Compensatory education can feel confusing, especially when a student has missed services or an IEP has not been fully implemented. In this episode, Stephanie breaks down what compensatory education actually means, when it may be considered, and why the focus should be on educational impact rather than simply counting missed minutes.

In this episode, Stephanie discusses:

• What compensatory education is and what it is not
• How data and documentation help teams determine educational impact
• What teachers need to know when compensatory services are being considered

The goal is not simply to make up missed minutes. It is to understand what the student lost and what they need now.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

When a parent wants a more restrictive placement than the IEP team recommends, it can be difficult to know how to respond. In this episode, we’re looking at why parents may request a more restrictive setting, how to listen for the concern underneath the request, and what data teams should consider when making placement decisions.

In this episode, Stephanie discusses:

• Why parents may request a more restrictive placement
• How to look beyond the placement request and understand the underlying concern
• What data and supports teams should review before making placement decisions

Placement conversations aren’t about simply defending or changing a setting. They’re about understanding what a student needs to learn, grow, and make meaningful progress.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

Before writing an IEP goal, teams need to know exactly where a student is starting. In this episode, we’re looking at what baseline data is, why it should be collected with and without supports, and how it helps teams write more meaningful, individualized goals.

In this episode, Stephanie discusses:

• What makes baseline data objective, measurable, and useful
• How data with and without supports can inform IEP decisions
• How baseline data guides goal writing and progress monitoring

A strong baseline isn’t just information included in the IEP. It’s the foundation for understanding student growth and making intentional decisions throughout the year.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

Transition planning may be required in the later school years, but the skills students need for life after graduation begin developing much earlier. Stephanie shares why self-advocacy should be intentionally taught from PreK through high school and how everyday opportunities can help students build the skills they need to communicate, make choices, and advocate for themselves.

In this episode, we cover:

• What transition really means and why it goes beyond employment and graduation
• How self-advocacy can grow from simple requests in PreK to students leading their own IEP conversations in high school
• Why helping students understand and communicate their needs is essential preparation for life after school

Transition doesn't begin at age 14. It begins when students learn that their voice matters. From the first “help please” in PreK to a student confidently advocating for their needs in high school, every opportunity to build self-advocacy is preparing students for greater independence beyond the classroom

.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

SDI, accommodations, and interventions are terms we hear constantly in special education but they are often used interchangeably. Understanding the difference matters because each serves a different purpose when supporting students.

In this episode, we break down what each one means, how they differ, and how they can work together to support student success.

Stephanie unpacks:

• What specially designed instruction (SDI) is and what it looks like in practice
• How accommodations provide access without changing learning expectations
• What interventions are and how they differ from special education
• The difference between accommodations and modifications
• Real classroom examples of SDI, accommodations, and interventions
• How all three supports can work together within an IEP
• Questions IEP team members can ask to determine what type of support a student needs

The goal isn't to choose between SDI, accommodations, and interventions—it's to understand the purpose of each and use them intentionally to meet a student's individual needs.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

Sending home a draft IEP before the meeting can create more meaningful collaboration and give families the time they need to review the proposed plan, process the information, and come prepared with questions.

In this episode, Stephanie discusses:

• What a draft IEP is and how to send one home appropriately
• Why draft IEPs can improve parent participation
• How to avoid predetermination and invite meaningful feedback

If you’re looking for ways to make your IEP meetings more collaborative and family-centered, this episode is a great place to start. You’ll walk away with practical ideas for sharing draft IEPs while keeping the door open for meaningful team discussion and changes.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

An IEP is a legally binding document that ensures a student receives the supports they need to access their education. But what happens when those supports are not actually being implemented in the classroom?

In this episode, Stephanie breaks down what IEP non-compliance can look like in real settings, how to tell the difference between a one-time issue and a pattern, and what steps teachers and families can take to address concerns while keeping the focus on student access and progress.

In this episode Stephanie discusses

• What IEP non-compliance can look like, both obvious and subtle
• How to determine whether an issue is isolated or part of a larger pattern
• What teachers and families can do to document, communicate, and advocate effectively
• Ways to prevent implementation breakdowns through stronger systems and collaboration

By the end of this episode you will have a clearer understanding of how to respond when an IEP is not being followed and how to move from frustration into action that supports the student.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

One of the most common questions special education teachers ask is, "Is this IEP goal too ambitious?" The answer isn't based on a feeling or a percentage that sounds right. It's found in the data.

In this episode, Stephanie explains how to use baseline data, previous IEP progress, and student growth patterns to write goals that are both realistic and appropriately challenging. Instead of relying on opinions or guesswork, you'll learn how to use data to make confident goal writing decisions.

In this episode you will learn:

• Why baseline data is the foundation of every strong IEP goal
• The importance of collecting data with and without supports
• How past growth can help determine realistic goal criteria

By the end of this episode, you'll have a clearer framework for deciding whether an IEP goal is too ambitious, not ambitious enough, or just right for the student sitting in front of you.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

IEP meetings can quickly feel unorganized or reactive when there is no clear structure in place. While agendas are often treated as optional or overlooked altogether, they play a critical role in keeping meetings focused, compliant, and productive for everyone at the table.

In this episode Stephanie breaks down why IEP meeting agendas matter, what should be included based on meeting type, and how they help teams stay aligned and confident throughout the process.

In this episode you'll learn:

• Why IEP meeting agendas are often overlooked and how that impacts the meeting process
• What should be included in agendas for different types of IEP meetings
• How agendas help create clarity, structure, and stronger team collaboration

By the end of this episode you will understand how something as simple as a clear agenda can completely change the flow and effectiveness of your IEP meetings.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep

If your IEP system only works because you are the one holding it all together, it is not actually a system yet. It is a dependency. And that is exactly what leads to burnout when staff changes happen, caseloads shift, or someone new steps into the role.

In this episode Stephanie breaks down what it really takes to build an IEP system that does not fall apart when people change, including the types of burnout that show up when systems are missing and the key shifts that create long term consistency and support for your team.

In this episode Stephanie discusses:

• The five types of burnout special education teachers experience when systems are not in place
• Why strong systems should support consistency even when staff changes happen
• The five foundational shifts that help build an IEP system that actually lasts

By the end of this episode you will start to see where your current system is holding strong and where it may be relying too heavily on you instead of supporting the team as a whole.

Ready to stop managing IEPs one meeting at a time? Start managing the process with The Intentional IEP System: https://theintentionaliep.com/start-here

For more information, check out more of Stephanie's resources:

https://www.theintentionaliep.com/the-intentional-iep-book/

https://www.theintentionaliep.com/

https://www.facebook.com/theintentionaliep

https://www.instagram.com/theintentionaliep