08/21/2026
Let’s give some credit where credit is due!
I had several families I work with who had school meetings this week about how their child should move forward. If you’ve ever been the parent walking into one of those meetings, you know they’re just not fun. They’re stressful. You don’t know how the conversation will go, whether everyone will be on the same page, or whether you’re going to leave feeling heard.
Well, every single one of those families called me afterward excited and relieved because of how well their meetings went. They felt heard. They felt supported. And they felt like their school teams were helpful, encouraging, and proactive about figuring out what their child needed next.
And today, I finished my fourth training with a local school district that is doing the hard work of changing their reading curriculum and aligning their standards, pacing, instruction, and expectations.
Were they overwhelmed? Yes.
Did they have a million questions? Absolutely.
But they showed up. They listened. They asked good questions. They challenged some things, reconsidered some things, and kept coming back to the same question: What is going to be best for our students?
And I think that deserves to be said out loud.
We hear a lot about what schools are doing wrong, and sometimes those conversations absolutely need to happen. But there are also teachers, interventionists, administrators, and entire school teams doing the uncomfortable work of changing what they’ve always done when they learn there’s a better way.
That work is hard. Change is hard. Advocating for individual kids is hard.
So when schools get it right, let’s give them credit for that, too.
