Every transformational initiative begins with a single, undeniable realization: a child’s true potential can only be unlocked when we see, understand, and evaluate the whole child. The Student Blueprint was born out of a deep-seated passion to move beyond superficial fixes and standard templates, creating a dedicated path forward rooted in comprehensive assessment and targeted, individualized action.

The story of The Student Blueprint began in the field—witnessing firsthand the frustration of watching children fall through the gaps of one-size-fits-all programming. True understanding requires looking beyond isolated behaviors or test scores. It demands a thorough evaluation of every facet of a child's life: their academic strengths, behavioral patterns, sensory and motor needs, emotional well-being, and unique learning style.

Our Story

This blueprint serves as a living, actionable strategy. It outlines targeted interventions, specific environmental and academic supports, and specialized services designed to meet each child’s exact needs. To ensure this plan is as effective as it is complete, the process is built on authentic collaboration. The Student Blueprint brings families, educators, therapists, and physicians together, translating clinical diagnoses, classroom observations, medical insights, and parent expertise into one seamless, unified roadmap.

Today, The Student Blueprint stands as a dedicated framework for individualized advocacy and student growth. It is a story of turning comprehensive assessment into deliberate action—ensuring that every child receives the exact interventions, supports, and unified care they need to thrive and reach their fullest potential.

Marilyn Burke, M.S. Ed

Originally from Oxford, I returned here to begin my career in education after completing my undergraduate degree from The University of South Alabama in 2005.  Driven by a belief in empowering educators and fostering inclusive, positive school cultures, I have devoted my career to ensuring all students receive a high-quality, well-rounded education tailored to their unique needs.

I began my educational career as a classroom Special Education Teacher at Oxford Elementary School. Spending nearly a decade in the classroom, I strove to excel at delivering individualized, data-driven instruction, managing complex IEP documentation, and collaborating with families and staff. Recognizing my desire to impact even more students through leadership opportunities, the district expanded my role to Special Education Chairperson, where I mentored new teachers, facilitated district communications, developed scheduling frameworks, and led play-based preschool initiatives.

My career transitioned into district-level administration in 2015, where I took on progressive leadership roles including IEP Manager, Special Education Supervisor, and ultimately my current position as Special Education Coordinator. Throughout my administrative tenure, I have successfully overseen district-wide special education monitoring with zero findings, managed district IDEA budgets, supervised specialized personnel, and successfully secured and monitored OSR Pre-K grants across seven classrooms. Additionally my expertise spans ABA classroom setups, early intervention transitions, legal compliance, district scheduling, and multi-disciplinary assessments.

I hold a Bachelor of Science in Early Childhood Special Education (with honors) from The University of South Alabama, as well as two Master’s degrees with honors from Jacksonville State University—one in Early Childhood Special Education and another in Instructional Leadership.

As a lifelong learner, I hold advanced certifications in ADOS II and I am a certified Managing Crisis Safely (MCS) trainer. I also have extensive specialized training in dyslexia programs (MSLE) through Scottish Rite, OGAP additive reasoning, and AMSTI math, alongside completing the Alabama State Department of Education’s LEArn & LEAd program. I am also an active member in professional organizations, including serving as a Board Member and Regional Representative for the Alabama Council of Administrators of Special Education (ALA-CASE) and memberships in the Council for Exceptional Children (CEC) and the Council for Leaders in Alabama Schools (CLAS).

Driven by a core educational philosophy that all children can learn and that early intervention is key to long-term success, the development of The Student Blueprint occurred as a new avenue to reach even more children in Calhoun County and surrounding communities. 


Owner, Executive Director

Cassidy Whitman, M.S. Ed

My career in education spans more than 20 years and includes experience as an elementary teacher, special education teacher, school psychometrist, MTSS and behavior support specialist, and District 504 Coordinator. These roles have provided me with a broad understanding of instruction, assessment, intervention, behavior, special education, and educational systems.

I began my career as an elementary teacher at Oxford Elementary School, where I taught second and third grades. I focused on standards-based instruction, differentiated learning, mathematics and science instruction, and the integration of technology and STEM experiences. I also served as an inclusion teacher, mathematics planning team member, Makerspace Teacher, and Science Olympiad coach. 

I have served as a K–4 special education teacher where I managed a diverse caseload, developed and monitored IEPs, provided specialized instruction and interventions, and collaborated with general education teachers, families, and multidisciplinary teams. I facilitated referral, eligibility, and IEP meetings and used student data to develop individualized educational plans.

In 2021, I earned a Master of Science in School Psychometry from the University of Alabama at Birmingham, building upon my Bachelor of Science and Master of Science degrees in Elementary Education from Jacksonville State University and an Associate of Science from Southern Union State Community College.

Since 2023, I have served in a dual role as a School Psychometrist and district-level MTSS and Behavior Support professional. As a School Psychometrist, I conduct comprehensive psychoeducational evaluations, administer and interpret cognitive, academic, behavioral, adaptive, and diagnostic assessments, conduct observations, prepare eligibility reports, and facilitate eligibility and reevaluation meetings in accordance with IDEA, the Alabama Administrative Code, and applicable regulations. I collaborate with families, educators, administrators, and related service providers to interpret assessment findings and develop data-driven recommendations.

As the District PST Lead, I support consistent implementation of MTSS and problem-solving procedures, review intervention data and referral documentation, provide technical assistance, and lead professional development for school-based teams. As District 504 Coordinator, I oversee Section 504 processes, support eligibility and reevaluation teams, monitor compliance, and provide guidance regarding accommodations and services.

My behavior support responsibilities include conducting Functional Behavior Assessments, interpreting behavior rating scales, developing Behavior Intervention Plans and Positive Behavior Support Plans, creating de-escalation plans, conducting behavioral consultations, and coaching educators in evidence-based behavioral interventions. I also support school teams in implementing Tier 1, Tier 2, and Tier 3 behavioral supports and provide professional development in PBIS, behavior management, and intervention fidelity.

Throughout my career, I have remained committed to using data, evidence-based practices, collaboration, and individualized problem-solving to support student success. My experiences across general education, special education, assessment, behavior, MTSS, and Section 504 have shaped my professional philosophy that effective educational decisions begin with understanding the whole student. I strive to ensure that assessment and intervention are used not simply to identify areas of difficulty, but to recognize strengths, understand individual needs, and develop meaningful pathways for students to succeed.

Director of Testing & Evaluations