What really works when a child has ADHD and/or ODD? In this insightful (and delightfully real) conversation, I sit down with Dr. Rachel Schwartz—a special educator, Board Certified Behavior Analyst, and PhD in cognitive and physical disabilities—to unpack practical, research-backed strategies for kids who need more than “preferential seating and extra time.”

Together, Dr. Rachel and I explore:

• Top-down vs. bottom-up strategies—and why matching the right approach matters.
• The role of executive functioning, motivation, and social skills in everyday success.
• How sleep, nutrition, movement, medication, and therapy all play a part in regulation.
• The misunderstood link between ADHD, ODD, anxiety, and perfectionism.
• Why regulation always comes before academics—and how parents and educators can shift expectations to support learning.

This isn’t a cookie-cutter checklist—it’s a compassionate, practical roadmap for supporting kids (and sometimes ourselves) with ADHD and ODD in ways that actually work.

📌 Resources Mentioned by Dr. Schwartz:

• https://www.additudemag.com/?srsltid=AfmBOopw5WRjHlN6F4NPP_3yz9Np3S-TFVa-gzDpaKdNxVe8pHWnvRP0
• https://www.russellbarkley.org
• https://chadd.org
• https://a.co/d/16ga60Y
• https://a.co/d/6L6FdTq

If you’ve ever wondered why the usual interventions don’t always click—or how to better advocate for tailored supports—this episode is packed with the wisdom and tools you need.

We're wrapping up our look at the University of Florida Literacy Institute (ULFI)'s reading interventions by checking out some of the tools they have in their online toolbox. These include a Blending Board, A Word Work Mat, the Decodable Readers, and their training videos. I will pull them all up and give you a Behind the Scenes look into what UFLI instruction may look like. Then, we'll wrap ups til a list of questions that you can ask your child's team to ensure if it is porposing UFLI (or any other reading program that has or has not been giving the official Orton Gillingham (OG) stamp of approval.

• Lesson Planning and Implementation: https://ufli.education.ufl.edu/wp-content/uploads/2023/08/UFLIFoundations_Implementation_Support.pdf
• Fidelity Checklist: https://ufli.education.ufl.edu/wp-content/uploads/2025/05/UFLI-Foundations-Implementation-Fidelity-Checklist.pdf
• Word Work Mat: I used one of these with Jack before I got IMSE trained, and it was magic! https://ufli.education.ufl.edu/wp-content/uploads/2024/07/UFLI-Printable-Word-Work-Mat-Updated-July-2024.pdf
• Decodables: https://ufli.education.ufl.edu/wp-content/uploads/2025/03/UFLI-Supplemental-Decodable-Passages.pdf
• Daily Lesson Plans: https://ufli.education.ufl.edu/foundations/toolbox/

In this episode we're still pulling the curtain back a little more on Orton Gillingham and UFLI's Lesson Planner. We're looking at each step of the 2-day lesson plan and talking bout what instruction looks like. That leads to some really important questions you can ask to ensure that your child is receiving multi-sensory, explicit, sequential, systematic, cumulative, diagnostic, and structured yet flexible instruction. Since I'm trained in IMSE, I provide a little insight into how UFLI and IMSE differ, which may also lead to some helpful questions and insights.

“My child is in a reading intervention… but is it really OG?”

If you’ve ever asked this question, you’re not alone — and this week’s episode will help you find the answer. I've had so many schools say they're doing OG when they're really doing anything BUT ... buuuttttt it's hard for the lay advocate/parent to know how to understand what they are doing, and what they SHOULD be doing! That's why I've decided to dive into a popular curriculum, UFLI, to give you nitty gritty examples, lists of questions you can ask, and additional insights that will help ensure that whey they say, "We're doing OG, they're actually doing OG."

I’m sharing:

• 🔑 What makes a program truly OG
• 📚 How UFLI + IMSE model those principles
• 📝 The daily lesson structure you should be seeing

Grab your headphones — this one’s packed with insight you can use right away.

New school year, new routines… and sometimes new frustrations.

In this week’s episode, I’m breaking down the most common pitfalls at the beginning of the school year for IEP teams—and what you can do about them.

From vague “good day/bad day” reports, to scheduling mix-ups, to delays in services, these are issues I see every single year. The good news? They’re fixable—and I’ll share practical strategies you can use to set the year up for success.

🎧 Listen now and take one big step toward smoother IEP collaboration this fall.

If you’ve ever made an All About Me book for your child (and if you’ve ever listened to this podcast!), you know how helpful it can be. It’s a simple way to introduce your child to teachers and staff, share their strengths, and explain their needs in a clear, approachable way.

But here’s the part many parents don’t realize: an All About Me book can also serve as a legal protection tool.

In this week’s episode of the The Collaborative IEP Podcast, I break down why this parent-friendly tool isn’t just cute or helpful—but why it can also be a key piece of documentation if you ever face disputes with your school team.

You’ll learn:

• Why the law requires schools to consider parent input (and how your book counts!).
• How an All About Me book documents that the school had knowledge of your child’s unique needs.
• Ways to use it in IEP meetings, Prior Written Notices, and even due process hearings.
• Practical tips to make sure your book is both approachable for teachers and effective for legal protection.

This is one of those simple strategies that builds both connection and protection—and it doesn’t take hours of legal prep to get started.

If you’ve never made an All About Me book, this episode will inspire you to start. And if you already have one, I’ll show you how to use it strategically so it does double duty: welcoming your child’s team and protecting your child’s rights.

• 00:00 Introduction and Episode Overview
• 00:13 The Importance of Legal Rights in IEPs
• 01:39 Personal Anecdotes and Back-to-School Chaos
• 04:57 All About Me Books: A Legal Perspective
• 07:05 Creating Effective All About Me Books
• 17:43 Practical Legal Uses and Documentation
• 25:36 Conclusion and Final Thoughts

We’re back, baby!!!! Let’s catch up! In this episode of the Collaborative IEP podcast, I open up about the recent chaos in my life—from back-to-school stresses to personal health issues and preparing to move Griffin into college. You’ll learn why peeling wallpaper, wet hair, and general household chaos are a reflection of our hectic life. I talk about the insanity of our summer schedule before talking about Jack’s start in high school, emphasizing the importance of All About Me Books, Back to School emails, and regular communication with teachers. This heartfelt, relatable episode gives you a glimpse into my world while offering valuable advice for managing back-to-school transitions.

• 00:00 Welcome and Life Lately Introduction
• 01:45 Swimming Season and Summer Challenges
• 05:20 Health Struggles and Injuries
• 13:26 Emotional Rollercoaster of College Move-In
• 15:44 Back to School Strategies for Special Needs
• 26:34 Gratitude and Teacher Appreciation
• 30:32 Membership Updates and Conclusion

Our focus this summer is to bring you quick, content-rich episodes on special education and advocacy, inspired by our latest product, the IEP Guru Academy. This week, we delve into 'Behavior and Belonging,' part of the inclusion series. We'll explore the legal supports for behavior in the IEP, discuss common barriers to inclusive education, and provide practical advocacy tips. Join me as we navigate the intricacies of supporting behavior to promote inclusivity. Don't forget to share your feedback on this series! If you like this episode, you might like our behavior series in the IEP guru Academy

00:00 Introduction and Podcast Overview

01:39 Summer Series and IEP Guru Academy

05:02 Behavior and Belonging: Overcoming Barriers to Inclusion

06:19 Legal Supports for Behavior in IEPs

11:24 Advocacy for Better Behavior Supports

13:05 Conclusion and Next Steps