The heart of my practice.

IEPs (Individualized Education Programs)

An IEP is more than paperwork — it is a living plan that describes how a student learns best and what supports they need to make meaningful progress. I write goals that are specific, measurable, and connected to the student's real life, and I keep families and students (when appropriate) actively involved in the process.

Progress monitoring

I track progress toward IEP goals with consistent, honest data. If a student is growing, the data tells me what is working. If they are not, the data tells me it is time to change something. Progress monitoring keeps me accountable to the student.

Accommodations

Accommodations remove barriers so students can access the same learning as their peers. I use them across the school day — not just on tests — so that supports feel like a normal part of how the classroom works.

Modifications

When a student needs adjusted expectations, I design modified work that is still meaningful and tied to the shared classroom goals. Modified does not mean disconnected.

Collaboration

I work closely with general education teachers, paraprofessionals, related-service providers, and administrators. Co-planning, shared data, and consistent language across adults make a real difference for students who need predictability.

Related services

Speech-language pathologists, occupational therapists, physical therapists, school psychologists, counselors, and social workers are essential partners. I build their strategies into the classroom day so students receive consistent support, not isolated sessions.

Behavior supports

I approach behavior as communication. When a student is struggling, I ask what is being expressed, what is being avoided, and what skill needs to be taught. Behavior plans, functional supports, and clear routines help students build new skills, not just stop old behaviors.

Inclusion

I believe strongly in inclusion. My students belong in the general education community to the greatest extent that supports their success. Inclusion is not a location — it is a mindset that shapes every decision about grouping, access, and belonging.

Student advocacy

I advocate for my students in meetings, in scheduling, in placement discussions, and in everyday interactions. I also teach them, over time, to advocate for themselves — because self-advocacy is one of the most important skills any student can leave school with.

Transition planning

I keep the long view in mind. Whether students are moving to a new grade, a new school, or eventually into life after high school, I help build the routines, self-knowledge, and skills that will travel with them.

Confidentiality

Student information is handled with care. Records, conversations, and data are shared only with the people who need them, in the ways the law and basic respect require. My students and their families should never have to wonder if their story is safe with me.