June 3rd Edition
AWSA Update
The AWSA Update Bulletin is ending the school year with the most-read articles of 2025-26.
All Means All: Data-Driven Leadership That Grows Every Student
Published January 14, 2026
As school leaders, we are constantly searching for ways to maximize impact around student learning. Yet for years, many of our accountability conversations have centered on proficiency, an outcome that often tells us more about which students are already successful than about how well we are serving all learners. In the Oostburg School District (OSD), we made a deliberate leadership shift several years ago by redefining success through student growth, rather than proficiency alone. Read more here.
Building a Meaningful Multi-Level System of Supports: Lessons from Forest Park Middle School
Published January 14, 2026
At Forest Park Middle School, we utilize a Multi-Level System of Supports (MLSS) to ensure every student gets what they need to be successful—academically, behaviorally, and socially-emotionally. This work has not been quick or easy. It has been an intentional, three-year process rooted in collaboration, reflection, and a shared commitment to meeting students’ needs. Read more here.
Beyond the “Seat at the Table”: Why Principal Presence in Special Education is Non-Negotiable
Published March 4, 2026
As school leaders, we often talk about “all students,” but the true test of that philosophy lies in how we lead our special education systems. In my seventh year as principal at Silver Spring Intermediate, I’ve come to realize that the most impactful work we do to close the achievement gap happens when we bridge the divide between the main office and the specialized learning environment. When we integrate our most vulnerable learners into the core of our leadership vision, we move beyond “management” and into true advocacy. Read more here.
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Specially Designed Instruction in Inclusive School Settings
Published October 29, 2025
As an administrator, you want to ensure that each and every student gets what they need, when they need it, and in the way they need it to be successful in school. For students entitled to special education services, this includes providing leadership to ensure each student with an IEP receives a free appropriate public education (FAPE) delivered in the least restrictive environment (LRE). Read more here.
Tips for Serving as the Local Education Agency Representatives on IEP Teams
Published November 25, 2025
The field of special education uses a lot of acronyms like IEP, FAPE, and LRE. While using acronyms can be an efficient way of communicating in some circumstances, it can become problematic when talking with people who do not understand the lingo, or when IEP team members forget what those acronyms represent. Read more here.
Twice Exceptional Students: What Administrators Need to Know
Published October 15, 2025
This article addresses key ideas related to students who are twice exceptional. It outlines what twice exceptionality is, an example of what a twice exceptional student is, what is at stake, and possible ways to respond to better serve the learning needs of these students. Read more here.
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