Supporting Teachers with Challenging Student Behavior. Teachers and administrators often agree that support matters but differ on what support should look like. When a teacher calls for help, the first step is clarifying what they need: temporary assistance, help resetting a student, or removal from class. When conflict has damaged the teacher-student relationship, consequences may restore order, but they do not restore trust. This session provides a communication system for identifying the support teachers need and a four-stage process for repairing the relationship after a student has been removed from class.

Accountability for Behavior In Unstructured Environments. Unstructured environments require greater trust because they involve less direct supervision. When students violate school expectations in those settings, accountability should not automatically remove them from instruction. The priority is to keep students learning while requiring them to demonstrate that they can meet the standard. This session shows participants how to use Highly Effective Accountability—consequence, teaching, and incentive—to require students to earn back trust rather than simply wait out a consequence.

Each virtual workshop addresses a particular behavior challenge that nearly all campuses face and provides a step-by-step, systematic process. Each workshop includes a physical implementation manual you can reference when you need it most, such as when students are sitting outside your office. You decide whether to register for one or both.

Participants will leave the session able to:

• Determine a campus behavior management approach that targets attention and available resources to the grade levels and parts of the campus costing you the most time and energy.
• Begin implementing Structured Day, an alternative to suspension that keeps the student receiving instruction by modifying their schedule and removing all non-essential privileges.
• Assign an Accountability Project that requires the student to research and prove they understand the real impact of their actions.
• Move from time-based consequences to an earn-out standard so students’ evidence of changed behavior determines the length, not the calendar.
• Transform traditional consequences such as detention and in-school suspension into an intervention called Character Connections, where the focus shifts to actively changing behavior instead of busy work.
• Implement a ten-day Reinforcement Support Period to determine whether students' behavior change will sustain.
  
  

When behavior happens in the hallways, cafeteria, playground, or during transitions, nearly everyone on staff sees it or knows what happened. Behaviors rarely change because everyone is expecting someone else to take full ownership of what happens next.Behavior in unstructured environments creates a unique challenge for every campus. Everyone can observe the behavior, but ownership and follow-through are often expected of only administrators or discipline decision-makers. Expectations exist on paper. Ownership of the follow-through does not.

This workshop shows participants how to apply the full Highly Effective Accountability framework to disruptive behavior taking place in unstructured environments.

Participants will leave the session able to:

• Determine a campus behavior management approach that targets attention and available resources to the grade levels and parts of the campus costing you the most time and energy.
• Begin implementing Structured Day, an alternative to suspension that keeps the student receiving instruction by modifying their schedule and removing all non-essential privileges.
• Assign an Accountability Project that requires the student to research and prove they understand the real impact of their actions.
• Move from time-based consequences to an earn-out standard so students’ evidence of changed behavior determines the length, not the calendar.
• Transform traditional consequences such as detention and in-school suspension into an intervention called Character Connections, where the focus shifts to actively changing behavior instead of busy work.
• Implement a ten-day Reinforcement Support Period to determine whether students' behavior change will sustain.

Credit Card Registrations. Your Implementation Manual ships on the first business Monday after the session concludes, and we release your downloadable tools the same day.

Purchase Order Registrations. Your Implementation Manual also ships on the first business Monday after the session concludes, and we release your downloadable tools the same day if we have received your official payment. If your official payment has not been received, we will ship to Implementation Manual and release your downloadable resources the first business Monday after your payment is received.

All registered participants are able to attend the live session regardless of payment method, credit card or purchase order. We release supporting resources and certificates once we have received official payment.

Registrants outside the contiguous United States should contact us about shipment of Implementation Manuals before registering. Additional shipping charges and delayed delivery time may apply.

A certificate of attendance confirms your participation in the session, while the certificate of completion confirms you were able to demonstrate evidence of learning by completing the assessment. If you attended both sessions, you have the opportunity to earn certificates for both sessions.

Certificate of Attendance. Available on the first business day of the week following the live workshop, once we confirm your attendance.

Certificate of Completion. Available once we confirm your attendance and you successfully pass the assessment.

Certificate of Completion. Available once we confirm your attendance and you successfully pass the assessment.

CEUs/Clock Hours. Unfortunately, we are not officially registered to offer CEUs/Clock Hours in your state, so we cannot guarantee you will be able to receive hours. We provide certificates that you can submit to confirm your participation. We cannot guarantee acceptance, as CEU/clock-hour requirements vary by district and state. If this is a concern, we encourage participants to confirm with their employer or state.

We recognize that learning is a process of exposure, practice, and referencing, which is why the assessment is open book. You may use the implementation manual to answer the questions. That is deliberate. We are assessing whether you can find what you need when you need it, while implementing the process in real time.

The deadline. All assessments are due by Sunday, January 31, 2027 at 11:59 PM ET. Your assessment becomes available once we receive payment and deliver your implementation manual.

If your district's payment arrives too close to the deadline for you to finish, contact us, and we will extend your window to Sunday, February 28, 2027. You will not lose an assessment because of your district's processing time.

• Open book, manual required
• 100 percent required to pass
• Unlimited attempts
• Due Sunday, January 31, 2027
  
  

Office Hours are optional and not another workshop. There’s no new content or agenda. It’s an opportunity to get answers to any questions you have.

This time is set aside for you to ask questions after the live workshops and troubleshoot. Bring any challenges you faced while trying to implement it. By this session, you should have had at least one or two opportunities to try implementing the full process, and something probably didn’t go as you expected. Like a professor in college, we’ve set aside time for participants to drop in and ask questions.

Drop in, ask your question, and feel free to leave once you have your answer. Or you can stay and listen while others ask questions and receive answers.

Office hour sessions are shared with participants from other workshops or training sessions with different content, so that some questions may be about classroom practice as well as campus behavior systems. When it’s your turn, feel free to ask whatever you need an answer to when you are ready.

Your participation in Office Hours is voluntary, and it has no bearing on receiving or earning either certificate. There are no make-up opportunities for Office Hours.

Principals, assistant principals, deans, behavior specialists, MTSS and behavior leads, restorative practices coordinators, school leadership teams, and district student-services leaders.

This session is primarily designed for the people who support teachers when they are struggling with a challenging student or students in their classroom. While this isn’t a teacher-specific workshop, teachers will find it beneficial, especially for buy-in, because they will gain an understanding of a solution that may address their most significant problems.

Kelvin Oliver worked in K-12 schools from 2007 to 2017 as a special education teacher, middle school math teacher, campus math specialist, district curriculum specialist, assistant principal, and principal. In 2018, he founded Leaving The Village, a consulting practice that helps districts build behavior management systems. He has trained educators in 49 states.