From Intention to Implementation: Turning Your Powerful Goal into Daily Practice

The start of a new school year brings a burst of energy, fresh supplies, and big dreams. In my last post, Back to School: How One Powerful Goal Can Transform Your Year, we focused on the power of choosing one guiding goal for your year.

But here’s the truth: a goal written on paper doesn’t create change. Implementation does.

So how do you move from setting a meaningful intention to actually living it out day by day-without adding to the overwhelm? Let’s break it down into simple, sustainable steps.

1. Anchor Your Goal in Daily Routines

The best way to keep your goal alive is to tie it to something you already do. Think of it like a habit “hook.”

• If your goal is to be more intentional with intervention, add one step: jot a quick note after each session about what worked and what needs adjusting.

• If your goal is to nurture student independence, build in a routine where students choose their own materials at the start of small group time.

Attaching your goal to an existing routine makes it automatic-no extra to-do list required.

2. Break Big Goals into Micro-Steps

One of the fastest paths to burnout is thinking you have to do it all at once. Big goals feel overwhelming, but when you break them into micro-steps, they feel doable.

Instead of: “Differentiate for every student.”
Try: “Choose one activity this week and provide two levels of support.”

Instead of: “Be intentional with every lesson.”
Try: “This week, I’ll focus on one small group and track progress closely.”

Small, consistent steps build momentum and create long-term impact.

3. Use Reflection as a Reset

Reflection isn’t about perfection-it’s about noticing, adjusting, and moving forward. Set aside just 5 minutes a week to ask yourself:

1. Did my actions align with my goal this week?

2. What worked really well?

3. What one small shift can I make next week?

Pair this with something enjoyable: your Friday afternoon coffee, a quiet moment after dismissal, or even during your drive home. Reflection keeps your goal alive and flexible.

4. Celebrate Small Wins

Here’s the part most of us skip: celebrating.

• A student blends sounds they struggled with? That’s a win.

• You finish small group time with less stress? That’s a win.

• You stick to your reflection routine for two weeks in a row? Huge win.

Progress builds when you acknowledge it. Consider keeping a “win journal” or sharing quick celebrations with a colleague. Small wins fuel the motivation to keep going.

Final Thoughts

Your one powerful goal was never meant to stay on a sticky note or a page in your planner. It’s meant to guide the small, daily actions that shape your teaching and your students’ growth.

Big change doesn’t come from big leaps-it comes from the way you align your routines, micro-steps, reflections, and celebrations with your intention.

So here’s your challenge: choose one strategy from this post and try it this week. That’s implementation in action.

Be clear, be confident and don’t overthink it. The beauty of your story is that it’s going to continue to evolve and your site can evolve with it. Your goal should be to make it feel right for right now. Later will take care of itself. It always does.

Back to School: How One Powerful Goal Can Transform Your Year

The smell of freshly sharpened pencils. The neatly stacked classroom supplies. The buzz of energy in the hallways. Back-to-school season has a way of bringing both excitement and an overwhelming to-do list.

As educators, it’s easy to get caught up in lesson plans, classroom setup, and schedules. But before the year takes off at full speed, there’s something even more important to prepare-your personal goal for professional growth.

I’m not talking about a checklist of twenty things you should do. I’m talking about one, single, meaningful goal that you intentionally focus on this year-something that would make you say at the end of the year, “That changed the way I teach.”

The Year I Chose “Meaningful Data”

Many, many (many!) years ago, my goal was simple but powerful: take more meaningful data.

I had always collected data-it’s part of the job. But if I’m honest, much of it was just numbers on a page. It wasn’t always guiding my decisions as effectively as it could have. So I committed to slowing down, tracking student performance in a more intentional way, and, most importantly, using that data in real time to adjust my teaching.

What changed?

• I could see patterns and trends sooner.

• I felt more confident in explaining progress to parents and colleagues.

• My instruction became laser-focused on what students actually needed-not what I thought they needed.

• And my students? They made bigger gains because I was better.

Why One Goal Works Better Than Ten

Educators are notorious for setting huge lists of goals at the start of the year. The problem? We burn out, lose track, and end up feeling like we fell short.

Choosing one meaningful goal allows you to:

• Focus your energy and attention.

• Build habits that stick beyond this school year.

• See visible progress and celebrate wins along the way.

How to Choose Your Goal

If you’re not sure where to start, ask yourself:

• What’s one area of my teaching that would make the biggest difference if I improved it?

• Where have I felt the most frustration in the past year?

• What’s something I’ve always wanted to get better at but never made time for?

Your goal might be:

• Incorporating more movement into lessons.

• Giving more specific feedback to students.

• Strengthening relationships with families.

• Streamlining lesson planning to save time.

This Year, Choose with Intention

When you walk back into your classroom, office, or therapy room, don’t just think about what your students will learn. Think about what you will learn and how you’ll grow.

Pick your one powerful goal. Write it down. Share it with a colleague. Keep it in front of you all year.

For me, it was meaningful data. For you, it might be something entirely different. But I promise-one intentional goal can change your teaching and your perspective in ways you can’t predict.

Here’s to a year of growth, for your students and for you.

How to Know When Instruction Is and Isn’t Working

What to look for-and what to do instead of reaching for new materials.

As educators, it’s easy to assume that when something in intervention isn’t going well, the problem lies with the materials. We try a new worksheet, a new app, or a new program altogether. But here’s the truth: the success of an intervention is far more dependent on the instruction than the materials used.

So how do you know if your instruction is actually working? And what should you do if it’s not?

Let’s break it down.

Signs That Your Intervention Is Working

1. Student growth is visible-even if it’s small.
   You’re seeing measurable improvement over time in the target skill (blending, segmenting, decoding, etc.), even if it’s not happening overnight.

2. Students are engaged and participating.
   They may not get everything right, but they’re trying. They’re responding, taking risks, and showing up to group with energy (even if a little wiggly!).

3. Progress monitoring data reflects improvement.
   Whether you’re using a checklist, screening tool, or informal notes, you’re noticing positive movement.

4. You’re able to teach responsively.
   Your instruction is flexible and based on what students are doing in real time-not locked into a script or worksheet sequence.

Red Flags That Intervention Isn’t Working

1. Students aren’t making progress, even with repeated exposure.
   If students are practicing a skill (like segmenting) regularly and it’s still not sticking, that’s a sign that the instructional approach needs adjusting.

2. You’re reteaching the same skill in the same way, with no change in outcome. Repetition doesn’t equal growth if the method isn’t right. This often means it’s time to teach differently, not just again.

3. Student behavior is showing you they’re confused or disengaged.
   Silence, guessing, off-topic responses, or refusal may all point to the instruction being either too hard or not explicit enough.

4. You feel like you’re guessing instead of teaching.
   If your sessions feel like trial and error with no clear focus, it’s likely a planning or strategy gap-not a student failure.

So What Can You Do?

Instead of switching to a brand-new program, try this first:

• Zoom in on one skill: Identify the exact skill that’s breaking down (e.g., blending initial consonants or segmenting CVC words).

• Adjust the task, not just the tool: Keep the same words or targets, but change how you’re teaching them-maybe more modeling, guided practice, or use of manipulatives.

• Add letters if you’re not using them: Phonemic awareness is most effective when paired with graphemes.

• Track one change at a time: Document how students respond when you adjust your method-this gives you actual teaching data to reflect on.

• Collaborate with a colleague: Sometimes a 5-minute debrief or shared group session can help uncover what you couldn’t see on your own.

Coming Next: Why Differentiated Instruction Is a Specialized Skill

We often talk about differentiation like it’s just about offering choices or adjusting groups-but true differentiated instruction is so much more. It requires intentional planning, real-time responsiveness, and deep understanding of where each student is in their learning journey.

In my next blog post, I’ll dive into why differentiated instruction isn’t just a buzzword-it’s a highly specialized skill that deserves more attention, more support, and more training.

If you’ve ever felt overwhelmed trying to meet everyone’s needs at once… this one’s for you. Stay tuned.

Why I Built My Own Intervention Programs-And What They Can Do for Your Students

If you had asked me years ago whether I’d ever create my own intervention programs, I probably would’ve laughed and said, “No way-no one working in public education has the time for that!” But after years as a school-based SLP, working closely with teachers and interventionists, I kept seeing the same patterns. Students were falling farther and farther behind-not because they lacked ability or effort, but because the supports in place weren’t always meeting them where they were.

And this isn’t about blame. Classroom teachers are hardworking and passionate, balancing a wide range of student needs with very limited time and resources. Interventionists are deeply skilled at breaking complex tasks into manageable steps. SLPs bring expertise in language development and sound systems, helping uncover the small but critical skills that can block progress. When we all work together, we can move mountains-but the reality is, the system doesn’t always make that easy.

There just aren’t enough resources. Staffing is stretched thin, materials are limited, and the school day is packed from bell to bell. There often isn’t enough time carved out for focused intervention. Scheduling services becomes a logistical puzzle, and despite everyone’s best efforts, it’s hard to give kids the consistent, individualized support they need-especially when foundational skills like decoding or phonemic awareness are lagging.

I’ve always been passionate about early literacy, but like many SLPs, my work spanned everything from articulation and language to fluency and pragmatics. It wasn’t until I had the chance to zero in on early reading that I saw how powerful the connection is between speech and phonics.

That’s when everything started to click.

Built from the Ground Up With Students at the Center

I created two intervention programs-one for phonics and foundational reading, and one for speech sound development-because I saw a need for something more responsive, efficient, and effective. These aren’t just another set of lessons or a boxed curriculum. In fact, they’re not a curriculum at all. They don’t follow a script-they follow the student. Every session is rooted in research, guided by data, and built around what each child needs to grow.

The programs were piloted, refined, and officially launched two years ago. And the results? Even better than expected. We’re not just closing gaps-we’re eliminating them. By the end of the year, Tier 2 students are often performing right alongside their Tier 1 peers. That kind of progress makes a real difference-for students, for teachers, and for SLPs.

What Makes These Programs Different?

• They’re data-driven, not script-driven. No two kids are the same, and the intervention shouldn’t be either.

• They’re short, focused, and effective. Most sessions are just 15 minutes (or less), 2-3 times per week-and they work.

• They’re collaborative. Because it truly does take a tribe.

• They’re designed for real schools and real schedules. No fluff, no overwhelm-just tools that help students grow.

What You Can Expect Here

This blog is for anyone supporting early learners-SLPs, interventionists, classroom teachers, administrators, and parents. Here, you’ll find:

• Practical strategies for speech and reading intervention

• Insights from real data and success stories

• Tips for effective collaboration between SLPs and teachers

• A behind-the-scenes look at how my intervention programs work-and why they get results

Every child deserves a strong foundation in speech and literacy. With the right support at the right time, we can change the trajectory of a student’s learning journey.

Thanks for joining me. This is just the beginning-stick around as we dig deeper together.