Effective CICO swaps point-collecting for meaningful, student-led coaching conversations. This post explains why hourly behavior tallies miss the mark and offers practical questions and strategies you can use right away to help students own their goals and improve behavior.
If your PBIS matrix hasn’t changed in years, it might be time for a refresh. In this post, Dr. Tim Grivois shares why values like open-minded are showing up more often—and how to design a matrix that reflects your school’s real culture, includes every voice, and works in daily practice.
What is CICO? More than a behavior chart, CICO is a relationship-based intervention that supports students through daily check-ins, clear goals, and consistent encouragement. This guide answers the top 10 questions educators ask—and explains why it’s the conversations, not the charts, that make CICO work.
Outdoor learning is a powerful, practical way to support students with ADHD. At Hudlow Elementary, teachers explored how movement, play, and time outside can increase focus, reduce anxiety, and create more engaging learning environments for all students—starting with a joyful campus-wide scavenger hunt.
Effective professional development for teachers doesn’t end when the session does. Real change happens in the in-between—when educators are trying, adjusting, and asking questions. In this post, I share why follow-up matters, what meaningful support looks like, and how PD leaders can better show up after the slides are done.
Creating inclusive classrooms for neurodiverse students begins with one essential practice: truly learning about neurodiversity. Not superficially—not through checklists or mandated training sessions—but genuinely, by intentionally listening, observing, and reflecting. The best first step educators can take is to learn from the voices and experiences of neurodiverse individuals themselves.
If you’re looking for meaningful professional development this summer, I invite you to join me for what might be the only in-person opportunities in June to explore how we can create more inclusive classrooms for students with ADHD. These are two of my most requested sessions, focusing on practical strategies, real connection, and thoughtful reflection.
Working memory strategies for ADHD are essential in any classroom where learning depends on remembering, organizing, and applying information. Working memory—the ability to hold, manipulate, and use information in the moment—is critical for learning. For students diagnosed with Attention-Deficit/Hyperactivity Disorder (ADHD), difficulties with working memory can lead to academic struggles and make even simple tasks—like following directions or completing multi-step assignments—feel overwhelming.
A PBIS student recognition system should do more than hand out tickets—it should build trust, celebrate growth, and reflect your school’s values. In this post, Dr. Tim Grivois shares lessons from Orange Grove educators on what makes recognition meaningful, and how to keep it relevant from sixth grade through eighth.
When PBIS staff training is done effectively, it doesn’t feel like just another checklist. It becomes your school’s core values—lived
