<< Go Back to Membership Home Page
Welcome to Pillar 2: Advocate
Decision-making for C
Pillar 2 is where teachers begin shifting from “getting by” to making intentional IEP decisions.
If Pillar 1 helped you understand the basics, Pillar 2 helps you connect the dots — between present levels, goals, services, and timelines.
This is where you start building confidence in what you’re writing and why you’re writing it.
You do not need to complete every lesson or download every resource here to move forward.
Pillar 2 works best when paired with ANCHOR:
- Anchor your timelines
- Name priorities
- Then use this pillar to strengthen how you create connected goals and services
This is about moving from obligation to informed advocacy.
How to Use This Pillar
Use this pillar when you’re:
- Unsure how to choose services or minutes
- Second-guessing your IEP decisions
- Wanting to feel more confident in meetings
- Ready to move beyond compliance into purposeful IEP writing
As you move through Pillar 2, choose the trainings that support what you’re actively working on.
Here are optional exercises you can complete as you’re ready:
☐ Complete the Intentional IEP Writing mini training
☐ Download and customize the Prior Written Notice template
☐ Review your students’ IEP Writing Timelines and adjust your to-do list as needed
☐ Download Input Forms and send them according to your timelines
☐ Explore Draft IEP tools and resources
☐ Update your Professional Development Log (in Member Resources)
These are tools, not requirements. Use what supports your workflow right now.
The Goal of Pillar 2
By the end of this pillar, the goal is not perfection. The goal is confidence.
Most teachers leave this pillar feeling:
- More informed
- More prepared for IEP meetings
- More confident advocating for student needs
- Better able to explain their decisions to families and team members
This is where “I think” turns into “Here’s what the data shows.”
Take your time. Build your knowledge. And trust that advocacy is a skill… one you’re actively developing.