General Education First: Rethinking How We See Students with IEPs
There’s one thing about special education that must be remembered:
Students with IEPs are general education students first.
Interested in high-impact PD that actually makes a difference?
Check out my Signature Sessions– the most requested trainings I offer, trusted by schools and educators across the country and designed to make a lasting impact. Each session is built from real classroom experience, rooted in research, and tailored to support inclusive, effective teaching practices that work. Whether you’re looking to strengthen your team’s skills in behavior management, inclusive education, or instructional practices, these sessions deliver actionable strategies you can use immediately.
Data-Driven Behavior:
Using Data to Identify Function and Support Students
About this session
This session will help teachers identify the function of student behavior by utilizing targeted data collection and analysis. Educators often encounter challenging behaviors that can disrupt classroom learning, especially among early elementary students with expressive or receptive language difficulties. This session focuses on understanding these behaviors by equipping teachers with data collection tools like the ABC (Antecedent-Behavior-Consequence) model. By analyzing patterns and identifying the underlying needs that behaviors represent, teachers will develop hypotheses for behavior functions and introduce effective replacement behaviors.
Through interactive scenarios, teachers will learn evidence-based techniques for collecting and analyzing behavior data to address the root causes of disruptive behaviors. Participants will also explore strategies for de-escalating students in crisis, incorporating interventions that improve communication skills and address common behavior triggers. Teachers will leave with actionable steps to create behavior interventions that support communication and emotional regulation, improving overall classroom behavior.
Literature Base:
The session draws from Applied Behavior Analysis (ABA), particularly the ABC data collection method, which has been shown to effectively identify behavioral functions (Cooper, Heron, & Heward, 2007). Research supports the hypothesis-driven approach to teaching replacement behaviors, which enables students to express needs appropriately and reduce problematic behavior (Horner & Carr, 1997). Evidence-based de-escalation and communication interventions have shown effectiveness in reducing crisis situations, particularly in students with language and social challenges (McIntosh, Horner, & Sugai, 2009).
Participant Outcome:
Participants will be able to collect and analyze data to develop hypotheses on behavior function, guiding interventions that teach and reinforce replacement behaviors for positive, constructive student communication.
Diving into De-escalation:
Effective Communication to De-escalate Students in Crisis
About this session: A dynamic and practical professional development session- this training is designed to equip educators with the tools they need to assist students in crisis with clarity and confidence. This training focuses on proactive, trauma-informed strategies that help teachers recognize early signs of emotional distress, respond with de-escalation scripts that maintain safety and dignity, and rebuild relationships after a crisis. Educators will walk away with a better understanding of the emotional drivers behind student behavior, along with concrete techniques to restore calm and connection, reducing the time spent in crisis and increasing time spent on meaningful instruction.
Literature Base: This session draws on evidence-based practices rooted in trauma-informed care and social-emotional learning. Grounded in frameworks such as the Collaborative & Proactive Solutions model (Greene, 2016), Positive Behavioral Interventions and Supports (PBIS), and restorative practices, the session emphasizes prevention, co-regulation, and emotional safety. The importance of de-escalation skills is further supported by research on emotional self-regulation and student-teacher relationships (Miller & Almon, 2017), which highlights the role of calm adult responses in reducing behavioral incidents and improving classroom climate. These approaches collectively reinforce the power of proactive intervention and relationship repair in supporting students through behavioral crises.
Participant Outcomes: Attendees will gain a practical toolkit for managing student behavior during moments of escalation, including ready-to-use de-escalation scripts and post-crisis repair strategies. Participants will leave with a deeper understanding of how to recognize the emotional root causes of challenging behavior and how to respond in ways that promote regulation and preserve relationships. By implementing these techniques, teachers can expect to foster stronger student self-awareness, increase emotional regulation, and significantly reduce time spent managing disruptions, creating a more supportive and productive learning environment for all.
Elevating Expectations:
Developing IEP Goals that Align with Grade-Level Standards
Abstract: Crafting IEP goals that are both rigorous and realistically attainable can feel like a balancing act, especially when students are performing below grade level. This session offers a clear, practical framework for aligning IEP goals with state academic standards in a way that is meaningful, individualized, and legally sound. Participants will learn how to break down grade-level standards into manageable, scaffolded skill sets and write measurable goals that reflect high expectations while honoring student needs. With templates, examples, and collaborative opportunities, educators will leave confident in their ability to bridge the gap between present levels of performance and grade-level content.
Literature Base: This session aligns with federal guidance from the U.S. Department of Education’s Dear Colleague Letter on FAPE and the Alignment of IEPs with Grade-Level Content Standards (2015), which emphasizes that students with disabilities are entitled to access the general education curriculum and that IEP goals must be appropriately ambitious. It is also grounded in best practices from the Council for Exceptional Children (CEC) and the principles of standards-based IEP development (Ahearn, 2006), which highlight the importance of backward mapping from grade-level standards. Research supports that when IEPs are standards-aligned, students experience greater academic growth, improved access to general education settings, and stronger advocacy through data-driven decision-making.
Participant Outcomes: By the end of this session, participants will be able to unpack grade-level standards and develop aligned, measurable IEP goals that support student progress toward those standards. Educators will learn how to use IEP goal templates to streamline the writing process and increase both clarity and rigor. Attendees will leave with practical strategies for scaffolding complex skills, ensuring that every goal remains standards-relevant, attainable, and legally defensible—all while supporting meaningful inclusion in the general education curriculum.
Making it Stick:
Using Multisensory Instruction to Increase Student Outcomes
Abstract:
This session empowers elementary teachers to enhance learning by transforming lessons into multisensory experiences that captivate young learners and improve retention. Multisensory learning engages multiple senses—sight, sound, touch, and movement—to deepen understanding and promote long-term retention. Teachers will explore simple, effective ways to integrate multisensory approaches into both ELA and math instruction, maximizing engagement and supporting varied learning styles.
Specific strategies covered will include tactile and visual aids, kinesthetic activities, and auditory tools that enhance foundational literacy and math skills. In ELA, teachers will learn how to use textured letters for phonics, story mapping with props for comprehension, and skywriting for sight words. In math, participants will explore ways to incorporate manipulatives, rhythm, and movement, such as counting with beads, building numbers with blocks, and incorporating songs for memorization. Participants will leave with a toolkit of multisensory activities to use immediately, creating a more engaging and inclusive learning environment for all students.
Literature Base:
Multisensory teaching is supported by cognitive science and learning theory, which suggest that activating multiple neural pathways improves retention and speeds up learning (Fischer & Immordino-Yang, 2008). Studies also indicate that multisensory instruction is particularly effective for young learners, enhancing memory and understanding by connecting abstract concepts to physical experiences (Sousa, 2017; Richards-Tutor et al., 2016). In both literacy and math, multisensory methods support students with diverse learning needs, including those with language and processing challenges (Wolf, 2008).
Participant Outcome:
Participants will be able to design and implement at least three multisensory activities for ELA and math lessons, promoting student engagement and strengthening retention of key concepts through sensory-rich instruction.
Looking for ways to differentiate instruction without hours of extra planning?
I get it. You’re a busy teacher with a busy life. You know that true instruction isn’t “one-size-fits-all,” but planning a lesson to meet all the needs of your diverse learners seems daunting and time consuming.
I’ve compiled a list of over 25 ways you can start differentiating instruction in your classroom RIGHT NOW. Sign up to download my differentiation checklist and get ready to become a differentiation rock star!
Recently on the Blog
Choosing Inclusion: How the Words We Use Can Build (or Break) Belonging
True inclusion is about creating a learning environment where every student feels they truly belong—academically, socially, and emotionally.
Quick Win Strategies: 15-Minute Differentiation Tips for Busy Teachers
Differentiation doesn’t have to be difficult As a teacher, your to-do list is endless. From lesson planning to grading and
