As we begin the new year, I find myself in a surge of gratitude and appreciation for professionals in the education community who have come through the past three years and are still in the profession. Bravo! I am so inspired by your tenacity and determination to still be here for the children and youth who are our tomorrows.

As I was visiting classrooms over the last month, I kept hearing echoes of my students’ voices so many years ago. “What are we learning today?”

Different students asked in different ways, of course:

Are we going to do anything fun?

Do we have to work today?

Are we going to learn more about ____?

Could we learn more about _____?

Problem One: Is your district experiencing a critical shortage of special educators?

Every state has reported a teacher shortage with special education leading the way.

“I started to see that many of the struggles that organizations face exist simply because their leaders were playing in an infinite game with a finite mindset.” - Simon Sinek

My poster sparked some exciting discussions at the DCDT Conference in Little Rock, Arkansas this week. I stood there in the midst of displays of graduate research and data about transition practices and programs improving post-school outcomes for students with disabilities.

“No! You don't have permission to offer that parent workshop here. An informed parent is a dangerous parent!”

That’s what a principal said to one of my graduate students when she asked for permission to provide a workshop on IEP team procedures to her families.

Do you have high hopes for improving the effectiveness of inclusive practices in your school or district? Whether you are a school leader, a teacher, a parent, or some other stakeholder, you want to be sure your school board is on board with you.

There’s a bright future ahead!

When I started my Inclusion Coaching business ten years ago, I was determined to find the answer to this riddle:

What would it take to create a simplified, sequential approach to updating inclusive special education practices that would empower school leaders, inspire teachers, engage families, and promote student success?

When it comes right down to it, who is education for? And who should have the most say in the design of learning opportunities?

Is it radical to answer the STUDENTS??

Last week, I participated in the CAST Virtual Symposium on Student Voice. I have always thought that I stand for empowerment of youth voice, but this conference was a wake-up call. We have so much more we could do! And what a difference it would make!

I started my last blog with “Data are like stars. They appear as separate points until there’s a story to connect them.”

So what’s our story?

Data are like stars - they appear as separate points until there’s a story.

I loved teaching the unit on Greek myths when I was an English teacher, especially the stories behind the constellations. Students were always fascinated, and I was able to integrate a variety of reading, thinking, and writing skills when they were looking at the stars.