The curriculum
Nine focused sessions help K–12 staff recognize attention and regulation patterns, respond in the classroom, and identify when additional support may be needed.
Live training led by Eva Luther, BCBA, M.Ed.
The full series is available to schools enrolled in annual membership.
Educator feedback
Teachers completed anonymous feedback forms after a faculty session. They shared what felt useful, what fit their classroom, and what they could try.
Educator feedback, K–8 faculty session, Northeast Florida, August 2026.
This feedback describes educators' experience of the session. It does not measure changes in student behavior or learning outcomes.
What we changed
Educators asked for examples closer to their own grade band.
Written comments asked for middle-school examples, versions for each grade band, and situations from the whole school day. Every session now comes with a thirty-minute grade-band lab for K–2, 3–5, 6–8, and 9–12, held in the weeks after the session, and the examples change with the band.
No teacher asked for in-class coaching or observation. There is none. Nothing in this program touches a teacher's evaluation.
The sessions
The first session is delivered on your school date. The remaining sessions run October through May. Request a written proposal confirming your school’s dates and sequence.
What am I actually seeing?On your date
Reading what is behind the behavior before you respond to it. ADHD, executive function, anxiety, and regulation as they show up in a real room, including in students whose difficulty never looks like difficulty. Available on its own for $995.
Unstructured timeOctober · Most requested
Arrival, hallways, lunch, recess, group work, changing classes, dismissal. The parts of the day with the least structure and the most incidents. Teachers ranked this first. Built for the whole staff, including paraprofessionals, coaches, and front office.
When it looks like defiance but it isn'tNovember
Can't versus won't. ADHD, executive function, and anxiety all produce behavior that reads as defiance. Which one is in front of you, what to say in the first thirty seconds, and what to stop saying.
Girls and quiet studentsDecember
Compliant, inattentive students who disrupt nothing and get identified years late. How ADHD presents differently in girls, how anxiety hides it, and what to do when a student's only symptom is falling behind quietly.
Meltdowns, shutdowns, and rejection sensitivityJanuary
Emotional dysregulation in students with ADHD and anxiety. What a teacher can do in the minutes before frustration becomes a blow-up, and how to bring a student back without making the next hour harder.
The parent conversationFebruary
Before spring conferences. Raising a hard observation without diagnosing, blaming, or losing the family. What to say and not say about diagnosis and medication. Scripts for the conference, the email, and the call you have been putting off.
Accommodations that actually get usedMarch
Before state testing. The gap between what the 504 or IEP says and what happens in the room. Extended time, chunking, testing setups, and supports a teacher can run every day with thirty other students present.
Executive function: why smart kids turn nothing inApril
Getting started, multi-step directions, working memory, materials, follow-through. Why a capable student has an empty gradebook, and the classroom routines that get work turned in for that student and everyone else.
When it isn't only ADHDMay
Anxiety, dyslexia, and other learning differences layered on attention difficulties, and how the overlap changes what works. Which one you are looking at when the usual strategies stop working, and what changes in your response when there is more than one.
ReassessmentMay
The same five areas measured at the start, measured again: recognizing attention patterns, executive-function knowledge, classroom response confidence, regulation and behavior response, and support-pathway knowledge. A one-page report of what moved. Next year's sequence targets what didn't.
Thirty minutes, held in the weeks after each session, with examples and language for the ages in the room. Included with membership.
Routines, transitions, and regulation before reading fluency
Independent work, materials, and the first real organizational load
Six teachers, six systems, and the year executive function usually breaks
Credit recovery, self-advocacy, and accommodations students will accept
For additional training, request written confirmation of scope and any additional cost.
Build staff skills throughout the school year, beyond a single workshop.
Membership term: Twelve months from enrollment.
Pricing is based on teacher count. The program serves the school's teachers, administrators, counselors, ESE teams, and paraprofessionals.
A two-hour live faculty session on understanding what's behind student behavior, with practical classroom strategies and tools.
Session one: What am I actually seeing?
Available on its own. Annual membership includes the full series.
District pricing is quoted separately rather than calculated as one school’s teacher-count tier.
Nine two-hour live virtual sessions covering the educator series.
Thirty-minute grade-band labs held in the weeks after each session, with examples for K–2, 3–5, 6–8, and 9–12.
Monthly case discussions and office hours.
A staff baseline and end-of-program reassessment, with a one-page report.
Request a written proposal confirming whether sessions are shared across schools or school-specific, along with dates, times, recording access, and participation requirements.
For additional training, request written confirmation of scope and any additional cost.
Live training led by Eva Luther, BCBA, M.Ed.
From the feedback forms
The last question on the form asks each teacher for one thing they will do differently. Their answers, as written:
“Give the loudest kid a job.”
— 1st grade teacher“Same sound every time.”
— Middle school teacher“Naming the exact behavior rather than expecting the student to know.”
— Teacher“Give the kid a job and not leading with negativity.”
— 1st grade teacher“Building more movement with intention.”
— 3rd grade teacher“Starting a class with a choral rhyming attention getter.”
— Spanish PreK–2 teacher“Using pictures to help students organize.”
— School counselor“Whole body reset.”
— Educator“Setting up more routines.”
— Grades 4–5 educator“More positive 4-1.”
— PreK–8 music teacher“Do more pre-work with kids.”
— Middle school teacher“More breaks.”
— Learning resource teacher“How to deal with hard moments.”
— 2nd grade teacher“Proactively prepare to prevent behaviors.”
— Grade 6 teacherTranscribed from anonymous paper feedback forms, K–8 school, Northeast Florida, August 2026. Names were optional and are withheld.
Practices teachers said they would start after one faculty session. Not a guarantee of results.
Use the same sound every time, such as a choral attention getter.
Give the loudest kid a job and plan movement with a purpose. Offer a whole body reset and more breaks.
Use pictures to help students organize, set up more routines, and do pre-work with kids.
Name the exact behavior. Prepare to prevent problems before they start.
Educator feedback, K–8 faculty session, Northeast Florida, August 2026.
From the same forms
All six are covered in the series or its labs.
Board Certified Behavior Analyst · M.Ed. in Special Education · 30+ years in public education
Eva leads every live session and wrote the curriculum.
Read Eva’s full profileAnnual membership includes the full series and ongoing support.
Annual membership includes nine two-hour live virtual sessions, grade-band labs, monthly case discussions and office hours, a recorded session library, classroom tools, and baseline and end-of-program reassessment with a one-page report. The series provides certificates of completion for 18 training contact hours.
Each educator-series session is two hours. Annual membership also includes thirty-minute grade-band labs scheduled in the weeks after the sessions.
The educator-series training is live and virtual. Request a written proposal for your school's session format, dates, time zone, and participation details.
Live training is led by Eva Luther, BCBA, M.Ed., a Board Certified Behavior Analyst with an M.Ed. in Special Education and more than 30 years in public education. She developed the curriculum.