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Our mission is to empower special education teachers to build stronger relationships with their families and students they service.

HAAAAAA. Haaaa. ha. So funny.

HAAAAAA. Haaaa. ha. So funny.

Comment IEPBOOK to get THE book on IEP writing for

Comment IEPBOOK to get THE book on IEP writing for educators and team members - because IEP writing should be done the collaborative way, together 🤝

Comment AMBB 😎 Accommodations and modifications ar

Comment AMBB 😎 Accommodations and modifications are not “one size fits all.” And they’re not magic words that automatically work just because they’re written into the IEP. Two students can have the same accommodations listed - extended time, reduced work, visual supports - but the way that looks in practice can (and should) be completely different. Implementation is where IEPs succeed or fall apart. If we don’t talk through what an accommodation actually looks like, when it’s used, who provides it, and in which settings, we leave too much up to interpretation. And interpretation is where misunderstandings, inconsistency, and frustration creep in. This is why specificity matters at the IEP meeting. Not to micromanage. Not to overcomplicate. But to make sure everyone leaves with the same picture in their head. Clear implementation protects students. It supports gen ed teachers. And it keeps special ed teachers from carrying the entire plan alone. The goal isn’t to write more accommodations. It’s to write accommodations that can actually be implemented with clarity, consistency, and intention.

When I first started teaching, I tried to do all t

When I first started teaching, I tried to do all the data things. Binders. Clipboards. Data sheets. Mental notes I was sure I’d remember later (jokes on me😂). Some data lived on papers I already sent home. Some lived in my brain (I should’ve known better). Some lived… nowhere at all. It was a jumbled mess, and it made data feel harder than it ever needed to be. So I stopped chasing the “perfect” system and started using sticky notes. I used any size. Any color. Whatever was within reach. Because here’s the truth:
If you can’t capture data in the moment, it usually doesn’t get captured at all. Hallway? Data.
Recess? Data.
Math lesson? Data.
One student or five - it didn’t matter. Sticky notes let me track what was actually happening, when it was happening, without stopping instruction or relying on my memory at the end of the day. Data doesn’t need to be fancy to be effective. It needs to be accessible. I still remember receiving a compliment IN a district special ed staff training on my method because I had the data. That’s when I knew it was a powerful, slam dunk of a method. Want to learn more about data collection? I’ve got a free training on YouTube all about data collection methods (including my sticky note method). Comment DATA and I’ll send it your way - along with a freebie 😘

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