SPEDvolution
22 Followers
Miami, Florida, United States
About the store
As an eight-year teacher in special education, I am dedicated to supporting students with intellectual disabilities and autism. I work as a self-contained teacher, providing a modified curriculum that meets the unique needs of each student. I’m also a doctoral student, National Board certified, and take great pride in my role as the site coordinator for the Special Olympics at my school. My goal is to create an inclusive, engaging environment where all students are empowered to reach their fullest potential.
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Programs & methods
Student Self-Determination and Independence Checklist
Empower students to reflect on their strengths and independence with this Modified Self-Determination Skills Checklist. Designed for middle school, high school, and transition-age students (ages 11–22), it helps identify abilities and areas for growth across personal, academic, social, and daily living skills. Perfect for SPED, ESE, and Life Skills classrooms, this easy-to-use checklist includes a clear 1–5 rating scale, student-friendly instructions, and sections for goal setting and transitio
6th - 12th, Adult Education
Not Subject Specific
ABC Meeting Framework: Functional Behavior Assessment (FBA) Structured Interview
Make FBA meetings easier and more effective with this ABC Meeting Framework — a clear, structured tool to guide teams through identifying the Antecedents, Behaviors, and Consequences of student actions. Perfect for MTSS, IEP, or Behavior Intervention Plan discussions, this form helps staff pinpoint triggers, describe behaviors, and plan positive supports. Includes simplified questions for collaboration with parents and teachers, an action plan section for data collection, and editable fields f
Not Specific
Not Subject Specific, School Psychology
Frustration Tracker
This Frustration Tracking Chart helps you identify patterns and triggers for your child’s frustration, providing a clear way to track their reactions and effective strategies for calming down. Use it to record key details like timing, setting, physical or verbal signs of frustration, and any actions you or your child take to prevent escalation. By consistently filling it out, you can gain valuable insights into your child’s needs and develop strategies to better support them. Perfect for creati
Not Specific
Student Snapshot Card (For Parents)
Help teachers better understand your child's unique strengths and challenges with this easy-to-use Student Snapshot Form. This simple yet effective tool provides a quick overview of three strengths, three challenges, and three strategies that work best for your child. Just print, fill it out, and share it with teachers and school staff to support a more personalized and effective learning experience. You can even complete it together with your child to encourage self-advocacy!
Not Specific
IEP Goal Tracker (For Parents)
This IEP Goal Tracker is a practical tool designed to help parents and educators monitor and document a child’s progress toward their individualized education goals. The tracker is divided into several pages to set goals based on the child’s IEP and provide a space to record questions and observations throughout the year. By focusing on one goal at a time and including dates for each entry, this tracker helps maintain a clear and organized record of development. Perfect for ensuring consistent c
Not Specific
Parent IEP Meeting Checklist
Parent IEP ChecklistNavigating the IEP process can feel overwhelming, but this comprehensive checklist helps parents stay informed and prepared every step of the way. It outlines key actions to take before, during, and after your child’s IEP meeting, ensuring you have the tools and knowledge to advocate effectively. What’s Included: ✔ Important questions to ask the IEP team ✔ A SMART Goals template for writing strong IEP annual goals ✔ A list of essential items to bring to the IEP meeting ✔
Not Specific
For All Subjects
IEP Input Forms for Parents and Teachers
Parent and Teacher Input Forms for IEP MeetingsThese two forms are designed to gather important insights from both parents and teachers before an IEP meeting. They help summarize a student’s academic, behavioral, social, and health-related strengths, weaknesses, and concerns. By completing these forms, both parents and teachers can provide a comprehensive overview of the student’s current progress and needs, ensuring that all areas are considered when developing or updating the IEP. These input
Not Specific
For All Subjects
"Here's How I Did Today" Daily Behavior Chart
Behavior Tracking Chart for Students with Frequent Behavior ChallengesThis behavior tracking chart is designed to help students with frequent behavior challenges stay on task and track their own progress. Teachers, therapists, and other educators can work with the student to set clear behavioral expectations. After each time block, the student reflects on their conduct by circling or filling in the face that best represents their behavior. This tool encourages both accountability and multiple op
Not Specific
For All Subjects
Daily Behavior Report
Daily Participation and Behavior Monitoring ChartStudents' levels of participation in the classroom can vary greatly from day to day. This chart is designed to track and measure the behavior and participation of students with pervasive behavioral challenges. It can be filled out by teachers, therapists, special area teachers, and other educational staff, providing a comprehensive view of the student's behavior throughout the instructional day. This chart is especially useful for tracking progres
Not Specific
For All Subjects
Accommodation Progress Monitoring: Sample and Blank Sheet
Accommodation Monitoring LogWhen measuring and monitoring the need for accommodations, it’s essential for teachers to use data-based evidence to support a student’s needs. This is crucial not only for IEP meetings but also for allowing stakeholders—such as therapists, teachers, parents, and nurses—to evaluate the effectiveness of the accommodations. This log helps answer important questions: How often does the student require the accommodation? Does the student work effectively without it? While
Not Specific
For All Subjects
IEP Goals Progress Monitoring Chart: Sample and Blank Sheet
IEP Goal Progress Monitoring LogTracking and measuring progress on IEP goals requires data-based evidence to support the need for each goal. This not only plays a critical role in IEP meetings but also ensures that all stakeholders—including teachers, therapists, parents, and administrators—can make informed decisions about a student’s educational needs. This resource helps answer key questions: Has the student consistently mastered an IEP goal? Does the goal need to be adjusted for better acces
Not Specific
For All Subjects
Parent/Student Homework Contract
Homework Contract for Students and ParentsThis homework contract encourages accountability for both students and parents in the process of completing and turning in homework. It provides a framework for setting clear expectations on how homework will be completed at home, including creating a schedule and establishing a system of rewards and consequences. This resource is especially beneficial for students learning to manage online learning, as it helps create structure and consistency while pro
Not Specific
Role Model Progress Report
Role Model Progress Report for Pre-Kindergarten (or ESE)This quarterly progress report is designed to measure a student’s emerging skills in key areas such as social-emotional development, work habits, motor skills, subject area readiness, and attendance. Using a numerical grading scale, similar to a traditional progress report, it provides a clear snapshot of the student’s progress throughout the year. This report is an invaluable tool for RTI/MTSS, differentiated instruction, and dat
Not Specific
Math, Reading
Multi-Class Behavior Chart (1, 3, & 5 Classes)
Multi-Class Behavior ChartMany behavior charts are designed for use in a single classroom, but this chart allows for monitoring behavior across 3-5 classes at once. It includes an additional section for teacher comments, providing flexibility to document specific observations for each class. This editable chart can be customized to fit your needs, making it easy to track behavior as students move from class to class, ensuring consistent monitoring and communication. Ideal for teachers who work
Not Specific
English Language Arts, Math
Accommodation Strips
Student Accommodation Documentation FormAs the number of students requiring accommodations increases, teachers often struggle to find the time to document how these accommodations were provided. This resource simplifies the process by offering a sample method for documenting accommodations for student work. The document is editable, so you can easily customize it to meet the specific needs of your students. After printing the document (double-sided), simply cut the strips and attach them to th
Not Specific
Other (ELA), Other (Math)
Informal Tier 3 Academic Problem Solving Form
MTSS Academic Problem-Solving Form for Tier 3 SupportThe MTSS (Multi-Tiered System of Supports) model offers a three-tier framework of research-based academic and behavioral interventions. While most students respond well to Tier 1 or Tier 2 supports, a small percentage (about 5%) may require more intensive Tier 3 interventions, such as special education services. For students in Tier 3, this Academic Problem-Solving Form serves as an informal guide for teachers to: ✔ Define how the student is
Not Specific
Daily Behavior Intervention Plan Form: Latency
Latency Measurement FormThis form is designed to measure latency, or the delay before a student begins a task or adheres to a command. It can be used as part of a Functional Behavior Assessment (FBA) to identify and analyze delays in task initiation or response to directives. Additionally, this form can be utilized to track behavioral progress in the classroom, helping educators monitor improvements or challenges over time. A valuable tool for understanding the timing and effectiveness of beh
Not Specific
For All Subjects
Daily Behavior Intervention Plan Form: Duration
Behavior Duration Data Collection FormUse this form to track and collect data on the duration of problem or target behaviors. It helps to monitor how long specific behaviors last during the school day, providing valuable insights for adjusting interventions, identifying patterns, and measuring progress over time. This form is essential for understanding the intensity of behaviors and is useful for creating effective behavioral intervention plans.
Not Specific
For All Subjects
Weekly Behavior Intervention Plan Form: Frequency
Behavioral Intervention Plan (BIP) Data Collection FormsA Behavioral Intervention Plan (BIP) is developed based on the results of a Functional Behavioral Assessment (FBA) and provides, at a minimum, a description of the problem behavior. These forms are designed to track the frequency of specific behaviors, making it easier to monitor and collect data for a BIP. The resource includes two types of forms: Weekly Behavioral Patterns – to track behaviors and identify trends over a longer period.D
Not Specific
For All Subjects
Daily Behavior Intervention Plan Form: Frequency
Behavioral Intervention Plan (BIP) Monitoring FormThis form is designed to help monitor and track the frequency of problem behaviors, based on the results of a Functional Behavioral Assessment (FBA). It is intended for use within a Behavioral Intervention Plan (BIP) to collect data and track progress over time. The resource includes two forms: ✔ Weekly Behavioral Pattern Form – Tracks behavioral trends on a weekly basis ✔ Daily Behavioral Frequency Form – Monitors daily occurrences of the pr
Not Specific
For All Subjects
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About the store
Experience
As an eight-year teacher in special education, I am dedicated to supporting students with intellectual disabilities and autism. I work as a self-contained teacher, providing a modified curriculum that meets the unique needs of each student. I’m also a doctoral student, National Board certified, and take great pride in my role as the site coordinator for the Special Olympics at my school. My goal is to create an inclusive, engaging environment where all students are empowered to reach their fullest potential.
Teaching style
I’m a strong advocate for student-led discovery learning. As a child, I didn’t enjoy feeling that all lessons were teacher-led and lecture-based, so I focus on creating a more engaging and interactive classroom. My space includes a variety of centers- sensory, reading, computer, and quiet corners—where students can explore, learn, and grow in ways that work best for them. I teach whole-group lessons to foster discussion and active participation, followed by differentiated instruction groups to ensure every student is supported at their own level.
Awards & shining teacher moments
As a dedicated educator, I am proud to have achieved several milestones in my career. I hold National Board Certification (2025-2030) and served as Special Education Department Chair in 2019. I was honored to be named Rookie Teacher of the Year in 2018 and awarded the Project TEACHLAB grant to pursue my master's in Special Education. I am also a published author with 11 scholarly articles focused on students with disabilities and have had the privilege of guest lecturing at Florida International University. Over the years, I've facilitated student success by helping them become published authors and served as the Special Olympics Site Coordinator at my school. Additionally, I have received multiple grants, including the McDonald's Golden Grant and the United Teachers of Dade Presidents Grant, to further enhance my students' learning experiences.
My own education history
I graduated from Florida International University (FIU) with a bachelor’s degree in Elementary Education, complemented by reading, ESOL, and autism endorsements. I obtained my master’s degree in Special Education at FIU and currently I'm furthering my academic journey as a doctoral student in Educational Leadership and Policy Studies. My passion for education drives me to continuously grow and improve as both an educator and a leader.
Additional biographical information
I chose to remain in special education because I saw how my students were often limited by the low expectations of others. I believed it was my responsibility to assume that they could succeed, as long as the tools and resources I provided were appropriate for them. My goal is to help all students reach their full potential, and with their own self-determination, I hope they continue to progress and make meaningful learning gains.
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