I’m Lisa Capobianco Alexander, Ed.S., a special education consultant, literacy specialist, and educator with over a decade of experience supporting students with complex learning needs.

Before launching my consulting practice, I spent ten years as a special education teacher. During that time, I developed and implemented IEPs, collaborated with multidisciplinary teams, and supported students across academic, executive functioning, and transition domains. That classroom experience continues to shape how I approach advocacy and consulting work today.

My work focuses on helping families, educators, and legal teams understand the relationship between educational data, instructional practice, and student outcomes. By analyzing records, reviewing evaluations, and observing how services are implemented in real classrooms, I help translate complex documentation into clear insights that support thoughtful decision-making.

In addition to my consulting work, I serve as an Adjunct Professor in the Special Education Department at Bridgewater State University, where I teach coursework in disability advocacy, IEP development, and Universal Design for Learning. I am also currently a Doctoral Candidate (Ed.D.) in Educational Leadership at Merrimack College.

Across all areas of my work, my goal is to help align educational plans with both the documented needs of the student and the realities of how instruction happens in classrooms.

Education & Credentials

• Doctoral Candidate (Ed.D.), Educational Leadership, Merrimack College
• Ed.S., Language Arts & Literacy, University of Massachusetts Lowell
• Graduate Certificate, Transition Leadership, University of Massachusetts Boston
• Graduate Certificate, Wilson Reading, Fitchburg State University
• M.Ed., Special Education (Severe Needs), Bridgewater State University
• B.A., Psychology, Fairfield University

My Approach I believe that effective advocacy and consulting begins with careful analysis and a clear understanding of the student as a whole learner. I look at how evaluations, instructional decisions, and service delivery work together over time. This systems-level perspective helps families and professionals identify practical next steps that support both student progress and collaborative problem-solving.