Tag: Special Education Director

Special Education Service models

Special Education Service Models: Pros and Cons

Written by Jen Belcher on . Posted in Information for Therapists, Online Therapy Services, School Leadership, School Resources, Special Education, Speech- Language Pathology, Therapist Resources.

Choosing the right special education service model is one of the most important decisions a school district can make. With growing caseloads, fluctuating staffing levels, and increasing compliance demands, special education directors are constantly balancing what’s ideal with what’s possible. Navigating rural teacher shortages, meeting tight evaluation timelines, and planning services for students with complex needs all require a clear understanding of your options.

There’s no one-size-fits-all answer. What works for one district might not work for another. But each special education service model, whether fully in-person, hybrid, or fully remote, offers unique advantages and challenges. Some special education service models allow for greater flexibility and broader reach, while others support stronger team collaboration and in-the-moment adjustments to student needs.

This guide breaks down the pros and cons of today’s most common special education service models, helping you weigh the factors that matter most: instructional quality, staff availability, legal compliance, and student outcomes. We’ll explore not only what each model looks like in practice, but also how they impact your team, your budget, and. most importantly, your students.

If you’re revisiting your district’s current approach or starting from scratch, this overview is designed to help you make informed, strategic decisions that reflect both your values and your realities.Â


Overview of the Three SPED Service Models

Today’s school districts typically choose from three primary special education service models to meet the diverse needs of students: in-person, hybrid, and fully remote. Each approach offers its own benefits and limitations, depending on district resources, staffing, student needs, and compliance requirements.

In-Person Special Education Services

In-person special education remains the most traditional model, where students receive services directly on campus. This setup supports immediate collaboration between general and special education staff, real-time behavior support, and consistent routines. It can be especially effective for students who need hands-on assistance or benefit from in-the-moment feedback.

Hybrid Special Education Services

Hybrid services combine elements of on-site and remote special education services. This model gives districts flexibility in staffing while still allowing for some face-to-face interaction. For example, a student might receive in-person occupational therapy twice a week and virtual speech therapy on other days. In some cases, even the same service, like speech or counseling, may alternate between in-person and virtual sessions based on provider availability or student needs. Hybrid models work well in rural or hard-to-staff areas and can support continuity when in-person options are limited.

Remote Special Education Services

Fully remote services are delivered entirely online. While this model requires strong tech access and support, it offers unmatched flexibility and access to highly qualified specialists. Remote special education services are a game-changer for districts struggling with shortages or looking to expand access for students with specific needs.

 

In-Person Special Education Services

In-person special education remains the most widely used and familiar model for delivering services outlined in a student’s Individualized Education Program (IEP). It involves direct support from special education staff, related service providers, and paraprofessionals within the school environment. From push-in and pull-out services to classroom-based therapy, this model supports real-time collaboration and active student engagement across school settings.

In-person service delivery aligns closely with the Individuals with Disabilities Education Act (IDEA), which emphasizes access to the general education curriculum and supports in the least restrictive environment. For many students, especially those in early childhood programs or those with significant behavioral, communication, or sensory needs, being physically present in a structured classroom offers stability and opportunities for social interaction that are hard to replicate remotely.

This model also enables school teams to easily conduct informal observations, adjust strategies on the fly, and build strong day-to-day relationships with students. Services like physical therapy, occupational therapy, or behavioral support often rely on hands-on techniques that benefit from in-person instruction. However, the success of in-person special education is highly dependent on having consistent, qualified staff on-site.

Let’s explore the advantages and limitations of this traditional service model.

Pros of In-Person Special Education Services

  • Hands-on activities and sensory integration: In-person settings allow for direct manipulation of materials, movement-based learning, and immediate access to sensory tools that support regulation and engagement. 
  • Easier classroom observation and collaboration: Educators and service providers can observe student behavior in real time and collaborate directly with classroom teachers, fostering a team-based approach to instruction. 
  • Strong relationships with school teams: Daily interactions help build trust and consistency, which can be especially meaningful for students with social-emotional or behavioral challenges.

Cons of In-Person Special Education Services

  • Staffing shortages, especially in rural or underserved areas: Finding and retaining licensed providers can be difficult, making it hard to meet IEP service delivery requirements consistently. 
  • Service interruptions due to weather, illness, or closures: Disruptions like snow days, teacher absences, or school-wide closures can interrupt a student’s access to services. 
  • Less flexibility for medically fragile or transient students: Students with health concerns, immune system vulnerabilities, or housing instability may struggle to consistently attend in-person sessions.

 

Hybrid Special Education Delivery Model

The hybrid special education delivery model blends the best of in-person and remote instruction, creating a flexible, scalable option that helps schools meet student needs, even amid staffing shortages. In a SPED hybrid model, services may be provided on-site by school staff, while others, such as speech-language therapy, mental health counseling, or specialized academic support, are delivered remotely by certified providers. This flexible service model is becoming increasingly popular in districts that need to stretch their resources without sacrificing quality or compliance.

The key to a successful hybrid model lies in strategic planning. For instance, a district might staff in-person paraprofessionals and special education teachers to support daily routines and instruction, while contracting with virtual SLPs or OTs to deliver related services. This setup allows schools to access hard-to-find specialists, especially in rural or underserved areas, while still preserving the relational and observational benefits of in-person learning.

The hybrid special education delivery model can also reduce service gaps during unexpected staff absences, transitions, or weather-related closures. Students continue receiving services, even if a provider is out, because another remote provider can step in. It also supports continuity for students who may move between campuses, attend part-time programs, or require a flexible learning environment due to medical or family needs.

However, implementing a SPED hybrid model requires upfront investment in technology, training, and coordination. Case managers and administrators must juggle multiple schedules, platforms, and communication channels. Schools also need to ensure students have access to reliable devices, quiet spaces, and adult supervision for remote sessions.

Let’s explore the key advantages and limitations of this model.

Pros of Hybrid Special Education Services

  • Strategic staffing (e.g., in-person paras + remote SLPs): Districts can optimize available personnel by combining local staff with remote specialists to fill service gaps without compromising care. 
  • Flexible scheduling and location access: Remote sessions can be scheduled around student availability, IEP timelines, and even across buildings. This is ideal for shared service providers. 
  • Reduced service gaps during absences: Remote teams can step in when onsite staff are unavailable, minimizing lost instructional time and supporting compliance.

Cons of Hybrid Special Education Services

  • More logistical coordination for case managers: Managing hybrid schedules and services adds complexity to IEP meetings, documentation, and daily operations. 
  • Technology needs for both schools and families: Reliable internet, functioning devices, and access to secure platforms are essential and not always guaranteed. 
  • Requires collaboration protocols and support training: Effective hybrid models depend on clear roles, frequent communication, and professional development to help teams collaborate across modalities.

 

Fully Remote Special Education Services

Remote special education services have become a practical and effective solution for many school districts facing persistent staffing challenges. This model delivers services entirely online through secure platforms, allowing students to receive support at school, at home, or across multiple learning environments. As districts continue to adapt to evolving needs, virtual SPED support offers both flexibility and scalability, helping teams provide consistent, high-quality services when on-site staff aren’t available.

One of the greatest strengths of teletherapy in schools is its ability to quickly address staffing shortages. Districts struggling to hire full-time speech-language pathologists, occupational therapists, school psychologists, or special education teachers can often find certified remote providers with specific expertise. These professionals are trained in virtual instruction and compliance, and many platforms include tools for automatic data collection, session documentation, and progress tracking.

Remote special education services also expand access for students who may not thrive in a traditional classroom setting. This includes students in rural areas with limited provider access, students who are homebound due to medical conditions, and those who experience high levels of school-related anxiety. Services can often be delivered from school-based devices in private rooms or coordinated with caregivers at home, depending on the IEP and district policy.

Still, fully remote models come with trade-offs. Some services, particularly those involving physical supports or sensory-motor integration, like fine motor occupational therapy tasks, can be more challenging to adapt virtually. Additionally, the success of virtual SPED support depends on strong communication between families, teachers, and providers. Buy-in can vary depending on the comfort level with technology and perceptions of effectiveness.

IEP teams may also need to adjust service delivery details to reflect the virtual setting, including goals, frequency, and accommodations. Clear protocols, training, and collaboration are key to making remote models work.

Pros of Remote Special Education Services

  • Immediate staffing solutions across disciplines: Remote providers help fill gaps in hard-to-staff roles like SLPs, OTs, or school psychologists, especially in high-demand areas. 
  • Increased access for rural, homebound, or medically fragile students: Virtual services eliminate geographic and health-related barriers, bringing support directly to the student. 
  • Built-in data tracking and compliance tools: Many platforms offer real-time documentation, goal tracking, and session logs to support IEP compliance.

Cons of Remote Special Education Services

  • Limited options for physical supports (e.g., fine motor OT tasks): Some hands-on interventions are harder to replicate in a virtual setting without adult support or adaptive tools. 
  • Varying levels of family and teacher buy-in: Success relies on engagement from caregivers and educators, which can differ based on familiarity with remote learning. 
  • IEP revisions may be necessary for accurate service delivery: Teams often need to update goals, service minutes, or delivery settings to align with virtual implementation.

 

Key Considerations for Choosing a Service Model

Selecting the right special education service model requires thoughtful planning and a balanced approach. For district and school-level leaders, the decision encompasses logistics, equity, access, and ensuring every student receives the support they are entitled to under the law. Effective special education leadership involves weighing legal obligations alongside staffing realities, student needs, and available resources.

Legal Compliance (IDEA, LRE, IEPs)

Any chosen model must uphold the requirements of the Individuals with Disabilities Education Act (IDEA). This includes providing services in the Least Restrictive Environment (LRE), ensuring access to the general education curriculum, and delivering IEP services as written. Adjustments in service delivery, such as moving to a remote or hybrid format, often require careful IEP team discussion and updated documentation to remain compliant.

Staffing Availability and Sustainability

Districts must assess both current staffing levels and long-term sustainability. Can you consistently deliver IEP service delivery with your existing team? If not, incorporating remote or hybrid elements may be a strategic solution to fill gaps while maintaining continuity and quality.

Family and Student Needs

Students thrive when services are matched to their individual learning profiles, health needs, and home environments. For some families, in-person services are essential. For others, virtual support may offer greater accessibility or comfort. Building flexibility into your model helps meet diverse needs.

Technology Infrastructure

Whether fully remote or partially hybrid, your model must be supported by reliable technology. Schools need secure platforms, appropriate devices, and connectivity plans for students and staff. Without this infrastructure, even the best-designed service model can fall short.

 

Implementation Tips for SPED Directors

Successfully launching or managing a hybrid or remote special education model takes more than hiring virtual providers. It requires proactive planning, strong communication, and ongoing oversight. As a special education director, your leadership plays a critical role in aligning service delivery with compliance standards while ensuring students receive meaningful support.

Start by establishing clear communication protocols between on-site staff and virtual providers. All members of the IEP team, including general educators, paraprofessionals, therapists, and case managers, should understand their roles and how to collaborate across settings. Shared calendars, secure messaging tools, and scheduled check-ins help ensure consistency and responsiveness.

Next, document all technical needs and support channels in advance. From secure logins to video platforms and device troubleshooting, both staff and families need to know who to contact when issues arise. This is especially important during remote onboarding of new providers, who may be unfamiliar with district systems.

Monitoring student progress across settings is another priority. Use uniform data collection tools and progress monitoring systems to track goals consistently, regardless of where or how services are delivered.

Finally, invest in training for both staff and families. Whether it’s how to support a child during a virtual OT session or how to navigate a new platform, providing clear guidance up front builds confidence and promotes smoother implementation.

With these foundational practices in place, special education directors can create a service model that is efficient, compliant, and, most importantly, centered around student success.

 

FAQs About Special Education Service Models

As schools adapt to evolving needs and staffing challenges, many leaders have questions about the logistics and legality of virtual and hybrid special education. Below are common questions to help clarify best practices and promote compliance.

Q: Is remote special education compliant with IDEA?
A: Yes. Remote SPED compliance is possible when services are delivered in alignment with the student’s IEP and meet Free Appropriate Public Education (FAPE) standards. The delivery method must not diminish the quality or frequency of services.

Q: How can IEP services be delivered virtually?
A: Through secure teletherapy platforms and virtual instruction, hybrid IEP services like speech therapy, counseling, and specialized instruction can be provided remotely. IEP teams must document delivery methods clearly and ensure goals are still measurable and achievable.

Q: What tech do students need for teletherapy?
A: At minimum, students need a device with a webcam and microphone, stable internet, and access to the designated video platform. Headphones, a quiet space, and caregiver support can enhance the experience.

Q: Can hybrid models be written into the IEP?
A: Absolutely. IEP teams can specify a virtual SPED or hybrid service model, including which services will be delivered remotely, the platform used, and any needed accommodations or supports. Clear documentation is key to meeting compliance standards.

 

Final Thoughts: Choose a Model That Fits Your District

There’s no one-size-fits-all approach when it comes to special education service models. The best choice for your district depends on your staffing resources, student population, and technology access. What matters most is that your model supports student growth, meets legal requirements, and ensures continuity of care.

Whether you choose remote special education, in-person services, or a hybrid model, success lies in thoughtful planning, collaboration, and ongoing evaluation. Stay focused on flexibility, compliance, and student-centered solutions, and your team will be well-positioned to adapt and thrive.

Need help exploring service options or designing a model that fits your district’s unique needs? Reach out to learn how our team can support your goals with expert guidance and flexible service solutions.

SPED vacancies

SPED Vacancies: What to Do When You Can’t Hire Staff

Written by Jen Belcher on . Posted in Career Related, Information for Therapists, School Leadership, School Related Issues, School Resources, Special Education, Therapist Resources.

Special education directors are no strangers to juggling responsibilities, but the increasing challenge of SPED vacancies has made their roles even more complex. When you can’t find a licensed special education teacher, school psychologist, speech-language pathologist, or counselor to join your team, it can feel like you’re stuck in an impossible situation. Services still need to be delivered. IEP timelines don’t pause. Families are counting on you. So, what can you do when you’ve posted the job, contacted your networks, and still come up short?

This guide walks through short- and long-term strategies to manage SPED vacancies with care, compliance, and creativity. We’ll also explore how virtual solutions like Lighthouse Therapy can help fill critical gaps and support your staff and students right now.

 

Why SPED Vacancies Are So Common Right NowÂ

The special education staffing crisis isn’t new, but it’s gotten worse in recent years. According to the U.S. Department of Education, special education consistently ranks among the top areas of teacher shortage in nearly every state. And it’s not just teachers. School psychologists, speech-language pathologists, counselors, and BCBAs are also in high demand and short supply.

Districts in rural areas or with limited budgets often struggle the most. These schools face competition from higher-paying private sector jobs or larger districts with more resources. And even when candidates are available, burnout is high. Many experienced clinicians are leaving the field altogether, often citing heavy caseloads and lack of support.

The ripple effects are serious. Students may miss out on services that support their learning and development. IEP deadlines may be at risk, and compliance issues can arise. General education teachers and other staff may take on more than they can reasonably manage. And for special education directors, the emotional toll of trying to do right by students without the people power to deliver services can be overwhelming.

Recognizing that this is a systemic challenge, not a failure on your part, is the first step. Let’s talk about what you can do when the ideal candidate doesn’t walk through your door.

 

What Directors Can Do Right Now?

While you work on long-term hiring solutions, you still need to keep services going. Here are some immediate steps you can take to bridge the gap and ensure students continue to receive the support they need.

Redistribute Resources (Carefully)

You might consider redistributing caseloads among your current team. But be cautious, however, as adding too much to anyone’s plate can lead to burnout or inconsistent service delivery. Instead, create a team-based plan that includes clear expectations, temporary timelines, and admin support. Consider freeing up time in other areas (like paperwork or meetings) to help your SPED staff stay focused on direct services.

Tap Temporary or Retired Professionals

Some retired educators or clinicians are open to part-time or short-term work. Reach out to local networks or state education departments to see if anyone is interested in consulting or stepping back into the field temporarily. While this isn’t a long-term fix, it can buy you precious time while you continue your hiring search.

Use Support Staff Strategically

With the right supervision, paraprofessionals or teaching assistants can help implement accommodations and support behavior plans. Some districts also find success in having general education teachers co-teach or support SPED students during this time, though this must be handled carefully to avoid compliance issues.

None of these are perfect solutions, but they demonstrate your commitment to doing everything you can for your students. When paired with open communication and strong documentation, these stopgap strategies can keep your program moving forward.

 

Virtual Services Can Fill the GapsÂ

When onsite hiring isn’t an option, virtual services can offer you a lifeline. The pandemic showed us that teletherapy and virtual support aren’t just “better than nothing”, but can be highly effective when done well.

What Can Be Done Virtually?

Many special education services can be delivered remotely, including speech-language therapy, occupational therapy, psychological counseling, academic support, and even comprehensive evaluations. Virtual providers can also attend IEP meetings, collaborate with teachers, and support behavior plans. In fact, for some students, virtual services may be less intimidating and more accessible.

Benefits of Teletherapy for Schools

One of the biggest advantages of virtual support is immediate availability. Instead of waiting months to find an in-person clinician, you can start services within days. That means fewer missed minutes, fewer compliance concerns, and more consistent support for your students.

Virtual services also give you access to specialists you may not be able to find locally, like bilingual SLPs, school psychs familiar with autism evaluations, or mental health clinicians experienced with trauma-informed care.

Plus, you get continuity. No snow days, no sick days, no subs. Virtual providers show up for their sessions, on time and ready to go.

Choosing the Right Virtual Partner

Not all virtual providers are created equal. Look for a partner who offers more than just a body to fill a role. At Lighthouse Therapy, we’re SPED-owned and clinician-driven. That means we understand the realities of school-based services, from compliance to compassion. Our clinicians are licensed, supported, and paid for both their direct and indirect time, which helps them stay engaged and deliver high-quality care.

If you’re overwhelmed by SPED vacancies, virtual services can help you stay compliant, support your team, and most importantly, keep your students learning.

 

Stay Compliant, Even When You’re Short StaffedÂ

It’s a difficult truth: even when you can’t fill SPED vacancies, your legal obligations don’t go away. Students are still entitled to the services in their IEPs, and districts are still accountable for providing a Free Appropriate Public Education (FAPE).

Your Legal Responsibilities Don’t Pause

Missing IEP minutes, delaying evaluations, or failing to implement accommodations can all lead to serious consequences. Districts may face due process complaints, state monitoring findings, compensatory education claims, or even federal investigations. And beyond compliance, the student impact is real, delays in services can affect academic progress, behavior, and emotional well-being.

That’s why it’s essential to develop an action plan the moment you realize a position may go unfilled. Interim supports, vendor partnerships, and communication plans should all be outlined early. A well-documented plan shows that your district is acting in good faith to meet student needs, even under challenging circumstances.


How to Document Staffing Shortages

Transparency and documentation are your strongest tools when facing scrutiny. If a service can’t be provided due to a vacancy, document every effort made to fill the position, from where you posted the job to how you followed up with candidates.

Be sure to include notes in IEP team meetings discussing the staffing challenges and the temporary steps being taken. Prior Written Notices (PWNs) should explain any changes in service delivery, delays in timelines, or alternative arrangements being proposed. Progress reports should continue to reflect the student’s needs and how those needs are being addressed, even if the method of service delivery has shifted.

Above all, communicate openly and proactively with families. Let them know you understand the importance of timely services, and that you’re committed to finding solutions. This transparency builds trust and may prevent misunderstandings or disputes down the road.


Using Vendors to Support Compliance

Third-party providers can step in to support compliance while you continue recruiting. Whether it’s completing overdue evaluations, offering compensatory services, or providing virtual therapy, outside partners can make a measurable difference. At Lighthouse Therapy, we help districts stay audit-ready with secure documentation, licensed clinicians, and transparent communication every step of the way.

Compliance is a crucial part of ensuring equity and access. Even when the road gets hard, you don’t have to walk it alone.

 

Long-Term Solutions for Recruitment and RetentionÂ

Addressing SPED vacancies long term means building a place people want to work and stay.

Build a Culture People Want to Join

Creating an environment where special education professionals feel supported and appreciated doesn’t require sweeping changes, it often begins with small, intentional shifts. New staff thrive when they’re paired with mentors who help them navigate their roles and build confidence. When individual and team successes are celebrated openly, it fosters a sense of pride and belonging.

Providing access to wellness resources and encouraging staff to prioritize mental health sends a clear message: you care about your people, not just their productivity. When educators feel seen and valued as whole individuals, they’re more likely to stay and grow with your district.

Caseloads that are manageable, time carved out for collaboration, and administrative support for IEPs and paperwork aren’t extras, they’re essentials. These elements form the foundation of a workplace where people want to stay, not just where they’re willing to work.

Rethink the Hiring Pipeline

Cultivating long-term staffing solutions also means thinking ahead. Building partnerships with nearby universities allows you to host practicum students and interns, introducing them to your school culture and support systems before they even graduate. These early connections can be powerful recruitment tools.

It also helps to maintain an active, engaging online presence for job listings, keeping your district visible to potential candidates year-round. Language that reflects your values and commitment to staff support can make all the difference.

While the national shortage may be out of your hands, creating a district where educators feel welcome, supported, and empowered is entirely within your reach.

 

How Lighthouse Therapy Can HelpÂ

At Lighthouse Therapy, we partner with schools and districts across the country to fill SPED vacancies quickly and effectively. Our virtual clinicians include:

  • Speech-language pathologists (SLPs)
  • School psychologists
  • Licensed professional counselors
  • BCBAs and behavior specialists
  • Mental health professionals

We understand that schools need more than someone to “check the box.”

We pay our providers for both direct and indirect time, offer mentorship and supervision, and ensure everyone on our team has the support they need to show up fully for your students.

We also make onboarding easy, with quick starts, secure platforms, and direct communication. You stay in the loop every step of the way.

If you’re staring down SPED vacancies and need help now, Lighthouse Therapy is here. Let’s work together to keep students supported, staff encouraged, and services running.

Ready to talk solutions? Reach out to Lighthouse Therapy to schedule a conversation today.

PD For special education teams

PD for Special Education Teams

Written by Jen Belcher on . Posted in Career Related, Information for Therapists, School Leadership, School Resources, Special Education, Therapist Resources.

Professional development (PD) plays a vital role in helping special education teams grow their skills, stay aligned with legal requirements, and better support the diverse needs of students. In today’s evolving education landscape, thoughtful, well-planned PD has the power to strengthen teams and positively impact student outcomes. This guide offers practical strategies for delivering professional development that’s truly meaningful, tailored to the unique roles, responsibilities, and challenges of SPED teams.

 

Why Professional Development Is Essential

PD for special education teams is both beneficial and necessary. As the demands on educators increase, so does the need for consistent, relevant, and supportive training. From mastering IEP documentation to learning new ways to engage students with diverse needs, the landscape is always shifting.

Special education PD provides the knowledge and tools that educators need to serve students with confidence. It strengthens understanding of compliance regulations, ensures alignment with evidence-based practices, and provides emotional support for staff who often carry heavy workloads.

The impact of this training reaches students directly. According to the Learning Policy Institute, well-designed PD programs can lead to significant gains in student achievement. When educators are equipped and supported, students benefit: academically, behaviorally, and emotionally.

And let’s not forget staff retention. When special educators feel empowered and valued, they’re more likely to stay. Investing in their growth is one of the most effective ways to strengthen your team from the inside out.

 

Core Focus Areas in SPED Professional Development

Strong PD programs focus on the areas that matter most. For special education professionals, that means building competence and confidence in legal knowledge, instructional techniques, collaboration, and behavioral supports. Let’s explore some of the key content areas:

Legal & Compliance Training

Understanding compliance is non-negotiable. IDEA, FAPE, and LRE are more than acronyms. They’re the core of special education law. Regular training ensures your team knows how to write legally sound IEPs, track timelines, and document services properly. This protects not only your students’ rights but your district as well.

IEP Development and Progress Monitoring

Creating and maintaining effective IEPs requires precision and planning. PD focused on IEP training for teachers should cover SMART goal writing, progress data collection, and how to use student data to drive instruction. When educators understand the “why” and “how” behind the process, they’re better equipped to deliver services with fidelity.

Evidence-Based Instructional Practices

Students with disabilities benefit from research-backed strategies like Universal Design for Learning (UDL), differentiated instruction, and assistive technology. Special education PD in this area should include hands-on practice, real classroom examples, and opportunities for collaboration. Equipping your team with these tools enhances instruction and engagement.

Social-Emotional and Behavioral Supports

Behavioral and emotional regulation is often a core part of a SPED team’s work. PD in trauma-informed practices, functional behavior assessments, and positive behavior support systems helps educators respond with empathy, structure, and consistency. When students feel safe and supported, they’re more available for learning.

 

Delivery Methods That Support Learning

Your team is busy, and PD must be flexible to be effective. Offering a mix of delivery formats increases engagement and allows team members to learn in ways that work for them. Here are some effective models:

Asynchronous Online Modules

These allow staff to work at their own pace, revisit content, and integrate learning into their daily routine. Great for compliance refreshers or introducing new tools.

Live Workshops and Webinars

Interactive sessions, whether virtual or in-person, offer real-time feedback, Q&A, and community building. These are ideal for unpacking complex topics like legal updates or new instructional strategies.

Mentorship and Peer Coaching

Pairing newer staff with experienced educators builds trust and capacity. These relationships allow for ongoing, real-time support and help institutional knowledge transfer across teams.

On-Demand Resources and Communities

Having a resource library or professional community your team can access anytime is a huge asset. It fosters continuous learning and reduces reliance on one-off sessions.

Offering multiple delivery methods ensures your PD is accessible, inclusive, and sustainable, which are three keys to long-term success.

Customizing PD for Different Roles

Every member of a special education team has a unique role to play, and that means their PD should reflect those differences. A one-size-fits-all approach doesn’t work.

Teachers may need deep dives into instruction and IEP implementation, while paraprofessionals might benefit more from behavior management strategies and communication techniques. Related service providers like SLPs, OTs, and school psychologists need targeted sessions that reflect their scope of practice and collaboration goals.

One school district saw results after launching weekly 20-minute PD sessions for paraprofessionals on data collection. Staff felt more prepared, and teachers were able to use the improved data to adjust instruction in real time. That’s the power of targeted training.

When PD speaks directly to each team member’s role, it becomes not only more effective, it becomes more meaningful.

 

Common Challenges and How to Solve Them

PD for special education teams doesn’t come without challenges. Time is tight. Budgets are limited. And when your team is already stretched thin, it can be hard to add one more thing.

But there are creative ways to make professional development doable:

  • Embed PD into team meetings or common planning times
  • Offer asynchronous options so staff can learn on their own schedule
  • Use internal experts to share tips and lead sessions

The key is to treat PD not as an add-on but as an integrated part of your team culture. When learning becomes routine, growth becomes inevitable.

 

Building a Year-Round PD Plan

Professional development shouldn’t be a one-day event in August. It should be a year-round strategy. Aligning PD with the school calendar, IEP deadlines, and staff goals makes it more purposeful and sustainable.

Start by identifying needs based on student data, compliance gaps, or team feedback. Then build out a plan that includes:

  • Role-specific sessions spread across the year
  • Opportunities to revisit and reinforce key concepts
  • Time for reflection, application, and team discussion

Many schools find success in creating a PD calendar that mirrors their IEP cycles or key benchmarks. It’s a practical way to stay focused and ensure that no critical area falls through the cracks.

 

Trusted Resources for Special Education Professional Development

Whether you’re looking to train new staff or deepen the skills of your existing team, connecting with the right organizations can make all the difference. These national groups offer high-quality, evidence-based professional development designed for special education professionals:

These organizations offer professional development that’s aligned with IDEA, IEP best practices, and the evolving needs of the special education field. For teams looking to supplement these offerings with personalized support, Lighthouse Therapy partners with schools to build customized PD solutions that fit your goals, schedules, and student populations.

 

Final Thoughts and Next Steps

Professional development is one of the most effective ways to strengthen special education services across your school or district. When PD is tailored to the realities of SPED roles, whether that’s compliance, collaboration, or instructional support, it builds both confidence and capacity within your team.

As education evolves, so do the needs of students and the demands placed on educators. Ongoing learning helps staff stay current, connected, and equipped to meet those challenges head-on.

Consider starting with small, intentional steps: review your current PD offerings, gather input from your team, and explore trusted organizations that specialize in special education.

 

special education director building a team

Special Education Director’s Guide to Building a Strong Team

Written by Jen Belcher on . Posted in Uncategorized.

Why Building the Right Team Matters

As a special education director, one of the most important investments you can make is in the people who serve your students. Building a strong team requires cultivating a group of professionals who share a commitment to inclusive education, student success, and legally compliant service delivery.

Strong teams deliver better results, plain and simple. When everyone is working together, students receive more consistent support, IEP goals are met with greater fidelity, and trust builds between families and schools. Whether you’re leading a large district or a small one, the strength of your team sets the tone for your entire special education program.

Imagine a school where the IEP team is constantly short-staffed, communication breaks down regularly, and students aren’t getting the support they need. Now contrast that with a team that communicates well, shares responsibilities, and feels supported by leadership. The difference in outcomes, morale, and family satisfaction is night and day. That’s the power of investing in your team.


Understanding the Role of the Special Education Director

Before thinking about team building, it’s worth stepping back to reflect on your own role. As a special education director, you’re wearing multiple hats: leader, advocate, compliance expert, mentor, and often, mediator. Your responsibilities go far beyond paperwork and scheduling.

Balancing Leadership and Compliance

You are responsible for department oversight and ensuring IDEA compliance. That includes everything from service delivery to documentation and due process. You help shape school policy, monitor caseloads, and supervise programs that must meet both student needs and legal requirements. Navigating these tasks takes clear vision and strong organizational skills.

You may also be the point person for audits, responsible for data tracking and ensuring your department is ready for any state or federal review. All of this must happen while ensuring that the quality of services to students doesn’t suffer under the weight of administrative pressure.


Supporting Teams While Meeting Standards

At the same time, you’re the go-to person for managing special education staff and fostering a healthy team culture. You make sure progress monitoring tools are in place, offer professional development, and guide staff through challenges. You’re not just managing a department. You’re helping shape an environment where educators feel valued and supported.

You also bridge the gap between your department and others, from general education to district administration, ensuring collaboration across roles and settings.

 

How to Build a Strong Special Education Team

So, how do you build a team that is both effective and collaborative? It starts with clarity and intentionality.


Define Your Team’s Structure and Roles

Your special education department includes a diverse group of professionals: special education teachers, paraprofessionals, speech-language pathologists, occupational therapists, social workers, and other related service providers. Clearly outlining each role helps establish a functional special education team structure.

Be sure to build multidisciplinary teams that align with your students’ IEP needs. Every team member, from the IEP case manager to the classroom aide, should understand their unique contribution.

Consider ideal caseload numbers, role definitions, and how you can best connect related service providers with classroom teams. The structure should reflect both student needs and staff capacity.


Establish Core Values and Culture

Team culture matters. When professionals feel respected, supported, and aligned in their values, collaboration becomes second nature. Encourage open communication, shared decision-making, and a student-first mindset.

This includes cultivating a team that prioritizes inclusive education and the least restrictive environment. When everyone is focused on meaningful participation and access, students benefit across the board.

Additionally, setting shared norms for communication, problem-solving, and collaboration creates smoother IEP meetings, better classroom coordination, and more consistent support for families.


Hiring and Retaining the Right Staff

Staffing is one of the most significant challenges special education directors face. However, hiring special education staff who are committed to the mission makes all the difference.

What to Look for in Candidates

You are going to want more than qualifications. Instead, look for people who bring empathy, flexibility, and a collaborative spirit. Strong team members should understand classroom support, know how to work within a behavioral intervention team, and are eager to grow.

Make sure job postings are inclusive and accurately reflect the collaborative, student-centered culture you’re building. In interviews, ask questions that get at mindset and values, not just technical skills.

Also, paraprofessionals play an essential role. Don’t overlook them when considering team dynamics. They often build close relationships with students and provide critical daily support.

Onboarding and Early Mentorship

A thoughtful onboarding process goes a long way. New staff should understand their role, the tools available to them, and how to access help. Pairing them with mentors builds confidence and helps with retention.

Professional development should be built into this process, giving staff early wins and the tools to succeed. Consider creating a 30-60-90 day plan, along with scheduled check-ins, so new hires feel seen and supported from day one.

Retention Through Connection

Retaining great staff isn’t just about salary. Leadership pathways and coaching opportunities can go a long way, especially when paired with genuine recognition of the emotional demands of the job. Celebrating wins, whether big or small, builds morale. It also helps to invite feedback regularly, creating a sense of shared ownership. But perhaps most important of all is making sure your team feels valued, not only for what they contribute, but for who they are.

Collaborating with General Education and Administration

Special education doesn’t operate in a vacuum. Building strong partnerships across the school will definitely make your team stronger.

Start by helping school administrators understand the vision and goals of your department. Regular check-ins, shared training opportunities, and school-wide communication protocols can reduce friction and build shared ownership.

Promote collaboration between general and special educators. Whether through co-teaching, joint planning time, or interdisciplinary team meetings, these relationships help create a schoolwide culture of inclusion.

Collaboration is a mindset that needs to be maintained throughout the school year. By encouraging shared responsibility for all students, you lay the foundation for inclusive education that benefits everyone.


Leading and Supporting Your Team

Once you’ve assembled a strong team, leadership becomes an ongoing practice. Your role is to guide, coach, and clear the path for your educators.

Fostering Ongoing Professional Growth

Provide opportunities for professional development for special education leaders, teachers, and service providers. Whether it’s formal training or informal lunch-and-learns, growth fosters both competence and connection.

Be proactive about instructional leadership. Share evidence-based practices, encourage reflective teaching, and invest in continuing education. Empower staff to pursue specializations or lead initiatives within your department.

Building Trust and Communication

Strong teams are built on trust. That starts with transparent meetings, ongoing feedback, and space for regular check-ins. A collaborative special education team thrives when everyone feels ownership, of both the wins and the hard parts.

Celebrate accomplishments openly. Name the challenges, too, and meet them with empathy. When you show up consistently, your presence alone reinforces what the team can count on, and what truly matters.

 

Best Practices and Strategies for Success

So, what are the hallmarks of an effective special education department? It often comes down to consistency and intentionality.

Monitor, Evaluate, and Adjust

Use tools for data tracking and progress monitoring to inform decisions. Stay on top of caseload management to ensure staff are set up for success. Keep lines of communication open so you can pivot quickly if needed.

Create systems that allow your team to reflect on what’s working, address gaps, and stay grounded in your goals. Use your department meetings as opportunities to share updates, troubleshoot problems, and build alignment.

Stay Ahead of Challenges

From staffing challenges to evolving compliance standards, your ability to adapt is key. Make sure your recruitment strategies and support systems are always evolving. A flexible, well-informed director can weather almost any storm.

Look for red flags early: staff burnout, communication breakdowns, or recurring issues in IEP implementation, and respond quickly. Preventative leadership saves time and trust in the long run.


Final Thoughts: Your Team Is Your Legacy

At the end of the day, your team is your greatest asset. A strong special education team does more than meet compliance checkboxes. It changes lives.

As a special education director, the choices you make, such as who you hire, how you lead, what culture you nurture, will ripple out into every classroom, every IEP meeting, and every student outcome. This is more than management. It’s meaningful leadership. And it starts with your team.

Your legacy won’t be built on spreadsheets or emails. It’ll be seen in the teachers who stay, the students who grow, and the families who feel heard. Start with the team, and everything else follows.

virtual special education services

Virtual Special Education Services for Schools and Districts

Written by Jen Belcher on . Posted in Information for Therapists, Online Therapy Services, School Leadership, School Related Issues, School Resources, Special Education, Therapist Resources.

What Are Virtual Special Education Services?

Defining Virtual Special Education Services in 2025

Virtual special education services have come a long way, and in 2025, they’re so much more than just video calls. At their core, these services involve delivering individualized instruction, supports, and IEP-based interventions through secure, online platforms. But what makes today’s virtual SPED so effective is how dynamic and connected it’s become.

From structured digital classrooms to real-time data tracking and collaborative tools, virtual special education now brings everyone to the table: educators, therapists, families, and of course, students, no matter where they live. Whether a school is facing a staffing shortage or serving students in remote areas, this model helps ensure every learner gets the support they need to thrive.

Core Components: Instruction, IEPs, Collaboration

So what makes virtual special education services work well? It really comes down to three pillars: instruction, IEP support, and collaboration. First, instruction is customized to fit each student’s learning style and delivered through interactive, accessible digital formats.

But it’s not just about the lessons. A strong virtual program makes sure IEP goals are met, and updated, as students grow. These aren’t static plans on paper; they’re living documents shaped by ongoing input from the whole team.

And that leads to the third piece: collaboration. Virtual tools make it easier than ever to bring together teachers, therapists, and caregivers, creating a connected, responsive approach to service delivery that keeps students at the center of it all.

Why More Schools Are Turning to Remote Special Education Services

Staffing Gaps and Rural Needs

Across the country, many schools, especially those in rural or underserved areas, are finding it harder and harder to fill special education roles. Qualified staff are in short supply, and recruiting for these positions can be time-consuming and expensive.

That’s where remote SPED providers come in. They bring certified professionals right to your school’s virtual doorstep, eliminating the barriers of geography. With virtual teams in place, schools can ensure students aren’t left waiting for the services they’re entitled to receive.

Overwhelmed Caseloads and Cost-Effective Solutions

Even in well-staffed districts, overloaded caseloads are a common challenge. Teachers and therapists are often stretched too thin to give each student the attention they deserve. Virtual special educators can help lighten the load by sharing responsibilities and delivering high-quality services online.

Plus, online special education services are often more cost-effective. Schools can avoid expenses like travel, relocation incentives, or extended contracts, making it a smart and sustainable option, especially for districts managing tight budgets.

Post-Pandemic Shifts Toward Flexibility

The pandemic changed how schools operate, and some of those shifts have become permanent. One of the biggest takeaways? Flexibility matters. Virtual SPED services offer consistency and adaptability, allowing support to continue no matter what disruptions arise, be it weather, illness, or unforeseen closures. For many schools, this isn’t just a temporary solution, it’s the new normal.

Legal Compliance and the IEP Process in Virtual Settings

Meeting IDEA and FAPE Requirements Remotely

When it comes to compliance, virtual doesn’t mean cutting corners. In fact, online special education services must meet all the same legal standards as in-person programs. That includes adhering to the Individuals with Disabilities Education Act (IDEA) and guaranteeing that students receive a Free Appropriate Public Education (FAPE).

Virtual providers do this by customizing instruction, accommodations, and services to each student’s unique needs, just as they would in a physical classroom. The format may be digital, but the expectations and accountability are every bit as real.

Hosting Virtual IEP Meetings Effectively

One silver lining of the digital shift has been the ease of scheduling and holding IEP meetings. Virtual platforms make it simple to gather the full team, even when members are spread across locations. With proper planning, these meetings can be just as collaborative and productive as face-to-face ones.

Accessibility is key. Everyone should have a voice, and all input should be documented clearly. When families feel heard and supported, IEP meetings become a chance to build trust, transparency, and shared goals.

Documentation and Audit Readiness

Strong documentation is essential. Virtual programs must keep accurate records of service delivery, student progress, communication logs, and meeting notes. Fortunately, many platforms now offer built-in tools for real-time data collection and secure storage.

That means fewer binders and better organization. It also means schools can stay audit-ready and confident in their compliance practices.

 

What Makes a Virtual SPED Program Truly Student-Centered?

Individualized Learning Goals and Data Tracking

As you know, every student learns differently, and a student-centered program honors that. In a virtual setting, teachers and therapists can use digital tools to track progress and adjust instruction on the fly. This ensures that every session is purposeful and aligned with the student’s IEP goals.

The result? Students feel seen and supported, and educators have the insights they need to make informed decisions.

Accessibility, Accommodations, and Equity

Having true equity means every student can access the curriculum in a way that works for them. That might mean screen readers, captioning, or alternative formats for assignments. Virtual special education services that prioritize accessibility ensure students aren’t left behind because of a device or diagnosis.

It’s also about closing the gap between school and home. With the right tech and support, students can receive high-quality services regardless of zip code.

Involving Families and Caregivers Virtually

Families play a huge role in a child’s learning, and virtual SPED gives them a front-row seat. Through video calls, messaging apps, and shared progress tools, caregivers stay in the loop and become active participants in the learning process.

When families are engaged, IEPs become more meaningful, goals become more attainable, and students benefit from a unified support system.

 

The Lighthouse Therapy Approach: Compliant, Personalized, and Human

Not a Staffing Agency – A Clinician-Owned Team

At Lighthouse Therapy, we’re not a staffing agency. We’re a team of therapists and educators who’ve built a company around what truly works for students. That means our focus isn’t on filling positions, it’s on delivering outcomes.

Because we’re clinician-owned, we know what quality support looks like. And we’re committed to providing it in every school we serve.

Full IEP Support, From Services to Evaluations

Our work doesn’t stop at service minutes. We support the entire IEP process, from conducting evaluations and writing goals to monitoring progress and collaborating with teams. But we also go a step further by offering high-quality instructional services, ensuring that students receive not only therapeutic supports but also the academic instruction their IEPs require.

Whether it’s delivering specially designed instruction, helping students master foundational skills, or supporting classroom teachers in differentiation strategies, our educators are part of the full continuum of care. This comprehensive approach means schools aren’t left to figure things out alone.

Instead, they get a partner who understands the pressure of compliance and the importance of personalized, integrated support, ensuring every student receives both the services and the instruction they need to grow.

Multistate Licensure and Ongoing Mentorship

We also know that SPED laws and licensure rules vary by state, and we help schools navigate them. Our team manages multi-state credentialing and ensures that each therapist is licensed and prepared.

But it doesn’t stop there. We provide ongoing mentorship and professional development, so our clinicians stay current, supported, and ready to provide their best work.

 

Choosing the Right Provider for Virtual Special Education Services

What to Ask When Evaluating a Provider

Choosing a virtual SPED provider is a big decision. It’s important to ask the right questions: Are their providers licensed in your state? Do they have experience managing IEPs? How do they track student progress and communicate with your team?

Look for answers that reflect transparency, reliability, and a student-first mindset.

Red Flags and Must-Haves for School Partners

Watch out for providers that offer a one-size-fits-all approach or rely heavily on automated tools without educator input. A quality partner will take the time to understand your school’s needs and offer flexible, human-centered solutions.

At the very least, they should provide consistent staffing, strong documentation tools, and a team that feels like an extension of your own.

 

Final Thoughts: Every Student Deserves Compliant, Compassionate SPED Support

Virtual special education services are a powerful tool when implemented thoughtfully. They give schools the flexibility to adapt, the structure to stay compliant, and the heart to keep students front and center.

Partner with Lighthouse Therapy for virtual special education services that do more than deliver minutes, they deliver outcomes, through a model that blends clinical care, compliance, and compassion.

 

special ed director first 90 days

Special Ed Director Guide: First 90 Days

Written by Jen Belcher on . Posted in Career Related, Information for Therapists, School Leadership, Special Education, Therapist Resources.

Introduction: The First 90 Days Matter in SPED Leadership

The first few months of school play a powerful role in shaping the year ahead. For special education directors, the first 90 days create a window to build trust among teams, establish systems, and ensure IEP compliance is in place from the very beginning.

This “Special Ed Director First 90 Days Guide” is designed to help you focus on what matters most: supporting your team, managing priorities, and aligning with district expectations in a clear, strategic way.

Whether you’re stepping into a new leadership role or bringing years of experience, the choices you make now, from onboarding to caseload setup, will directly impact students and staff all year long. With thoughtful planning and a steady approach, these first 90 days can set a positive tone and create lasting momentum.

Weeks 1–3: Onboarding and Leadership Setup

The first three weeks should focus on team-building, communication structures, and laying the groundwork for the months ahead. This is when relationships are formed, systems are clarified, and expectations are communicated.

Special Ed Director Onboarding Essentials

Start by reviewing district expectations, compliance policies, and staffing needs. Conduct a leadership audit: What systems are already in place? Where are the gaps? Who are your key stakeholders?

Establish a new school year checklist for SPED directors that includes:

  • Reviewing staff caseloads
  • Auditing previous IEP implementation
  • Meeting with school principals and service coordinators
  • Confirming special education transportation services
  • Reviewing extended school year (ESY) decisions

Clarify your role as a special education administrator. Early alignment with building-level teams makes a difference. Use this period to demonstrate calm leadership, clear communication, and strategic thinking.

Walk the buildings. Introduce yourself to faculty and staff. Identify which teams may need more immediate support. Setting a tone of presence and responsiveness builds confidence in your leadership.

Leadership Tips for a Strong Start

A welcome message that outlines your values and goals can be a meaningful way to set the tone with your SPED team. Some directors also find it helpful to hold a kickoff meeting early on, providing an opportunity to discuss shared priorities and walk through a 90-day plan together. Sharing a calendar with key deadlines, IEP meeting timelines, and professional development days can also help everyone feel more grounded.

Tools like shared calendars, internal newsletters, or brief weekly check-ins can go a long way in maintaining visibility and connection. Ideally, back-to-school planning for special ed leadership feels purposeful, collaborative, and rooted in student-centered outcomes.

Fostering transparency and two-way communication is especially important during this time. Creating space for team members to offer feedback (what’s working well and what could be improved) can help you build trust with your teams. When your staff feel safe to share both challenges and wins, it lays the foundation for a culture of continuous growth.

Weeks 4–6: IEP Planning and Compliance

Once initial meetings are complete, turn your attention to IEP files, data systems, and legal oversight. This phase is where documentation and proactive compliance practices come into focus.

Beginning-of-Year IEP Planning

Review every student file on your caseloads. Focus on:

  • Service delivery minutes
  • LRE placements
  • Assistive technology and behavioral supports

Start tracking IEP implementation and ensure teams have documentation systems in place. This protects both students and staff and supports accurate progress monitoring.

Use a spreadsheet or digital tracker to flag IEPs that need review, updates, or follow-up meetings. Confirm that all evaluation timelines and re-evaluations are on track and communicated clearly with families.

This is also the time to check scheduling conflicts and confirm related service alignment. Reviewing IEPs before school starts, or shortly after, ensures nothing gets missed. Double-check that accommodations are in place for general education settings, especially for state testing and district assessments.

Managing Caseloads and Compliance

Ensure your school teams understand FAPE and LRE compliance expectations. Provide cheat sheets or audit forms to help them track goals and service time.

Effective caseload management in special education plays a key role in preventing staff burnout and fostering long-term sustainability. Thoughtfully structured systems that include time management tools, flexible staffing arrangements, and access to consultative support can ease the day-to-day load for educators and service providers alike.

It also helps when there’s shared clarity around responsibilities, such as who is documenting services, how frequently logs are reviewed, and what steps are taken when services are missed. When these expectations are woven into weekly routines rather than reserved for audit season, teams are more likely to stay aligned and confident in their roles.

Creating space for staff to ask questions and problem-solve around compliance challenges, without fear of judgment, can also go a long way. A supportive approach, paired with clear and consistent guidance, encourages professional growth and helps ensure that systems are working in service of students.

Weeks 7–9: Team Collaboration and Support

Now that systems are running, shift toward coaching, mentoring, and problem-solving. As real-time challenges emerge, directors must stay visible and responsive.

Onboarding and Supporting Your Team

If you haven’t already, schedule 1:1s with your new special education teachers. Ask about their caseloads, support needs, and professional goals.

Fostering a culture of shared ownership can make a noticeable difference in team morale and cohesion. When staff feel like they’re working with each other, not just alongside one another, it’s easier to build trust and momentum. Peer support plays a big role here. Sharing quick-win strategies, offering guidance to newer educators, and circulating practical resources can go a long way in building individual confidence and team resilience.

Collaborative planning sessions or informal problem-solving circles can create space for staff to reflect on what’s working and where they might need a bit more support. These moments don’t have to be formal to be impactful. Simply making time to check in and celebrate small victories can help build morale and reinforce that progress is happening, even when things feel busy.

It’s also helpful to stay connected with therapists and related service providers. A quick check-in (whether in person or virtual) can show them their contributions are valued and that they’re truly part of the team.

Coordinating Speech, OT, and Virtual Services

As service delivery ramps up, collaboration becomes even more essential. Scheduling time to meet with your speech, OT, and PT providers can help identify any gaps, overlaps, or early concerns before they become larger issues.

In areas where staffing is limited, tapping into teletherapy providers for schools may be a practical solution. What once felt like a backup plan has quickly become a dependable and flexible model of support. Virtual special education services are now a core part of how many districts meet student needs.

As plans are finalized, it’s important that speech and OT staffing solutions, whether in-person or virtual, are clearly documented and communicated. Transparent scheduling, paired with streamlined coordination between in-house and contracted providers, makes it much easier to stay compliant and avoid service interruptions.

Workflows for missed sessions, rescheduling, and progress monitoring should also be clearly outlined and shared. If you’re using a virtual platform, double-check that staff know how to access reports, request help, or troubleshoot issues. When everyone understands the system, it’s easier to keep things running smoothly.

 

Systems, Communication, and Data Tools

Behind every successful special education program is a strong foundation of systems that actually work: for staff, for families, and most importantly, for students. These first few months are the ideal time to take a step back and ask: Are the tools and structures in place helping us move forward, or are they slowing us down?

Communication with Parents and Staff

Clear, consistent communication is one of the most powerful ways to build trust. That trust starts early, often before the first IEP meeting of the year. Whether it’s through secure messaging, regular progress updates, or good old-fashioned phone calls, finding reliable ways to stay connected with families sets the tone for the months ahead.

Back-to-school planning for special education should always include thoughtful outreach to families. Let them know how to get in touch, what to expect from the year, and when key meetings or check-ins will happen. When parents feel informed and included, collaboration becomes easier and more productive.

Internally, communication matters just as much. Make the most of collaboration tools like shared calendars, team chat platforms, or brief weekly updates to keep your staff aligned. When everyone has access to the same information, decisions are clearer and surprises are fewer. In the long run, transparency saves time and reduces stress.

Systems for Ongoing Success

Good systems don’t just manage information, they support people. The tools you choose should make it easier to track IEP compliance, log service minutes, and review student progress without adding unnecessary complexity.

If you haven’t already, consider providing professional development on how to use these platforms effectively. Even the best systems fall short when people don’t feel confident using them. Walking your team through the “why” behind each tool. and how it directly supports student success, can make a big difference in adoption.

It’s also worth checking in with your technology team and therapy providers to make sure your teletherapy services are running smoothly. Virtual staff should feel just as connected as in-person team members. That means including them in meetings, communication loops, and systems training. When your therapists, virtual or not, are fully integrated, service delivery becomes more seamless and compliant.

First 90 Days Wrap-Up + Reflection Tips

As your first 90 days come to a close, it’s worth taking a breath and looking back. How far have you come since the first day of school? What systems are humming along, and where might a little more support or attention be helpful?

Reflection doesn’t need to be a solo exercise. This is a great opportunity to invite your team into the process. A quick pulse survey or a few short debrief conversations can open the door to honest feedback and shared wins. You might be surprised by what your staff has noticed—and what they’re grateful for.

The first 90 days as a special education director can feel fast-paced and full, but they also lay the foundation for everything that follows. Taking time to acknowledge what’s been accomplished, whether that’s team onboarding, IEP implementation, or stronger family communication, helps everyone feel grounded heading into the next phase.

As you look ahead, think of this milestone not as a finish line, but as a launchpad. The systems you’ve built, the culture you’ve nurtured, and the relationships you’ve strengthened are just the beginning of what’s possible this year.

 

FAQs for New Special Education Directors

What does a special ed director do at the start of school?

They review caseloads, ensure IEP compliance, support staff, and build cross-disciplinary systems to start the year strong.

How do you manage special education programs effectively?

By combining clear leadership, team collaboration, and strong compliance systems with a focus on student outcomes.

How can I build a strong SPED leadership plan?

Start with a 90-day timeline that addresses onboarding, IEP planning, team development, and data systems. Prioritize tasks weekly and delegate effectively.

Is there a checklist for new special ed administrators?

Yes: include caseload audits, staff onboarding, IEP reviews, and communication plans in your checklist. Add weekly data checks and a calendar of compliance deadlines.

Looking Ahead: Partnering for a Successful Year

Your first 90 days as a special ed director shape everything, from service delivery to staff morale. This special education leadership guide is your roadmap to building a collaborative, compliant, and student-centered program.

Need support with speech, OT, or teletherapy staffing? Lighthouse Therapy offers virtual special education services that align with your leadership goals. From school-based teletherapy staffing to caseload support, we partner with you every step of the way.

Contact us today to learn how we can support your school year.