School Story
Principal Carter:
Challenging Student Needs
Principal Carter, a new leader at Riverwood Elementary, is facing significant challenges in ensuring that students with disabilities (SWDs) receive services as outlined in their IEP. Although Riverwood teachers are experienced and dedicated to serving SWDs, many struggle to connect essential functional skills— like executive function, communication, self-regulation, and mobility— with academic growth, leading to ineffective instruction.
In addition to this lack of expertise, Principal Carter notices that SWDs’ access to the general curriculum is limited due to the lack of specially designed instruction and, therefore, that the students are not making progress on their IEP goals. Without sufficient structures for tracking progress, educators miss opportunities to identify needs early and make effective instructional changes.
Adding complexity to these issues, many Riverwood SWDs have significant behavioral needs that disrupt their engagement and progress in the general curriculum. Teachers are unsure how to manage these challenges effectively and often rely on reactive behavior management techniques that are not tailored to the individual needs of the students.
Principal Carter sees the impact of these obstacles on teacher morale and student outcomes. Staff express frustration in meetings, and special education teachers in particular struggle to balance the academic and behavioral needs of the many students in their caseloads. Carter knows that substantial changes in training, data collection and use, and collaboration are necessary to create a supportive learning environment.
Unlock Strategies
Principal Actions
Determined to transform the school into a more welcoming and effective environment for Riverwood SWDs, Principal Carter designs a phased, strategic plan that gradually addresses three critical areas: fostering students’ well-being, tailoring instruction to individual needs, and building meaningful relationships with families.
Phase 1 lays the foundation for students’ well-being. Carter introduces a pilot version of a schoolwide Positive Behavioral Interventions and Supports (PBIS) system in selected classrooms to model proactive behavior management. Staff in these classrooms receive training in de escalation techniques and trauma-informed practices to better understand and effectively respond to behavioral challenges. Based on feedback and outcomes, the PBIS framework is gradually expanded school wide.
To support emotional regulation, Carter designates a few sensory-friendly spaces and calming areas, starting with high-need zones. A behavioral consultant is brought in to coach staff in these pilot areas, modeling effective strategies and ensuring consistency in behavioral intervention plans. As the initiative gains traction, student well-being lessons are slowly integrated into the curriculum, beginning with weekly advisory periods.
Phase 2 shifts the focus to instructional practices. Principal Carter initiates targeted professional development for a core group of teachers on Universal Design for Learning and specially designed instruction. These teachers serve as teacher leaders, sharing strategies and modeling high-leverage and evidence-based practices with colleagues.
Biweekly team meetings are introduced in phases, starting with grade levels that have the highest number of SWDs. These meetings focus on reviewing student progress and identifying instructional adaptations. Collaboration time between special and general educators is gradually embedded into the master schedule, allowing for co-planning and the integration of functional skills into academic content.
In Phase 3, attention turns to family engagement. Principal Carter begins by hosting quarterly workshops that focus on demystifying the IEP process and sharing practical strategies for supporting behaviors at home. As trust builds, these workshops become monthly, teacher led, and more interactive.
To improve communication, Carter pilots a user-friendly online portal with a small group of families, gathering feedback before expanding access. In addition, she launches a recognition program that celebrates student growth inviting families to participate in schoolwide assemblies and classroom celebrations. Through this scaffolded approach, Principal Carter ensures that each initiative is thoughtfully introduced, supported, and refined before scaling. Teachers report increased confidence and effectiveness, students show measurable progress in both academic and functional areas, and families feel more connected and empowered in their child’s educational journey.
Unlock Strategies
Toolkit
Supporting Students with High-Intensity Needs
Explore research-based strategies, along with short, medium, and long-term solutions, essential to support the complex academic and behavioral needs of students with disabilities.