Professional Development

Engage in best practice teacher training and professional development with your school staff during an in-service with one of our teacher consultants or School Psychologists. Contact us at 616-245-8388 to discuss how we can come alongside your school.

Evidence-Based Instruction

Response to Intervention: An Overview

Time: 1 hour

What is Response to Intervention (RtI)? Why is it important? This overview of RtI will help participants understand the origin, principles, key elements, and three tiers of RtI. We will also discuss the importance of collaboration in the RtI process.

Running Records Assessment Training

Time: 2 hours

Do you need a way to systematically evaluate your students’ reading? Learn how to administer a quick and easy assessment tool called, “Running Records”. This strategy will help teachers systematically evaluate a student’s oral reading and identify error patterns. These patterns will allow a teacher to see the strategies a student uses to make meaning of individual words and texts as a whole.

Differentiated Instruction

One Size Doesn’t Fit All: Differentiating Instruction in a General Education Classroom

Time: 1-2 full-day(s)

When it comes to teaching, one size doesn’t fit all. Students have varying backgrounds, strengths, limitations, interests, learning styles, preferences, and needs. Some learn easily, while others struggle. How do educators address these differences? How do we go about meeting state standards with so many diverse learners? How can we possibly distinguish instruction in a whole-group setting, or assess such broad learning needs? The answer is differentiation. Based on best practices in education, this seminar will actively engage you in using differentiation strategies, while teaching you the basics and practicalities of the practice.

Neurodevelopment Systems: Describing Kids Most Excellently

Teaching All Kinds of Minds Intensive Course

Time: 20 hours over 3 days

This course approaches the science of learning through academic themes (e.g., reading and writing) and provides tools and activities for use in your classroom the very next day! Through this course, you will gain a better understanding of your learning profile, explore an All Kinds of Minds’ Neurodevelopmental learning framework to learn how the mind functions, and consider how this new insight can support your classroom and school priorities. Through interactive discussions, case studies, and reflection, you will develop skills to identify strengths and breakdowns in student learning, link them to a student’s unique learning profile, and effectively select instructional strategies that leverage a student’s strengths and help him or her overcome barriers to learning. This course is appropriate for grades K-12 and the curriculum is suited to mixed grade level groupings.

Exploring the Eight Learning Systems: Best Practices in Neurodevelopment

Time: Half or Full Day

Do you desire to better understand your students’ learning strengths and weaknesses? Join us as we share an overview of a Neurodevelopment framework that will help you provide specificity to your students’ learning strengths and breakdowns. You will learn about the mind functions as we provide an overview of the following systems:

  • Attention Controls
  • Social Cognition
  • Memory
  • Neuromotor Functioning
  • Higher Order Thinking
  • Temporal – Sequential Ordering
  • Language
  • Spatial Reasoning

By the end of this seminar you will begin to understand the many factors included in students’ learning and how learning can break down for struggling students in your classroom.

Investigating Attention: Best Practices in Neurodevelopment

Time: 1.5 hours

In this seminar, we will learn about the components of attention: mental energy controls, processing controls, and production controls and how these components impact learning. Though we will discuss attention deficit concerns (such as ADHD), our focus will be to understand the Neurodevelopmental framework for learning. Together we will learn how to best support students that struggle with attention, as well as discuss how to best talk with parents.

Investigating Behavior Management Issues: Best Practices in Neurodevelopment

Time: 1.5 hours

School discipline is broken. Often, the students who need our help the most are viewed as disrespectful and out of control, with behavior that appears attention-seeking and manipulative. It is time for a new understanding and response to kids with behavior challenges!

In this presentation, we will use a Neurodevelopmental approach to behavior combined with the principles of Dr. Ross W. Greene’s work in The Explosive Child to respond to behavior challenges. Relying on Neuroscience research, Dr. Greene offers teachers a framework for understanding challenging behaviors and an enlightened approach to collaborative problem-solving. You will leave with the tools to help students become productive class members.

Investigating Executive Function Skills: Best Practices in Neurodevelopment

Time: 1.5 hours

For students to be successful in the twenty-first century, both as learners in the classroom and in life, they need to have well developed Executive Function skills. In this seminar, we will define and explore Executive Function skills through a Neurodevelopmental lens. You will learn how developing students’ Executive Function skills is integral to creating twenty-first century learners.

Investigating Memory Issues: Best Practices in Neurodevelopment

Time: 1-1.5 hours

Memory is tricky business. Do you know the difference between Active Working Memory and Episodic Memory? How about the best ways to get information from your initial Short Term Memory to the lock box known as Long Term Memory? What does consolidation and access have to do with the memory associations your students create every day?

This interactive presentation will equip you with best practices you can use to create a positive classroom environment where students develop and create a proactive memory system.

100 Strategies and Practices for Teaching Effectively: Best Practices in Neurodevelopment

Time: 1-1.5 hours

How do you become an effective teacher? In this presentation, we will use an understanding of Neurodevelopment as the basic building block for learning and effective teaching. If you are new to the Neurodevelopment approach, we will provide a quick introduction, as well as review it for veterans.

With the basic Neurodevelopment framework in mind, we will look at many strategies, best practices and good ideas for how to become one of the most effective teachers in your school. You will take home 100 practical strategies, best practices, and ideas that you can implement in your classroom the very next day!

Including Students With Significant Needs

Circle of Friends: Impacting a Community of Believers

Time: 1.5 hours

There are students in your school who may often stand alone or are misunderstood because they lack requisite age-appropriate social skills or have a specific disability. Through the structure created by a Circle of Friends program, these students have peers who come alongside them offering support and friendship. This presentation will focus on how to facilitate “Circles” so all students involved gain an awareness of persons with differing abilities, can identify their own strengths and struggles, and most importantly, have the opportunity to demonstrate age-appropriate interactions.

Creating Individual Goals for Learners with Unique Needs

Time: 1-1.5 hours

Within a non-public school, how do you meet the needs of students with moderate to significant needs? In this seminar, we will focus on the specific planning process CLC Network developed to generate individual goals based on the individual needs of each student you serve. We will cover:
– Parent involvement and communication
– How to identify goals under the seven categories of development
– How to utilize forms and structure report systems
– Formatting your annual meeting

We will also explore resources and practical ideas on how to incorporate these goals within the general education classroom.

Helping Kids Include Kids with Disabilities

Time: 1.5-3 hours

Children with disabilities are part of God’s family, but people do not always treat them that way. In this session, you will discover how to help peers welcome and include kids with disabilities at your school. Highlighting specific Scripture passages and stories, learn how to create a community of hospitality for each one. You will also learn very specific lessons to use as you introduce a child to the group who may have autism spectrum disorder, ADHD, behavioral challenges, hearing, visual, and speech/language impairments, intellectual disabilities, physical disabilities, learning disabilities, or significant or multiple disabilities. You will leave with forms and ideas for learning about each child’s strengths, needs, and interests.

Inclusive Education Best Practices: Ten Practical Keys to Welcoming Each One into Your Classroom

Time: 1-1.5 hours

As schools move toward creating more inclusive environments, educators need a blue print. Discover a comprehensive framework that enables administrators, teachers, and para-staff to build an effective school-wide approach when including students with moderate special education needs. We will cover: the Scriptural basis for inclusion, preparation, creating goals, staff roles, collaboration, cooperative learning, peer support (Circle of Friends), academic intervention, and technology.

Behavior Management

De-escalating Student Behavior: What Every Teacher Must Know

Length: 1.5-3 hours

Did you know that students don’t just explode, they escalate in a rather orderly fashion? It is possible to de-escalate their behavior and avoid the explosion. In this in-service, you will learn the stages of escalation, techniques for de-escalating behavior, how to utilize nonverbal cues effectively, and how to have a sense of presence. Discover a guiding question that will increase your effectiveness. You will leave equipped to deescalate behavior and improve your classroom management.

“Lost at School” Part I: Why our Students with Challenging Behaviors are Falling through the Cracks

Time: 1.5 hours (or combine with Part II for half-day in-service)

Some students bring significant challenging behaviors to school. These students are often disenfranchised from the mainstream of schooling, falling into trouble with behavior policies and codes of conduct.

In his thought-provoking book, “Lost at School”, Dr. Ross W. Greene asserts that students will “do well if they can”. Greene presents a strong case for understanding challenging behavior as symptomatic of a lack of skill on the part of students, which he terms “lagging skills”. In this seminar, you will learn the behavioral skills students must learn if they are to successfully navigate the complexities of the school environment, as well as the importance of identifying and teaching lagging skills. You will leave with a new understanding of behavior challenges.

“Lost at School” Part II: Creating a Plan B through Collaborative Problem Solving

Time: 1.5 hours (or combine with Part I for half-day in-service)

Dr. Ross W. Greene, in his book, “Lost at School”, asserts that students will “do well if they can” and that sometimes we must teach students with behavior challenges lagging skills. During this session, you will focus on creating a Plan B for behavioral intervention by preparing to teach collaborative problem solving skills (lagging skills) to your students. This session will help you uncover strategies to collaborate with students to teach them lagging skills that can disrupt and avert negative behavior.

An Introduction to Restorative Practices: Creating Caring Communities

Time: 1-1.5 hours

In this session, we will explore Restorative Practices (RP) that address school culture, discipline policies, and the development of caring community. At its core, RP grounds itself on respect and dignity of people (as image-bearers of God) and calls each of us into healthy relationship with one other. RP addresses both reactive and proactive ways of living together in educational communities and seeks to ultimately understand the people around us by developing empathy, listening skills, respect, dignity, responsibility, and grace in order to develop, maintain, and restore vibrant learning community.

We will address your questions about Restorative Practice as well as explode some myths about RP, such as “RP is too easy;” “RP is time-consuming;” “RP can’t/doesn’t work;” or “RP is ‘soft’ on consequences;”

Recognizing and Dealing with Cyberbullying - What You Need to Know to Protect the Students You Serve

Time: 1-1.5 hours

It is essential for all school personnel to understand the power of technology in the lives of the students they serve. With a few clicks, kids are destroying each other’s self-images, relationships, and reputations. Why do they do it and how can we recognize and stop it? In this session, we will explore these and other areas related to Cyberbullying.

Behavior Management Techniques for Classroom Teachers and Paraprofessionals

Time: 1-1.5 hours

Whether you are a classroom teacher, paraprofessional, or special educator–behavior management is an area where you often want more ideas to try. Nothing is worse than having your behavior management toolbox empty when you need it the most–in the middle of a student crisis! This presentation is packed with at least fifty ideas related to general behavior management principles that you can bring back to the classroom the very next day and implement with the students you serve.

Content Specific Sessions

Anxiety and Depression in the Classroom

Time: 1.5 hours

Sometimes adults find it hard to imagine that children have reasons to be anxious or depressed, but they do! We must come to understand that children can be particularly affected by these mental health problems in their “workplace” which is the classroom.

Childhood anxiety and depression may look like distractibility, defiance, avoidance, or even chronic physical illness. In this seminar, you will learn to identify children with anxiety or depression, gain an appreciation for the impact that unrecognized anxiety or depression has on a child, and finally, what to do about it. Our goal is to both enhance your awareness and to help you develop usable strategies to address the behavioral, emotional, academic, and social needs of these vulnerable students.

Autism Spectrum Disorder – What it is and How to Help

Time: 1 hour-full day

This very practical, interactive seminar will give you the current thinking on autism spectrum disorder (ASD) in the context of equipping both teachers and paraprofessionals with multiple strategies to support students in preschool through high school. During our time together, we will cover:

– Putting ASD into perspective

– An understanding of the classification and designation system in ASD

– A discussion of common differences in individuals with ASD

– Multiple, practical strategies for including persons with ASD in preschool through high school

Paraeducators: Creating Quality Supervision and Training Strategies

Time: 1-1.5 hours

Paraeducators play a critical support role in helping to meet the needs of all learners. In order to most effectively utilize paraeducators, it is important to provide an environment where teachers can “coach” and paraeducators “learn” to better understand their role and responsibilities. This training addresses the supervision (planning, scheduling, delegating) and support (training) of paraeducators as they work in:

  • Inclusive/ co-teaching classrooms
  • Response to Intervention and data collection roles
  • Implementing instructional accommodations and modifications
  • Supervising and monitoring student behavior.

Trauma: What it Is, What it Does, and How to Support Affected Students in the School Setting

Time: 1.5 hours

Trauma has become an increasingly prevalent topic in Christian education today. With an increased understanding of trauma, educators are better equipped to support learning and behavior of affected students. Looking through the lens of the “See-Think-Do” process used by CLC Network, this in-service will provide an overview of what trauma is and how it can impact student development, learning, and behavior in the classroom. Participants will leave with an overview understanding of trauma along with strategies for supporting students impacted by trauma in the school setting.