Laura Wilk, M.Ed.

Laura Wilk, M.Ed., is a systems-level educational leader and regulatory compliance specialist with over 16 years of distinguished experience in special education administration, policy governance, and standard-of-care implementation. An established authority on the evaluation of FAPE provision and the engineering of legally defensible Individualized Education Programs (IEPs), Ms. Wilk provides objective, evidence-based litigation support and expert consultation for school districts, legal counsel, and educational systems nationwide. Ms. Wilk's expertise uniquely spans state policy authorship, high-risk district administration, and educational technology infrastructure. As the former State Coordinator at the Texas Education Agency (TEA), she authored the state's definitive Technical Assistance: Section 504 Guide and managed the Inclusion in Texas Grant, steering cross-functional initiatives focused on special education standards, behavior intervention frameworks, and multi-tiered systems of support (MTSS). At the local level, she has driven standard-of-care execution from the classroom to the executive cabinet. As the Administrative Supervisor of Critical Cases for Austin ISD, Ms. Wilk audited high-risk special education portfolios and engineered proactive dispute-resolution strategies to mitigate due process hearings and navigate formal state-level agency complaints. She currently serves as a Fractional Director of Special Education Operations, auditing campus portfolios to ensure that IEP goals are measurable, individualized, and fully compliant with state and federal regulatory requirements. As a pioneering compliance architect, Ms. Wilk co-founded IEP Sensei, where she and her team mapped federal IDEA statutory standards to build algorithmic verification structures capable of evaluating IEP data quality across all 58 U.S. educational jurisdictions. She has authored publications about special education frameworks, participated as a podcast guest expert on autism-specific IEP methodologies, and presented at state conferences and at the London International Conference on Education at the University of Cambridge, UK.