resourced, anybody, we’re looking for more students to help with that.
FRANCES ( 00:30:19) That’s wonderful. Is there anything else you want to like get out there to the community that you wish people knew more of, or knew where to find?
KERRI ( 00:30:28) I think, personally, what drives so much of this for me is we’ve been doing this now for so long that when, when students are struggling, or adults, but when students are struggling with ADHD, for example, it can feel so hopeless. And I think, at the end of the day, I see us as hopefully offering hope, you know, like me, there’s, there’s a chance for change, there’s a chance to make school, school can feel good, school can feel exciting, learning new concepts can feel really good. It’s just finding the resources. So we just hope to be a resource for those kids. It’s heartbreaking to feel, or to meet a student who feels helpless, but then it’s like, there’s nothing more rewarding when you see after working with them for an extended period of time, the complete change, you know, the light turned back on, or sometimes it turns on for the first time. So I always just like to share that, you know, I always I never want anybody to give up hope.
CANDACE ( 00:31:26) And we’re helping also, we work with kids who are in college, so we help with the transition and in college, and helping them get their accommodations, making sure that, you know, they’re not struggling as much because when they go off, kids with ADHD, when they go off to school, they have a lot of free time. So trying to manage the weekends, which is huge, you know, so we help with planning with schedules. And we have a student right now who was on probation, after his first semester. And then we worked with him the second semester in school, he didn’t get off probation, but his GPA went from, his GPA went from, I think it was like 1.7 to a 2.5. And then the third semester, because he was working with me, and one of my academic tutors, who’s also on the board, and she is phenomenal, like Kerri is. He brought his GPA up to about a 2.5 or 2.7. And he’s not on probation anymore. So just the successes that we’ve created or helped with a lot of students, you know.
FRANCES ( 00:33:01) And that’s wonderful to know, I’ve done, you know, like that just that transition from high school to college is it’s shocking for a lot of the students and the parents, because the parents are like, Oh, I just take the IEP to the disability office. I’m like, no, that’s not how college works. So it’s wonderful to know you’re there to help, not only get the accommodations in class, but to teach children, because they’re still children when they start college, how to manage the time, because it’s difficult, you know, away from home, nobody’s telling you what to do when to do it.
KERRI ( 00:33:31) It can be so difficult. I agree.
FRANCES ( 00:33:35) Yeah, I mean, I remember when I started college, I was good. My parents were very lenient during my last year so that we could experiment more while they were still home. But I remember the majority of the freshmen that just went crazy, because they didn’t know boundaries, and they didn’t know how to do that. So it’s nice to know that you’re there to support and to say, like not saying that you don’t you can’t go out and have fun. But you know, how to manage that time that you’re not doing 48 hours of fun and two minutes of, you know, learning stuff.
KERRI ( 00:34:04) Yes. Well said. Yes.
CANDACE ( 00:34:12) Oh, we all wanted to say that with the coaching and the tutoring and all of that. We also talk about, you know, like yoga, you know, meditation, how those pieces in anybody’s life I think, but especially people with, you know, these conditions,it’s really helpful, you know, taking time to take a deep breath, take a time, you know, to look away from the computer for 15 minutes, you know, and then come back to your work. And, you know, eating properly, drinking lots of water, protein, lots of protein, and knowing how the ADHD brain works, because there’s a lot you know, there’s a lot to it. Also, one thing I do want to share is, you know, what I want everybody to know, I guess is that a lot of people are afraid to medicate their kids. And they’re, you know, so many experts out there in the field, who you can go and listen to their podcasts and learn how the medication therapy and coaching, that combination is so important. And the medication I feel isn’t something to be afraid of, it helps so much. And you can see such a difference, you know, pretty much right away. And if medication doesn’t work, then you try another one. And the experts that I follow, who you know, are Dr. Ned Hallowell, Dr. Don Ratey and many others, but they’re the you know, I started seeing them in 1996 going to CHAAD conventions, Children and Adults with Attention Deficit. And, you know, it’s all scientific based. And, you know, I think people need to really learn more before they judge, you know, judge the medication so to speak.
FRANCES ( 00:36:26) Now, definitely, I know, medication has gotten, you know, some people think it’s over. You know, people are like, oh, you know, just give the kid medication, give the kid medication, and that’ll help but that’s not what it’s about. It’s finding that balance and what works. Right. So this has been so awesome. Thank you guys so much. It is our first time doing three of us on the show and I think it went great. Thank you both so much for being on the show. It was really great to have you guys and learn more about the CSahm Foundation. Thank you listeners.
VOICEOVER ( 00:37:34): You’ve been listening to Stress-Free IEPTM. With your host Frances Shefter. Remember you do not need to do it all alone. You can reach Frances through ShefterLaw.com where prior episodes are also posted. Thank you for your positive reviews, comments and sharing the show with others through YouTube, LinkedIn, Apple Podcast, Spotify, Google Podcasts, Stitcher and more.
Stress Free IEP™ with Frances Shefter, Candace Sahm and Kerri Midiri
In this episode of Stress-Free IEPTM, Frances Shefter speaks with with Candace Sahm & Kerri Midiri of the CSahm Foundation for ADHD Educational Services and Support.
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Frances Shefter is an Education Attorney and Advocate who is committed to helping her clients have a Stress-Free IEP experience. In each podcast, Frances interviews inspiring people to share information, educate you, empower you and help you get the knowledge you need.
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VOICEOVER ( 00:00:00): Welcome to Stress-Free IEPTM. You do not need to do it all alone with your host Frances Shefter, Principal of Shefter Law, she streams a show live on Facebook on Tuesdays at noon Eastern, get more details and catch prior episodes at www.ShefterLaw.com. The Stress-Free IEPTM video podcast is also posted on YouTube and LinkedIn and you can listen to episodes through Apple podcasts, Spotify, Google podcasts, Stitcher and more. Now, here’s the host of Stress-Free IEPTM Frances Shefter.
FRANCES ( 00:00:39) Hello, everybody, and welcome to our Valentine’s Special show. In honor of Valentine’s Day, I wanted to do a show special about sharing the love. And so for today, we’re going to be talking about with two guests from the CSahm Foundation that serves underserved youth. And so Kerri and Candace, I want you guys to introduce yourselves and tell us a little bit more about the foundation.
CANDACE ( 00:01:10) Hi, I’m Candace Sahm, and we are with the CSahm Foundation, for ADHD, educational services and support. And we serve students in the DMV area who have ADHD, autism, and we also worked with students with mental illness.
FRANCES ( 00:01:37) Great, it looks like we lost Kerri, but hopefully she’ll jump back in at some point. Technology has not been our friend today. So yeah, so um, how did you get into and what like Candace, why, because I know you started the foundation. So what made you want to start a foundation to help serve the under-resourced?
CANDACE ( 00:01:58) Yes. So my background is special education. And for probably since 1991, I’ve been working with students with ADHD, or learning disabilities. And I’ve been helping with organization and time management. And I also have a tutoring company. And I started to realize that many people couldn’t afford the services. So I decided to start a nonprofit. And I’ve always wanted to do a nonprofit. So that’s how it got started.
FRANCES ( 00:02:39) That’s wonderful. And I know, you know, like, I serve a lot of children in DC Superior Court, the abuse and neglect system. And I know I’ve sent some clients your way, and it’s so appreciated, because again, that’s the under resourced population that needs it so much. So what else like are you? So I know you work with DC? Sorry, DC the foster care system? Sorry, I’m losing words today. DC foster care system, but you also work in Montgomery County? Correct?
CANDACE ( 00:03:12) Correct. We do. So right now. We have a lot of students in the public school system and many in the, you know, independent private schools, which is fantastic. And we are piloting a program with Montgomery County to help to start up an enrichment program and after school program for students who really need the support. Oh, that’s wonderful.
FRANCES ( 00:03:39) And I think Kerri said something about it’s the, the community schools you’re reaching out to so, the ones that don’t have.
CANDACE ( 00:03:48) Yes, we’re really have. We’re really excited about that, that the county started. I’m not exactly sure when but they have 40 community schools throughout the county. And it’s an enrichment program before or after school. And it’s going to turn into 100 schools by September (2023). So we are starting to work with one school in April, when the next quarter starts in April, and then see how that goes. And then we plan to grow and continue in September.
FRANCES ( 00:04:25) That’s wonderful. And it’s you know, the schools. I always say being the former teacher schools try so hard to do as much as they can. But sometimes that extra shove, is so needed. And some of us are lucky enough that we can afford to pay for the tutoring services and some families are struggling and are not as lucky to have the extra income. So I love that you’re getting out there and helping. So with the community schools, is there a way like if families want to reach out to you to the foundation, to see if they could qualify, is there a way that families can do that?
CANDACE ( 00:05:05) Great question, with the community schools that will come from the school, the teachers and counselors will refer students that are falling behind and need special help. But people can reach out to the CSahm Foundation to get, you know, you don’t have to be with Montgomery County, you can go to our website, or you can email me and get the services that way.
FRANCES ( 00:05:36) That’s wonderful. And so I mean, I know you’re passionate about like, serving this part of the community, what made you start your journey with ADHD children.
CANDACE ( 00:05:49) So with my background being special education. I was teaching in PG County for a few years. And I got my Masters. And so I was working like that. And then, when one of my children was diagnosed with ADHD, when they were 10, I started wanting to learn everything I could about ADHD. Because back in the day, when I was in college, there was maybe a page on ADHD. And this is a few years back, you know, like in 1978. But anyway, so I just started to learn everything I could about ADHD to help him. And then I was diagnosed myself. So
FRANCES ( 00:06:38) You say a few years back, my special education degree, was a few years back as well, but more current and it was the same thing. ADHD was not, for the longest time, I remember, it wasn’t even a category that you could qualify for, for an IEP. And that’s why I’m sure you were at that stage also, of when that shift came to like it. Yes. It’s other health imperative is impacting education. Yes. So what like, what do you want people to know, like everybody to know about the ADHD community?
CANDACE ( 00:07:13) Oh, so I would say that people with ADHD are very bright. We do struggle with focus and attention. And it’s not on purpose, you know, very bright, and, I guess. And I’m also an advocate for ADHD, and I teach my students to be advocates for themselves. But also, you know, it is real. And it’s a neurological disorder. But we like to say condition, because a lot of people don’t like the word disorder. But it’s, you know, scientific facts, you know, so it is real. And, you know, just letting people know that we’re smart, creative. And the more positive, you know, people are with us, that really helps a lot.
FRANCES ( 00:08:12) Definitely understood, I joke around every now and then, which I probably shouldn’t, but I say that attorneys that litigate, kind of have to be a little ADHD, because you’re like, paying attention to the judge, paying attention to the witness, paying attention to questions, and just bouncing so much. And so it’s helpful that to be able to do that.
CANDACE ( 00:08:31) And do you know, many professionals, like attorneys, doctors, lawyers, have ADHD, you know, because their creative side of their brain is just working and they can just, you know, multitask, figure things out. And a lot of them then get a coach like myself to help with organization and time management.
FRANCES ( 00:08:59) Right, which is something that isn’t taught, and I know, like, being a parent of younger kids, it can get so frustrating, because why don’t you just understand to follow the schedule, and the kids can’t but because their brain doesn’t work that way.
CANDACE ( 00:09:16) Right? Right. And that’s
FRANCES ( 00:09:19) No, I was just gonna say, Kerri, welcome back. I’m so glad you made it back on the woes of technology. Exactly. Even today, it’s just technology is not our friend sometimes. So Kerri, I want you to introduce yourself because I think we lost you before introductions and then we’ll jump back in. Sure.
KERRI ( 00:09:39) So I’m Kerri Midiri, longtime educator. I taught high school, kind of all over the country, mostly in Howard County, Maryland. That was the bulk of my career until I went over to private sector and now I do a lot of outreach. So linking schools with community resources.
FRANCES ( 00:09:55) That’s wonderful. And so that’s how you got involved with CSahm.
KERRI ( 00:09:58) Yeah, that’s how Candace and I met actually.
FRANCES ( 00:10:01) Great. So what do you do for the, with the foundation? Like, what’s your role?
KERRI ( 00:10:05) Yeah, so my specific role, I would say it’s trying to find, trying to link up with organizations who can link us with resources or who need us, help us find those kids. When when Candace and I we’re jumping into how to find or really how to define the underserved community, my mind went immediately to working with the schools. You know, they’ve got different programs already, where they’ve already done that, right. They’ve already done that work. So working defined referrals, essentially.
FRANCES ( 00:10:41) Right, and I know we talked and Candace and I touched on a little about with the DC foster care kids, which are kids that are sometimes fall through the cracks, because their parents might not know to even look for they don’t have some of these do that. So yeah, I love that you reach out that and so what I mean, so you, you were an education, what got you into education?
KERRI ( 00:11:06) I always wanted to be an educator, I’m the oldest of three kids. And I remember being younger and always playing teacher. And it just stuck with me. It’s something that I always, I always loved it. And then quickly, I would say early on in my career, I kind of saw how, as much as I was educated, I had a Bachelor’s and a dual Master’s Degree, I noticed that I wasn’t necessarily prepared to support this population. So I quickly wanted to build a toolbox on how to do that. And that’s what I’ve done since.
FRANCES ( 00:11:38) That’s awesome. Yeah, that was kind of my story. I went to school up here in Maryland, and then I moved down to Florida, my first year teaching was in an inner city, the projects, most of my kids were in projects, very different approach to teaching. Like, I loved that community. That was my like, that was my heart. Like I love being able to help them. But it was, it was very different for me to see like, they didn’t grow up with books, most of them, you know, and the access that we had. So I mean, what so you serve? What services does the foundation provide? So I think it’s more than just the tutoring, right?
CANDACE ( 00:12:18) Yes. So we, so we provide coaching, tutoring, counseling a little if necessary, but typically, we, you know, resource that out. And also, we have a couple of students that needed assessment. We have somebody on the board, who can do that. We have a psychiatrist on the board, well known psychiatrist in the area, Dr. Sherry Goldman, and she’s a huge support, you know, she, we, you know, I can reach out to her anytime you know about help, she also helped my family, so, and we also went to school together. So we’ve known each other for a long time. But we also have Dr. Randi Wortman, who is a clinical psychologist, psychologist, and she’s at the University of Maryland. And she also helps a great deal, because sometimes, we had a student who was falling behind at Walter Johnson High School, and he had a lot of depression. So we needed to get the verification of his testing so that he could get home and hospital or the IIS (Interim Instructional Services) teaching, so he could get on board right away. But we also help. So he gets IIS but he also gets help from us with coaching and tutoring.
FRANCES ( 00:13:58) That is so great to hear. Because I know with a lot of the home and hospital and the IIS it can get challenging. And if you don’t know where to go and who to turn to. I hate to say to fight the school, but to prove to the school if that’s what your child needs and why, it’s great to know that you can be a resource for that.
CANDACE ( 00:14:16) Yes, yes. And I will say I have been an IIS teacher probably for 15 plus years. So I’m very familiar with the system, which really helps. And also being in the Montgomery County Schools. You know, I know how the IEPs go because I also attend IEP meetings if my families need me on my private practice and nonprofit.
FRANCES ( 00:14:47) That’s wonderful. That’s what I always say it’s when I go into a room and IEP meeting as an attorney. People don’t realize my background as much as I did. I was the regular teacher. I was a special ed teacher. I’m the mom, I was the LEA. So I’m like, pretty much the only person in that room that can say I’ve been in five seats at various stages of that. So Kerri, how much, what do you do with the foundation? Like what I know, you said that you go back out and find community schools and stuff. But what else do you do with the foundation?
KERRI ( 00:15:19) Yeah, my, my purpose, when Candace and I connected, we were at an event, we’re very much aligned in wanting to serve that population that can’t otherwise maybe afford the services or they don’t have access to the resources. So really, it’s just working with the schools is specifically kind of the niche I’m finding myself in. Working with the schools to determine how we, how we can bridge the gap and come into the schools. You know, Candace and myself right now we’re going through the background and the fingerprinting and all of that, just to position ourselves to be able to sit with the kids and really deliver the information with them. We’re, I don’t know if Candace shared while I fell off the call, but we’re going to start small within the community schools now for fourth quarter is our goal. And then use the summer just to recap, work with the county and then hopefully launch on a larger scale with more schools for the new year in the fall.
FRANCES ( 00:16:15) That is, that I love it, because it’s, it’s, it’s just so needed. I think it was, after you dropped off, we were talking about how the schools like I mean, we’re all former educators, and it’s just all you guys are still somewhat, but the schools we do with they can. There’s only so many hours in the day, and needing that extra help. I mean, I know my daughter’s school, they started a tutoring before school, and some have like the older kids tutoring and things like that. But not all schools have that ability. So it’s so wonderful to hear that they’re not left out.
KERRI ( 00:16:51) Right. And I think what was refreshing for me because Candace and I also talked about, you know, sometimes getting into the school system there is there, it is a process and MCPS really jumped on the opportunity to work together and build this partnership, which was really refreshing to see.
FRANCES ( 00:17:09) That is because sometimes, you know, I’ve seen it the school system is like not so open to let other people in because, you know, what are you gonna do when you get in here? But it’s wonderful. Yeah, that they want to help bring it out. And so I like the foundation, or like I like I’m just thinking through like the foundation, if people want to donate to the foundation, do you guys accept donation?
CANDACE ( 00:17:33) Yes, we do. That people can go to the website, which is the csahmfoundation.org. And they can also attend, we have a few fun fundraisers coming up. One is actually at the Shirley Povich Field, because one of our chair is related to her name is Marlene Povich. She’s related to the Povich family. So we’re doing a Sports Night, advocating and sharing about ADHD. And then there’s hotdogs and goodies. And then people will get to see the game. So that’s one way. And then we’re also having I;m trying to think, we’re also having a dinner with a speaker or somebody with the Wiser Group where we all met, actually. And which is a fantastic networking group. Because right here, three of us we’re together, which is so wonderful. But anyway, so we’re doing a small dinner in Potomac. And that’s where people donate. And also people can become sponsors.
FRANCES ( 00:18:53) And all that information is on the website, write up the information. That’s so great. I love to the fundraisers that that you make it fun fundraisers, you know, there’s so much more to do with it. Yeah, Wiser, I love that you brought that up. because yes, that is how we all met and Wiser and it’s such a great, I love Wiser as a great resource. Because for me, especially as an attorney, you know, my clients sometimes need extra stuff going on. And like we’ll set you know, we’ll say, hey, does anybody new, like my new one was “Is there anybody out there do an FBA functional behavior assessment?” And I have three, four people responding. Yeah, I got it. So I love that that we can be even more of a resource to the community. And I know you guys connect people with other resources, right. Is that part of the foundation?
KERRI ( 00:19:43) Yeah, we have done that. And that’s something that we enjoy doing. Another piece of what I’m trying to do and I think this is important to share is there’s so many people out there who are similar to Candace and I or really all three of us where we want to help this population. So another thing I’ve been doing is really trying to get, find those people and get them on board. We want to expand what we’re offering in schools come fall. So I’m having great conversations. Right now we’ve used Wiser as a platform to try to get connected with people who are interested in doing some before or after care. So yeah, I’d love to share that piece as well. We’re definitely interested in bringing more people on to support.
CANDACE ( 00:20:20) And if I can add, Kerri came on board, which I’m so grateful, we were at a Wiser function. And she, you know, inboxed me or texted me and said, I’d like to be in touch, you know, I’m really interested. So right, right then in there, you kind of have to do it right away. We connected I believe, right after the Wiser call, and got started. And we’re also we developed the handbook for the tutors, and teachers and coaches, do you want to speak to that at all, and you were huge, helping with the handbook?
KERRI ( 00:20:59) Yeah, we’re just we’re trying to build solid pieces to to help everybody be more successful. So as as new people come on, you know, we bring more people, whether it’s tutors, or coaches, they have something to ground into, I think that’s really important. And something we appreciate as educators, you know, having structure I think that’s a good word.
FRANCES ( 00:21:22) So you keep saying tutors and coaches, and I’m sure a lot of people in the audience are going, Oh, what’s the difference? What does a tutor do? What does a coach do? One of your want to field that go in a little more detail,
CANDACE ( 00:21:34) I’ll do that. So a coach. So my background is ADHD coaching. So, or executive functioning, support. So I help students with their time management, planning out long term projects, so they’re not, you know, doing it the night before. Because a lot of people with ADHD procrastinate, and at the same time, they want their work to be perfect. So, if they’re waiting until the last minute, the night before, they’re up all night. So, I find this all the time. So, we help plan that out. And we also make sure they’re handing their assignments in and checking their grades. So that’s coaching, coaching is helping with the organization, time management and life skills too. Tutoring, I guess we should frame it as academic tutoring. That’s where, you know, it’s specific subjects. So we have expert tutors to help with math and science and, you know, the humanities. And we also have, we’ll get calls for SAT, ACT prep. So, the tutors can do that as well. And I’d love to help more under-resourced kids with that, because that’s key to helping them move, you know, move forward to college.
KERRI ( 00:23:08) Yeah, I would echo that, I was just gonna say to me, coaching is more behaviors, building good behaviors, and maybe helping to dissolve bad behaviors, behaviors that aren’t serving them. And then yeah, the tutoring piece is more academic support.
FRANCES ( 00:23:23) And so for the tutoring, do you just like do homework support? Or? Or is there some sort of assessment you do? Or do you wait, talk to the teacher about what’s needed? Or how does that work?
CANDACE ( 00:23:34) Typically, we do an intake. So typically, people are reaching out for coaching. So they’ll do coaching, let’s say, for a month or so. And then I can see or the coaches can see, they really need support with math. So that, but as far as an assessment you do if I can share, I don’t know if you can see this, but one of the books I use, I’ve used probably for 30 to 35 years. It’s a study strategy book, which is fantastic. And we do this a lot. So there’s an assessment at the beginning for all the students on time management, communicating with teachers, outlining, communication, communication skills, also comprehension. So we can see from this, where we need to focus so we also include study skills, which I think the parents love, because they’re not really teaching a lot of study skills in school.
FRANCES ( 00:24:46) Yeah, I know for me, like I didn’t learn how to take a test until I actually took a study course for the LSATs. So I took all those other tests, you know, the SATs and to get into grad school and everything without knowing how to take the test, and then wait, there’s actually a system, right, to taking tests that they don’t teach in school. And so that’s something that foundation does as well. So for, I mean, for me, what I say is everybody should now take some sort of SAT prep course, to learn how to take, and so is that, do you guys offer it? Are you just right now doing an individual? Or are you thinking maybe, in the future doing it more of a group class? How is this SAT prep going?
CANDACE ( 00:25:36) Typically, it’s one on one, we do a package typically, you know, 10 weeks, and families sign up for, you know, 10 weeks of the tutoring. But I’ve done groups in the past. And right now I’m getting a lot of calls for a certain age groups, like 15 and 16 year olds who need the coaching or support. So I may move into groups. You know, because I’m finding a lot of the kids with ADHD, not all of them, but a lot of them did okay, virtually. And we are mostly virtual right now because we have so many students on the private side and the nonprofit, that timewise it’s hard to get, you know, if kids were coming in person, it would be more difficult. Also, a lot of my coaches and tutors are not in state. So some are in Florida, or New Jersey.
FRANCES ( 00:26:42) So which is nice. So but you’re just but the foundation is just serving the Maryland, DC area.
CANDACE ( 00:26:48) Well, if other people reach out, that’s fine. But right now, I think our networking is more. Right, Kerri with local. Yeah.
FRANCES ( 00:26:59) I love it, start small and local. Right? How I started. So when I I’m trying to think like what else more like to tell people, it gets such a great foundation, we talked about, like how people can do donate and how people can reach out to you. What about like to, just trying to think of like, on that higher level of connecting with like is, are there other groups that you’re trying to connect with to maybe promote together?
KERRI ( 00:27:34) It’s part of the conversation. You know, it’s something that we’re constantly thinking about? We don’t want to, it’s walking the fine line, we don’t want to expand too quickly. You know, we want to be slow and precise with what we do. But yeah, I mean, we’ve got big goals and dreams. And again, that’s one of the things that united Candace and myself was really wanting to make a difference in a positive impact in this area.
CANDACE ( 00:27:59) Right. And we do reach out too, that’s right Kerri. We also reach out to private foundations right now people that we know, because I’m actually a native Washingtonian, which is kind of rare, I think. But you know, knowing people in the area, having board members that no people in the area, so we’re doing that, and now that we’re two years plus, we can get more grants. We’ve applied for grants with specific companies or, you know, foundations, but because we didn’t have the two, they want two years of experience and to show that we’ve been successful. Yeah. So we’re ready to, you know, do that venture.
FRANCES ( 00:28:50) That makes sense, because they want to make sure they’re not giving money to somebody that that what is, it small businesses? The majority don’t even last three years. Because they’re not planning right.
CANDACE ( 00:29:00) Yeah, we’re in our third year. We are a nonprofit 501c3, public charity and tax exempt. So you know, that’s fantastic. That’s great. And we do have in the year 2024 we have a big event coming up. It’s not a gala, it’s more of a benefit. And that’s going to be a lot of fun. It’s a dinner, silent auction, music at Lakewood Country Club. So that’s gonna be a lot of fun. That’s another way people can, you know, come come to an event and also volunteers. We need volunteers for a lot of the reach out that we, do the mailings that we do. And to mention also we have an Empowerment Club, which was started by youth in Montgomery County, and the kids can get SSL, the community service hours with us whether you know, their ADHD or under-resourced, anybody, we’re looking for more students to help with that.
FRANCES ( 00:30:19) That’s wonderful. Is there anything else you want to like get out there to the community that you wish people knew more of, or knew where to find?
KERRI ( 00:30:28) I think, personally, what drives so much of this for me is we’ve been doing this now for so long that when, when students are struggling, or adults, but when students are struggling with ADHD, for example, it can feel so hopeless. And I think, at the end of the day, I see us as hopefully offering hope, you know, like me, there’s, there’s a chance for change, there’s a chance to make school, school can feel good, school can feel exciting, learning new concepts can feel really good. It’s just finding the resources. So we just hope to be a resource for those kids. It’s heartbreaking to feel, or to meet a student who feels helpless, but then it’s like, there’s nothing more rewarding when you see after working with them for an extended period of time, the complete change, you know, the light turned back on, or sometimes it turns on for the first time. So I always just like to share that, you know, I always I never want anybody to give up hope.
CANDACE ( 00:31:26) And we’re helping also, we work with kids who are in college, so we help with the transition and in college, and helping them get their accommodations, making sure that, you know, they’re not struggling as much because when they go off, kids with ADHD, when they go off to school, they have a lot of free time. So trying to manage the weekends, which is huge, you know, so we help with planning with schedules. And we have a student right now who was on probation, after his first semester. And then we worked with him the second semester in school, he didn’t get off probation, but his GPA went from, his GPA went from, I think it was like 1.7 to a 2.5. And then the third semester, because he was working with me, and one of my academic tutors, who’s also on the board, and she is phenomenal, like Kerri is. He brought his GPA up to about a 2.5 or 2.7. And he’s not on probation anymore. So just the successes that we’ve created or helped with a lot of students, you know.
FRANCES ( 00:33:01) And that’s wonderful to know, I’ve done, you know, like that just that transition from high school to college is it’s shocking for a lot of the students and the parents, because the parents are like, Oh, I just take the IEP to the disability office. I’m like, no, that’s not how college works. So it’s wonderful to know you’re there to help, not only get the accommodations in class, but to teach children, because they’re still children when they start college, how to manage the time, because it’s difficult, you know, away from home, nobody’s telling you what to do when to do it.
KERRI ( 00:33:31) It can be so difficult. I agree.
FRANCES ( 00:33:35) Yeah, I mean, I remember when I started college, I was good. My parents were very lenient during my last year so that we could experiment more while they were still home. But I remember the majority of the freshmen that just went crazy, because they didn’t know boundaries, and they didn’t know how to do that. So it’s nice to know that you’re there to support and to say, like not saying that you don’t you can’t go out and have fun. But you know, how to manage that time that you’re not doing 48 hours of fun and two minutes of, you know, learning stuff.
KERRI ( 00:34:04) Yes. Well said. Yes.
CANDACE ( 00:34:12) Oh, we all wanted to say that with the coaching and the tutoring and all of that. We also talk about, you know, like yoga, you know, meditation, how those pieces in anybody’s life I think, but especially people with, you know, these conditions,it’s really helpful, you know, taking time to take a deep breath, take a time, you know, to look away from the computer for 15 minutes, you know, and then come back to your work. And, you know, eating properly, drinking lots of water, protein, lots of protein, and knowing how the ADHD brain works, because there’s a lot you know, there’s a lot to it. Also, one thing I do want to share is, you know, what I want everybody to know, I guess is that a lot of people are afraid to medicate their kids. And they’re, you know, so many experts out there in the field, who you can go and listen to their podcasts and learn how the medication therapy and coaching, that combination is so important. And the medication I feel isn’t something to be afraid of, it helps so much. And you can see such a difference, you know, pretty much right away. And if medication doesn’t work, then you try another one. And the experts that I follow, who you know, are Dr. Ned Hallowell, Dr. Don Ratey and many others, but they’re the you know, I started seeing them in 1996 going to CHAAD conventions, Children and Adults with Attention Deficit. And, you know, it’s all scientific based. And, you know, I think people need to really learn more before they judge, you know, judge the medication so to speak.
FRANCES ( 00:36:26) Now, definitely, I know, medication has gotten, you know, some people think it’s over. You know, people are like, oh, you know, just give the kid medication, give the kid medication, and that’ll help but that’s not what it’s about. It’s finding that balance and what works. Right. So this has been so awesome. Thank you guys so much. It is our first time doing three of us on the show and I think it went great. Thank you both so much for being on the show. It was really great to have you guys and learn more about the CSahm Foundation. Thank you listeners.
VOICEOVER ( 00:37:34): You’ve been listening to Stress-Free IEPTM. With your host Frances Shefter. Remember you do not need to do it all alone. You can reach Frances through ShefterLaw.com where prior episodes are also posted. Thank you for your positive reviews, comments and sharing the show with others through YouTube, LinkedIn, Apple Podcast, Spotify, Google Podcasts, Stitcher and more.
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