TED SCOTT-SMITH
SPECIAL EDUCATION
CONSULTING & ADVOCACY
Real help and practical solutions for real-life special education challenges. IEPs, behavior strategies, advocacy, and school communication. I’m a seasoned educator with 20 years of public school experience, offering IEP coaching, virtual support, and honest guidance that gets results. I help families navigate the system with clear problem-solving and real tools. Based in the Bay Area, serving families nationwide.
My Story
I’ve spent close to two decades inside classrooms and conference rooms solving real problems for real students. I’ve taught in public schools, led IEP teams, managed caseloads, and consulted for curriculum developers and ed-tech companies whose tools are being used in classrooms today. I’ve trained other teachers at the district level on how to implement curriculum with best practices in a major urban district, making sure what gets rolled out actually helps students.
I’ve also worked alongside many advocates over the years, so I know how teachers and administrators tend to think and operate. My approach is not adversarial. Because I’ve been on the inside, I understand how to collaborate in a way that gets schools to engage instead of shut down. That means families I work with often get more traction and stronger results.
I’m also a father of children with IEPs, so I know how it feels to sit on the parent side of the table. Every family is different. Every child is different. I keep my practice small so I can dig into the details and deliver problem solving that fits your exact situation.When you reach out, I’m the one reading the files, writing the emails, and moving things forward.
Who I Work With
Families at any stage of the special education process. Whether you’re just starting out or already deep in it, I help you get clarity, spot what’s missing, and take meaningful action.
If you’re feeling stuck, dismissed, or overwhelmed, I help you move forward with a real plan and steady support.
How I Work:
Recent Case Examples and Outcomes
Case Example 1.
From 0% Inclusion to Two Hours a Day in One IEP Meeting (California)
Situation
A student had zero time in a general education setting. Avoidance of inclusion had become normalized in the IEP. Transportation had also been removed, creating a separate access issue.
Goal
Restore meaningful general education inclusion and reinstate transportation, without escalating to a formal complaint.
Approach
In a single IEP meeting, I clarified LRE obligations, challenged placement assumptions, and required the team to separate services from setting. The team was required to put specific general education minutes and access in writing. Transportation eligibility was addressed independently and corrected.
Outcome
General education inclusion increased from zero to over two hours per day. Transportation was reinstated. The district offered compensatory services specifically for the period transportation was not provided.
Case Example 2.
Preventing an Involuntary School Site Change Without an IEP Meeting
(Florida)
Situation
A family was informed that their child would be moved to a different school site. The change was presented as mandatory, not optional. When the parent attempted to contest the decision, the district stated the move would proceed regardless. The change would have disrupted services, routines, and continuity.
Goal
Stop the mandated site change and keep the student at the family’s preferred school.
Approach
Over a two-week period during the summer, I worked through targeted written communication with district staff and administrators. No IEP meeting was convened. By slowing the process, clarifying placement rights, and reframing the issue around continuity, impact, and procedural obligations, the district was required to reassess its authority to mandate the move unilaterally.
Outcome
The district reversed course. The mandated site change was withdrawn, and the student remained at the current school, without filing a complaint, initiating due process, or convening an IEP meeting.
Case Example 3.
Revising Goals, Adding AAC Training, and Increasing Inclusion Without Reopening Placement
(Georgia)
Situation
A student was placed in a more restrictive setting with limited access to general education. Academic and communication goals were vague, and the student’s AAC device was inconsistently used due to lack of staff training.
Goal
Strengthen goals, increase meaningful general education inclusion, and ensure consistent AAC use through staff training, without reopening placement.
Approach
Through targeted written communication and pre-meeting preparation, I clarified the distinction between goals, services, and placement. Goals were rewritten with observable criteria. General education access and minutes were documented explicitly. AAC training was added as a required support for staff working with the student.
Outcome
General education inclusion increased. Goals were revised to reflect current skill levels. AAC training was implemented to support consistent device use across settings. The district implemented these changes without reopening placement or escalating to a formal dispute.
What Sets This Apart
Real classroom and case management experience
Most advocates have only taught for a few years, if at all. I’ve spent nearly twenty years actually teaching, advocating for students, running IEPs, managing caseloads, and helping over 200 families navigate real challenges. I’ve tutored in public and private settings, consulted for national education companies, and trained other teachers at the district level on how to use curriculum with top tier best practices.
Solutions beyond the meeting
This isn’t just about showing up at the table. I help you manage what’s happening in real time, at school and at home. That includes behavior, instruction, communication issues, and long term planning. I offer strategies and resources that work where it counts: in the classroom and in your living room. Because I’ve been a teacher and case manager, I understand how schools function and how teams make decisions. I’ve worked alongside many advocates and now offer that same level of consistent, real world advocacy to the families I support. My style is collaborative, not confrontational, and that often makes a real difference in how schools respond.
Small caseload
I take on a limited number of families at a time. That means faster responses, more attention to detail, and support that sticks through the whole process.
My Services
Hourly Support
Direct help when you need it
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IEP or evaluation review
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School meeting prep
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Advocacy and support crafting collaborative, school-friendly communication using insider knowledge of how districts work
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Home or school consults focused on academics, communication, or behavior
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Strategy session for focus, resources, and next steps
$150/hr
No commitment. Book only what you need.
Monthly Retainer
Ongoing advocacy and coaching with fast, as-needed support
Ongoing advocacy and coaching
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Trial Month — $750
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Three-Month Plan — $2,000
Included:
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One IEP meeting each month, limited to a single day (virtual or in-person)
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One 30-minute weekly check-in or focused training on an area of need, if needed
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Review of IEPs and related evaluations as part of meeting preparation
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Drafting and support with home–school communication
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Prompt follow-up to questions and urgent issues
If support needs go beyond what’s included in your retainer, additional time will be billed at the hourly rate.
Travel time for in-person meetings is billed separately at half the hourly rate ($75/hour).
You will always be notified before any additional billing takes place.
Let me know how I can help.
Note: I’m not an attorney and don’t offer legal advice, but I stay current on special education law and use it to guide families through the process.