-by Dr. Tim Grivois, Executive Director
I’ve sat in a lot of meetings where everyone is trying. Where people care. Where the intentions are good.
And still, the system keeps creating the same outcomes:
- Dishonesty from kids that makes sense once you look at fear.
- ADHD breakdowns that get misread as attitude.
- Support that arrives late.
- PD that checks the box but doesn’t land.
This workshop series is my attempt to name those patterns without blaming kids or shaming educators. Just clearer language, better noticing, and a more honest look at what schools are asking humans to carry.
The interactive graphic below lets you explore each session quickly. The table underneath lists the full details and registration links.
If you’d rather just see it all at once, the schedule is below.
| Session Title | Description |
| When Telling the Truth Feels Unsafe Date: Friday, 23 January 2026 Time: 4:00 pm – 4:30 pm (AZ Time) | Explore what student dishonesty can reveal about fear, power, and predictability in school systems. Using real examples, we’ll reframe lying as information and leave with clearer language and a more grounded approach to accountability in systems meant to care back. Click here to register: https://us06web.zoom.us/meeting/register/_ivmiKu0QC6i_Opz1R4Oyg |
| Working Memory and ADHD Date: Wednesday, 4 February 2026 Time: 4:00 pm – 4:30 pm (AZ Time) | Explore how working memory (not motivation) often drives ADHD struggles in the classroom, and learn how pacing, directions, and routines can unintentionally overload students and impact behavior. Click here to register: https://us06web.zoom.us/meeting/register/fFArRuyVSPSNp1IoVkFxfw |
| The Cost of Delayed Support Date: Tuesday, 17 February 2026 Time: 10:00 am – 10:30 am (AZ Time) | This session examines a common design pattern in school behavior systems: support that is conditional, delayed, and permission-based even when students are overwhelmed in real time. Using familiar examples (CICO, token economies, break systems), we’ll look at how delayed support increases dysregulation and strains implementation, and leave with clearer language for naming the issue and thinking differently about prevention. Click here to register: https://us06web.zoom.us/meeting/register/MrWmIW4QSoKzXxLnTdaKKA |
| How to Lead Great PD Date: Tuesday, 3 March 2026 Time: 10:00 am – 10:30 am (AZ Time) | This session looks at why well-intentioned professional learning so often leads to surface-level buy-in and uneven implementation. We’ll examine the design choices that shape whether learning lands (trust, relevance, emotional safety, pacing), and leave with shared language for evaluating PD and designing learning experiences adults can use. Click here to register: https://us06web.zoom.us/meeting/register/IuNfxh4URgiMOSovq7PTnw |
If you know someone on your team who would appreciate these conversations, feel free to pass this along. You can forward the link or download the flyer below:
Note from Dr. Tim: “I’m offering this series because there are a few patterns I keep seeing across schools that are worth naming. This isn’t about blame or “one more thing.” It’s about clearer language and better design choices, even inside real constraints, so support shows up sooner and systems care back more consistently.”