1.      Clarity and Order Overview  - The origin of this professional learning platform is based on the experiences of Bob Barrows who has served as a Special Education Director for 14 years and a high school administrator for 16 years.  When clarity for expectations is lacking for special education staff, the order of the special education continuum suffers.

2.      Artificial Intelligence – Each episode will include a reference to artificial intelligence and the information generated will be analyzed as it relates to the element being discussed in the clarity and order platform.

3.      Practical Guide to High Leverage Practices – Just as AI will be discussed as it relates to Clarity and Order elements, connections will also be made to The Practical Guide to High Leverage Practices and specific HLPs will be discussed as a reference to best practices. A bonus episode will also feature the authors of this amazing resource!

4.      Greetings to Stakeholders – Specific stakeholder groups are welcomed and praised (Special Education Administrators, Special Education providers, School Administrators, Para Educators, Parents and Community Agencies/Partners)

5.      The Special Education Heart – The analogy of a Special Education heart that beats across the schools in the USA and Canada creates a pulse of wonderful best practices and also a stream of compelling need for professional growth.

6.      Celebrating Best Practices and Targeting Areas of Growth (shoring up gaps where needed) - This podcast will help you celebrate and acknowledge your strengths and gifts as a special educator while more importantly assisting you with providing clarity for your areas of improvement for yourself, your team and your school district.

7.      Golden Ticket symbolizing successful adult life- The ultimate goal for all of us in special education is to ensure ALL of our students with disabilities are on a clear and seamless path to adult success.  By paying attention to detail for all providers and administrators at all levels in the school continuum we reduce dropouts and improve outcomes.

8.      The Categories of Clarity and Order- The Clarity and Order for Special Education Success platform was developed through over 30 years of both school administrator and special education administrator experience.  The categories are climate, structure and performance.  Climate includes elements that perpetuate the emotion and feelings of special education stakeholders.  Structure includes elements that set up the system for either success or failure for students, staff and parents.  Performance elements are objective and data based which paints the picture of the overall health and vitality of the special education continuum for students and stakeholders. 

1.      Optimism is the first element in the Climate category.   The Clarity and Order for Special Education Success platform includes three categories:  Climate, Structure and Performance.  Optimism is the first element of the Climate category.  By improving the level of Optimism in your special education community, you begin to improve your Climate and are on the road to becoming more successful.

2.      The connection between Self-Determination and Learned Helplessness  - There are things we can control and promote in order to increase Optimism in our Special Education community.  Building strong self-determination in our students is crucial and learned helplessness is the enemy of self-determination.

3.      Artificial Intelligence Definition of Learned Helplessness – AI lists 4 causes of Learned Helpless for people with disabilities: 1) Repeated negative experiences, 2) Reduced self-efficacy, 3) Social and Environmental Factors, and 4) Psychological impacts.

4.      How Learned Helplessness can impact stakeholders – Optimism is important for all special education stakeholders.  Learned helplessness can negatively affect special education administrators, teachers, school administrators and parents.  Learning how to be self-aware, recognize and confront pessimistic tendencies is crucial for all of us. 

5.      The antidote for Learned Helplessness – Learned Optimism is a book from Martin Seligman (1991) and he did research to analyze Learned Helplessness and how to increase Optimism for people.  Seligman draws connections to a person’s explanatory style or how they tend to explain disappointing outcomes.  His research proves that improving your explanatory style will reduce your level of learned helplessness and make you more optimistic and successful.

6.      Artificial Intelligence suggestions for Improving Learned Helplessness – 

1) Empowerment and Self- Advocacy, 2) Positive Reinforcement, 3) Skill Development, 4) Improving Accessibility, 5) Therapeutic Interventions including Cognitive Behavioral Therapy (CBT)

7.      Self-Determination Teaching Models – Various resources models are discussed such as NTACT-C and Hoffman and Field as well as Simple Tips from Brooke’s Publishing. com.  The importance of involving parents/guardians is also a crucial element in the effort to teach self-determination strategies to students.

8.      The Benefits of Optimism- Optimistic leaders in our special education community pass along many great benefits to their stakeholders.  Optimistic teachers pass along many great benefits to students and parents.  Optimistic school administrators pass along many great benefits to their school communities.  Optimistic parents pass along many great benefits to their children with disabilities.  

9.      Becoming More Optimistic- Dr. Seligman’s research includes strategies for helping people become more optimistic and successful in life.  He includes ideas like confronting negative thoughts with factual and objective thoughts, questioning the validity of negative thoughts and replacing them with more balanced and realistic thoughts and challenging and framing pessimistic thoughts.  Keeping a gratitude journal can also be helpful to reinforce positive thoughts and reduce the negative ones.  

GUIDING QUESTIONS:
 
1.      Could you describe the journey of developing HLPs and the collaborative efforts of those involved over the past decade?

2.      What was it like for the two of you to lead the creation of the Practical Guide to High Leverage Practices in Special Education, and how did you manage such a large team of contributing authors?

3.      From your perspectives, what has implementation of HLPs looked like over time, and how is momentum building for educators in the U.S. and Canada to increase both consistency and fidelity? 

4.      Are there success stories from districts that have fully embraced the framework? 

5.      What challenges remain in the field of special education?

6.      Lastly, what advice would you give to listeners who are eager to improve special education practices and enhance their own performance?

🎧 I’m thrilled to welcome Jared Stewart, Program Director at Scenic View Academy in Utah, to this episode of The Golden Ticket for Improving Special Education! Jared is a highly respected autism and disability advocate and a leading expert in fostering independence and preparing individuals with disabilities for real-world success.

✅ In this episode, we discuss:
🔹 How overprotection can hinder academic, social, and life skills development
🔹 The importance of allowing students to make mistakes and learn from them
🔹 Practical strategies for empowering students to become more independent
🔹 The real-world impact of embracing The Dignity of Risk

Part 1: The Vision Behind IEP Co-Pilot

We kick things off with Sean Klamm, who shares the origin story of IEP Co-Pilot, the motivation behind its development, and how it’s reshaping the IEP process. Sean also breaks down the differences between the free and district-licensed versions, offering insights into how each can support special educators.

Other key takeaways include:
 🔹 The evolving role of AI in special education for educators and students.
🔹 How IEP Co-Pilot and AI tools are streamlining case management and IEP writing.
 🔹 Insights from collaborating with special education administrators on AI-driven solutions.
 🔹 The future of AI in enhancing efficiency while keeping the all important human touch for our students. 

Part 2: A District’s Experience with IEP Co-Pilot

In the second half, we hear from Dr. Lori Leppert, Special Education Director in Illinois, who shares her firsthand experience implementing AI-powered IEP tools in her district.

 Topics we discuss:
 ✅ Her journey from Playground IEP to IEP Co-Pilot and the key differences.
 ✅ Why her district sought an AI-driven IEP solution.
 ✅ Challenges and successes in adopting AI for special educators.
 ✅ How IEP Co-Pilot is transforming case management and scheduling.
 ✅ What her staff values most about AI-powered support.

Whether you’re a special education administrator, teacher, or advocate, this episode is packed with real-world insights on how AI can revolutionize special education services.

🎧 Listen now to learn how AI is reshaping IEP development and empowering educators!

In this episode of The Golden Ticket to Improve Special Education, Bob Barrows sits down with Dr. David Bateman, nationally recognized scholar and co-author of the 4th Edition of A Principal’s Guide to Special Education.

Dr. Bateman shares what inspired this new edition and discusses the most significant changes shaping special education today. Topics include:

• The evolving role of principals in leading inclusive schools
• Key legal responsibilities every administrator must understand
• Strategies for supporting IEP teams and building strong collaboration with staff and families
• The intersection of MTSS and special education
• Addressing staffing challenges and teacher retention
• Future opportunities and pressing challenges for school leaders

Whether you are a seasoned administrator or an aspiring principal, this episode provides actionable insights and one “golden ticket” takeaway to strengthen your leadership in special education.

In our last episode, Dr. David Bateman reminded us of the legal and leadership responsibilities principals carry in special education. Today, we’ll see how those ideas come alive at Monroe, and we’ll use our Clarity and Order platform of Climate, Structure, and Performance framework to understand how Brett and his team have shifted their culture, strengthened their systems, and improved outcomes for students and staff.”

Guest: Dr. Joanne Panopoulos, Assistant Superintendent for Special Education & Student Services
Host: Bob Barrows
Podcast: The Golden Ticket to Improve Special Education

Episode Summary

In this powerful episode, Bob sits down with Dr. Joanne Panopoulos, a respected special education leader with 33+ years in the field, to explore Emotional Intelligence—the fourth element in the Climate domain of the Clarity & Order for Special Education Success framework.

Together, they unpack what it truly means to lead with emotional awareness, courage, and compassion in modern special education systems. Joanne draws from her experiences across Illinois districts—highlighting her SEL roots, leadership growth, and her district’s ongoing journey to deepen staff wellness and emotional balance.

If you’ve ever wondered how to sustain yourself as a leader, how to build trust with families, or how to create a districtwide culture that supports staff and students, this conversation is a must-listen.

Key Topics Covered

✔ Emotional Intelligence as a Leadership Priority

• Why EI is foundational to special education leadership
• How emotional awareness reduces reactivity and improves decision-making
• Strategies for managing the “roller coaster” of administrative work

✔ The Evolution of SEL to Staff Wellness

• How Joanne’s SEL work in a P–22 district shaped her leadership
• The power of having an SEL coach and model to guide implementation
• Why adults must learn, model, and live SEL competencies—not just teach them

✔ The Five CASEL Competencies (and why they matter)

• Self-Awareness
• Self-Management
• Social Awareness
• Relationship Skills
• Responsible Decision-Making
   Joanne describes how she uses CASEL personally, professionally, and in districtwide training.

✔ Practical EI Strategies for Administrators

• Identifying emotions before responding
• Setting boundaries
• Separating feelings from facts (the “Q-TIP” mindset: Quit Taking It Personally)
• Using healthy routines to stay grounded
• Leading with kindness and belonging

✔ Building Districtwide Wellness Systems

Joanne details her district’s new Staff Wellness Strategic Initiative, including:

• Use of the Educator Wellness Framework
• Four wellness dimensions: Physical, Emotional, Mental, Social
• Inventorying existing resources before adding new ones
• Embedding wellness in the culture, not as a “one-off”

✔ Improving Climate for Students, Staff, and Families

• How relationship-driven practices support student regulation and belonging
• Importance of collaboration and psychological safety among staff
• Strategies for restoring trust with families
• “Listen to understand—not to defend.”

Highlighted Quotes

• “We are always becoming.”
• “If we are not taking care of ourselves, we cannot truly take care of others.”
• “Belonging shows up in the little moments—the dignity we give each student.”
• “Families thrive when we listen to understand rather than to defend.”
• “Predictable routines and boundaries are part of emotional intelligence.”

Resources Mentioned

• CASEL Framework – The Collaborative for Academic, Social, and Emotional Learning
  https://casel.org
• Educator Wellness (Kanold & Boogren) – Framework used by Joanne’s district
• Panorama Education – School climate and SEL survey tools
• State-required climate surveys (example: Illinois 5Essentials)

Connect With Today’s Guest

Dr. Joanne Panopoulos
Assistant Superintendent for Special Education & Student Services
www.linkedin.com/in/joanne-panopoulos-ed-d

About Your Host

Bob Barrows is a national special education leader, consultant, and host of The Golden Ticket to Improve Special Education. He leads professional learning events on both the Atlantic and Pacific coasts through his Clarity & Order for Special Education Success platform.

Learn more: www.bobbarrows.com

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Element 13 — Staffing Solutions (Performance Domain)

Featuring: Noel Ginsburg, Founder of CareerWise

⭐ EXECUTIVE SUMMARY

In this powerful episode, Bob Barrows welcomes Noel Ginsburg — entrepreneur, nonprofit leader, and founder of CareerWise — for a transformative look at how apprenticeships are reshaping solutions to special education staffing shortages.

Noël shares how founding his first company during college, mentoring students through the “I Have a Dream” Foundation, and a life-changing trip to Switzerland all converged into the creation of CareerWise, an apprenticeship model now scaling across the United States. Through partnerships with school districts, state departments of education, and higher education institutions, CareerWise is creating sustainable earn-and-learn pathways that strengthen the teacher workforce — including Special Education Generalist licensure pathways.

Bob and Noel dig deep into how paraeducators can become licensed special education teachers, why apprenticeship improves retention, and how this model is building a symbiotic path to adult success for students and educators alike.
 

Episode Transcript

⭐ KEY TAKEAWAYS

1. Apprenticeships solve staffing shortages by growing teachers from within

Paraeducators already know the classroom, understand student needs, and bring commitment — making them ideal candidates for SPED teacher apprenticeships.

2. Switzerland inspired a scalable U.S. model

Seeing a country where 70% of students enter apprenticeships showed Noël that mentorship, soft-skill development, and workplace-based learning could work at scale in America.

3. Apprenticeship is an “options multiplier” for young people

Students can go directly into work, continue postsecondary education, or do both — expanding opportunity rather than limiting it.

4. Legislation + higher-ed innovation were essential

Colorado passed enabling legislation allowing teaching credentials through nontraditional, work-based pathways — opening the door for special education licensure via apprenticeship.

5. Rural communities benefit profoundly

Teacher Degree Apprenticeships allow future teachers to stay in their hometowns while earning credentials, combating rural teacher shortages.

6. Apprenticeship strengthens national unity

Noël believes that expanding pathways to family-sustaining careers can help heal division by creating visible opportunity for all.

CW Transcript

⭐ EPISODE HIGHLIGHTS WITH TIMESTAMPS

(Timestamps correspond to transcript markers)

00:00 – Introduction
Bob frames the episode around staffing shortages in special education and introduces Noël’s background.

03:00 – Entrepreneurship roots
Noël explains founding Intertech Plastics and realizing early that success depends on surrounding yourself with skilled talent.

06:00 – The “I Have a Dream” Foundation and a 90% → 90% turnaround
His 10-year commitment to 42 students shaped his belief in scalable, caring systems.

08:00 – The Switzerland revelation
The moment he realized apprenticeship could be a nationwide solution for workforce development.

11:00 – Bringing the model to Colorado
Texting Governor Hickenlooper, organizing a 48-person delegation, and building the first U.S. proof points.

15:00 – Overcoming misconceptions about apprenticeship
Educating parents, schools, and business leaders that apprenticeship expands — not restricts — opportunity.

21:00 – What schools need from modern workforce pipelines
Why business partnerships allow schools to teach what they teach best while leveraging real-world environments.

29:00 – Teacher Degree Apprenticeships in Colorado
How legislation enabled teaching credentials — including Special Education Generalist licensure — through work-based learning.

32:00 – The Harrison School District example
A paraeducator apprentice in SPED shows how the pathway transforms careers and solves staffing shortages.

35:00 – What it takes to expand SPED apprenticeships nationally
Demand, leadership vision, legislative support, and strong intermediary organizations.

41:00 – Why apprenticeship is about more than jobs
A unifying national force that restores pathways to opportunity.

CW Transcript

⭐ QUOTABLE MOMENTS

“Apprenticeship is an options multiplier — it expands pathways rather than narrowing them.” — Noel

“Paraeducators know the classroom. When they choose to pursue licensure, that choice is priceless.” — Noel

“We’re not building a program; we’re building systems that can change a country.” — Noel

“What you’re describing is a symbiotic path to adult success — that’s why you’re on this show.” — Bob

Reality of Local MTSS & SDI Implementation

Guest: Dr. Tessie Rose Bailey

Director, Progress Center | National Leader in MTSS, Intensive Intervention, and Special Education Systems

⭐ Episode Summary

What is the real state of MTSS implementation in schools today?

In this timely and practical episode, Bob Barrows sits down with Dr. Tessie Rose Bailey to explore one of the most important realities in education today:

Dr. Bailey shares what she is seeing across states and districts, where systems are thriving, where they are struggling, and what leaders must rethink immediately.

This conversation dives into:

•  Why general education and special education still function in parallel systems
•  How schools often prioritize interventions over strong Tier 1 instruction
•  Why belonging may be one of the strongest predictors of student success 
•  The truth about SDI across tiers
•  Why progress monitoring often becomes compliance instead of action
•  The leadership mistake of trying to “implement MTSS” instead of using MTSS to achieve outcomes 
•  How schedules, collaboration time, and role clarity make or break success 

If you lead schools, support special education, coach teachers, or care about better outcomes for students with disabilities—this episode is essential listening.

⭐ Key Takeaways

1. Parallel Systems Are Still Common

Many schools run MTSS in general education while special education operates separately.

2. Strong Core Instruction Comes First

Interventions cannot compensate for weak Tier 1 instruction.

3. Belonging Is a Serious Academic Issue

Students succeed more when they feel connected and included.

4. SDI Is Not Just Tier 3

Specially Designed Instruction can occur across tiers based on student needs.

5. Progress Monitoring Must Be Efficient

Data should guide instruction—not consume all available time.

6. Leadership Must Focus on Outcomes

Don’t ask: How do we implement MTSS?
Ask: What outcomes do we want, and how do we organize to get there?

⭐ Bob’s Leadership Reflection

This episode strongly aligns with the Clarity & Order Framework:

Climate

Belonging, confidence, morale, collaboration

Structure

Scheduling, roles, systems, MTSS design

Performance

Student progress, outcomes, access, growth

⭐ Recommended Audience

•  Special Education Directors 
•  Principals 
•  MTSS Coordinators 
•  Instructional Coaches 
•  School Psychologists 
•  Teachers 
•  State Leaders 
•  Graduate Students in Leadership 

⭐ Connect with Bob Barrows

The Barrows Barometer for Special Education
 Take the Pulse. Target the Change.

Who Owns SDI? A Systems-Level Conversation with Dr. Tessie Bailey

What happens when Specially Designed Instruction becomes more than just an IEP term—and starts becoming a shared responsibility across an entire school system?

In this powerful conversation, Bob Barrows sits down with Dr. Tessie Rose Bailey from the PROGRESS Center to examine SDI through four critical lenses: the special education administrator, building principal, instructional coach, and special education teacher.

Together, they unpack one of the biggest challenges in special education today: many educators still struggle to clearly define what SDI actually is—and what it is not.

The discussion explores:

• The difference between accommodations and SDI 
• Why co-teaching often lacks intentional SDI planning 
• How instructional coaches can strengthen implementation 
• What principals should actually look for during walkthroughs 
• Why progress monitoring must drive instructional decisions 
• How “Beating the Odds” schools align every layer of the system around student success 

Dr. Bailey also shares practical insights from her national work supporting schools through the PROGRESS Center, Lead IDEA Center, MTSS implementation, and instructional coaching systems.

Most importantly, this episode brings clarity back to the heart of special education:

“What is the impact of the disability, and what are we going to teach the student to reduce that impact?”

If you are a special education teacher, administrator, instructional coach, related service provider, or school leader, this episode will challenge and strengthen the way you think about SDI implementation.

🎧 Listen now and join the movement toward stronger instructional systems for students with disabilities.

#SpecialEducation #SDI #MTSS #InstructionalLeadership #Inclusion #SpecialEducationLeadership #TheGoldenTicket

🎙️ Show Notes

Who Owns SDI? A Systems-Level Conversation with Dr. Tessie Bailey

In this powerful systems-level conversation, Bob Barrows sits down with Dr. Tessie Bailey to explore one of the most misunderstood topics in special education today: Specially Designed Instruction (SDI).

Rather than discussing SDI from only the classroom perspective, this episode examines SDI through four critical lenses:

•  Special Education Administrator 
•  Building Principal 
•  Instructional Coach 
•  Special Education Teacher 

Together, Bob and Dr. Bailey unpack how each layer of the educational system either strengthens—or weakens—the implementation of high-quality SDI for students with disabilities.

This conversation moves beyond compliance and into what truly drives student outcomes: clarity, instructional alignment, collaboration, and intentional practice.

🔥 Key Themes Discussed

🔹 What SDI Actually Is

•  Why many educators still struggle to define SDI clearly 
•  The difference between SDI, accommodations, and modifications 
•  Why SDI is not determined by location or staffing alone 

🔹 The Two Questions That Clarify SDI

Dr. Bailey repeatedly returns to two critical questions:

and

These two questions became the instructional backbone of the episode.

🔹 SDI Through Four Professional Lenses

🎯 Special Education Administrator

•  Building district-wide clarity around SDI 
•  Providing role-specific professional development 
•  Supporting principals through proactive collaboration 
•  Moving beyond crisis management toward instructional leadership 

🎯 Building Principal

•  What principals should actually look for during classroom walkthroughs 
•  Why principals cannot identify SDI without first understanding the impact of the disability 
•  Structuring meaningful conversations with special education teachers 
•  Supporting co-teaching systems intentionally 

🎯 Instructional Coach

•  Helping teachers document, design, and implement SDI 
•  Using student data to refine instructional adaptations 
•  Coaching teachers through content, methodology, and delivery decisions 
•  Supporting long-term instructional planning instead of reactive instruction 

🎯 Special Education Teacher

•  Understanding the difference between teaching content and addressing the impact of the disability 
•  Designing intentional SDI within co-taught classrooms 
•  Supporting executive functioning and learner independence 
•  Why “special education is the long game” 

🔥 Powerful Discussion Topics

✅ Co-Teaching Reframed

Dr. Bailey discusses the evolving “gold standard” of co-teaching and explains why the role of the special education teacher must remain intentionally connected to SDI—not simply classroom support.

✅ Accommodations vs SDI

One of the most impactful moments in the episode:

This distinction provides critical clarity for teachers, administrators, and IEP teams.

✅ MTSS and Special Education Alignment

The episode explores how modern MTSS systems should integrate—not separate—students with disabilities within tiered instructional systems.

✅ “Beating the Odds” Schools

Dr. Bailey shares insights from schools nationally where students with disabilities are performing at levels close to their peers without disabilities.

Common themes included:

•  Clear leadership alignment 
•  Strong instructional coherence 
•  Intentional SDI implementation 
•  Shared understanding across all stakeholder groups 

🔥 Signature Quotes from the Episode

🔥 Resources Mentioned

🌐 PROGRESS Center

Promoting progress for students with disabilities through instructional systems and SDI implementation.

🌐 Lead IDEA Center

Supporting principals and educational leaders in understanding their role in special education implementation.

🌐 International MTSS Association

Focused on building clarity and alignment around MTSS implementation nationwide.

🔥 Final Reflection

One of the strongest takeaways from this conversation is that SDI cannot rest solely on the shoulders of special education teachers.

When special education directors, principals, instructional coaches, and teachers operate with shared clarity and purpose, students experience stronger instruction, greater belonging, and better outcomes.

This episode is a reminder that: