by Kendra | Oct 15, 2026 | Blog
School leaders are often asked to respond when a student’s behavior has escalated, someone has been hurt, or a teacher feels they’ve exhausted every option. The conversation usually turns to consequences. What should the student lose? How long should they...
by Kendra | Oct 5, 2026 | Blog
School leaders spend a lot of time deciding what to put into professional development. The better question may be what educators will actually do differently because of it. Effective professional development for teachers should create time to interact with new ideas,...
by Kendra | Sep 21, 2026 | Blog
When a student is struggling with challenging behavior, schools get very good at documenting the struggle. We track office referrals, incidents, duration, frequency, triggers, removals, and what happened afterward. That information can matter. But if most of our data...
by Kendra | Aug 31, 2026 | Blog
It happens quickly in IEP and problem-solving meetings. A student is described as “too distractible” in the general education classroom, and before long, the team is discussing resource room time, small group instruction, or another place where the student might be...
by Kendra | Aug 21, 2026 | Blog
Schools often defend restrictive practices with a familiar phrase: “We’re preparing students for the real world.” But school leaders need to look carefully at what we're calling real-world preparation, especially for students with disabilities. Adult life includes...
by Kendra | Aug 10, 2026 | Blog
Many schools will tell you they no longer use behavior charts. The red, yellow, and green cards are gone. The clips have disappeared. Public behavior boards have (hopefully) come down. But the practice itself may still be there. Points, paws, tokens, classroom apps,...
