How to Build IEPs That Truly Support Every Student

Kevin P. Chavous: Jenny Kendall Lee, special programs at Stride Incorporated. How do we build a system where every student thrives? This is what I want to know.

Kevin P. Chavous: Jenny, I’m so glad you’re here. I always tell you, you’re one of my favorite people and I also enjoy the work you’re doing. Let’s jump right in. We know virtual education works for so many kids, but Jenny, some people don’t understand or see how it could work in the area of special needs. So talk first of all a little bit about that, and the work you’re doing at Stride in that regard.

Jenny Kendall: Sure, sure. You know, that still is a question today, and I think it became more prevalent during times of Covid when we had brick-and-mortar districts that had to jump in quickly and pivot to online learning. The benefit of working for Stride is we’ve been doing this for 25 years. So we have some of the framework embedded and already in place for our students with exceptional needs or special needs. I always say to people that I have been doing this for a long time, 20-plus years. If the entire team encompassing a student—whether that be the parent, the learning coach, the speech therapist, the special education teacher, the general education teacher, the school administration—if everybody puts their heart and soul into ensuring that this will be successful for a student with special needs, then it’s going to be successful for that student. Again, that varies by student—who the support staff are, what frequency, intensity, and duration they provide. But it’s individualized for each student, provided through varying online platforms using forms of assistive technology to ensure our students have what they need to be successful, productive, and graduate as well.

Kevin P. Chavous: We know that virtual education works for some students. For some, it doesn’t. And we know the same may apply to students with special—or as you said—exceptional needs. When does it work and when doesn’t it?

Jenny Kendall: Yeah, great question. I’m going to speak in broad terms because I do believe it can work for really all students, again, if all parties are committed and devoted to what may be extensive or extra work to drive success. We’ve seen students transition exceptionally well from brick-and-mortar environments when they had environmental challenges. It could be something as simple as fluorescent lights distracting a student with autism, changing classes, hallway noise, or navigating stairs. Removing those distractions in a home environment eliminates many barriers. Even students with ADHD—if they need to move or play with fidget toys—they can do that at home without being a distraction.

Kevin P. Chavous: You said any child could succeed in virtual education if everyone is committed. What exactly does that mean?

Jenny Kendall: The heaviest weight is on the educational system—administrators, teachers, and support staff. As a special education director across a network of schools, I have to ensure that we layer on what each student needs. That could mean one-on-one instruction, daily reminders to log in, or sending assistive technology. We work with students with severe physical disabilities, sending adaptive tools so their computers work for them. Parents also play a role by accepting and supporting these resources in the home.

Kevin P. Chavous: Can students with special needs get the same comprehensive services online as in person?

Jenny Kendall: Yes, with a few exceptions. I began as a speech-language pathologist, and sometimes face-to-face interaction is needed—like using a tongue depressor for speech formation. But 95% of services can be delivered online.

Kevin P. Chavous: What about kids struggling with technology?

Jenny Kendall: That’s where assistive technology experts come in—whether they need text read aloud, speech-to-text, a different mouse, enlarged screens, or color adjustments. It’s about meeting students where they are.

Kevin P. Chavous: Let’s talk about IEPs. They’re key to mapping out strong educational experiences.

Jenny Kendall: Absolutely. We follow IDEA guidelines. The goals in IEPs stay the same whether online or in-person. We often transition IEPs from brick-and-mortar with minor adjustments—for example, removing supports like hallway transitions that aren’t needed online.

Kevin P. Chavous: How do you monitor progress?

Jenny Kendall: Through multiple layers of assessments—school-wide and specialized tools for IEP goals. Teachers have what they need to ensure progress.

Kevin P. Chavous: What’s a day in the life like for a special needs student online?

Jenny Kendall: It varies by student. They might start with a general education class, followed by one-on-one sessions with special education teachers. There’s flexibility—students can move around if needed. The online setting allows for personalized schedules.

Kevin P. Chavous: How do you manage teacher shortages?

Jenny Kendall: We’ve built a team of special education teachers licensed in multiple states. They can step in remotely when needed, ensuring continuity of service regardless of location.

Kevin P. Chavous: Autism support seems to be a strong point. Why is that?

Jenny Kendall: The home environment removes sensory overload—no humming lights, loud bells, or peer misunderstandings. One parent told me school became the easiest part of her son’s life after joining us. That’s what we aim for.

Kevin P. Chavous: How will AI and tech advances impact your work?

Jenny Kendall: Technology is ahead of regulations. Adaptive learning tools notify teachers live when a student struggles, but current IEP frameworks aren’t built for that. We need to evolve compliance to match where technology is leading—toward real-time, personalized intervention.

Kevin P. Chavous: Do you see regulations changing?

Jenny Kendall: Not yet, but it’s something I hope to push forward, just like we shifted the mindset from special education being a place to being a service.

Kevin P. Chavous: If Jenny Kendall says it’ll happen, it will. Thanks for everything you do.

Jenny Kendall: Thanks, Kevin. I appreciate your support.

Kevin P. Chavous: Thanks for listening to What I Want to Know. Be sure to follow and subscribe on your favorite podcast app. Join the conversation using #WIWTK. For more on Stride and online education, visit stridelearning.com. I’m Kevin P. Chavous—thanks for joining.