Explore the Best of Travel-Free PD — Learn more >>

Megan Clarke

Megan Clarke is the executive director of a special education collaborative serving four school districts in Illinois. In addition to supporting the collaborative, her work focuses on building partnerships with parents, community agencies, and other districts.

Availability: In stock
Format:
USD $0.00

Megan Clarke

Megan Clarke is the executive director of a special education collaborative serving four school districts in Illinois: Adlai E. Stevenson District 125, Kildeer Countryside Community Consolidated School District 96, Lincolnshire-Prairie View School District 103, and Fox Lake School District 114.

Megan has more than 25 years of experience in education, serving as an assistant superintendent of pupil services and bilingual services, director of special education, principal, assistant principal, and as a special education teacher.

She also served on a transformation team for a state takeover district in Illinois. During her tenure with the district, Megan made significant changes in special education and general education supports that allowed the district to close more than 15 state findings.

In another role, Megan collaborated with neighboring school districts to build classrooms for students with significant needs, allowing students to attend schools with typical peers within their own school communities.

Megan also serves on the board of the Illinois Alliance of Administrators of Special Education and co-chairs the federal committee.

Megan earned a bachelor’s degree in speech and language pathology from the University of Arkansas, an educational specialist degree in leadership from Northern Illinois University, and two master’s degrees in special education and administration from National Louis University.


Presentations by Megan Clarke

  • Improving Student and Team Success Through Meaningful IEPs
  • Legally Defensible IEPs After Endrew F. vs. Douglas County School District
  • What Can a BCBA Do for My School District?
  • When Parents Unilaterally Place a Child Challenged by Disabilities in a Private School: A Game of High-Stakes Poker for Both Parents and School Officials
  • RTI Framework, One District’s Journey of Implementation