In this episode, Heather and Alex unpack what it really means to design instruction with purpose. Coming from two very different settings—Heather in schools, Alex in funded in-school behavioral support—they explore how roles, restrictions, and realities shape what “systematic” instruction looks like in practice.

Alex shares how he builds goals within the boundaries of funder guidelines, often needing to avoid academic targets and find creative ways to support student learning through collaboration with teachers. His go-to strategy? Teacher training and shared implementation. Heather contrasts that with her experience, where school teams are expected to take full ownership of a student’s growth—whatever it takes—and build plans that connect the dots from where a student is to where they need to be.

They talk openly about the friction that can come from unclear roles, mixed expectations, and ethical boundaries—and how strong relationships and honest communication can help teams find their rhythm. The conversation highlights the importance of seeing both the art and the science in instruction: using data and sequencing intentionally, but also knowing when to lean into the mess with students and build something meaningful together.

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