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.