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"Dr. Lee Ann Jung is able to provide staff with current, applicable, helpful, and practical skills, strategies, and interventions. Our staff feels supported and engaged in their work with Dr. Jung. If you get a chance to attend a session led by Dr. Jung, jump on it!"
- Dr. Michael Adams, Director of Tri Association and Former Superintendent
Dr. Jung's workshops are interactive experiences that engage you in deep thinking. She connects the latest research with engaging stories and practical application. Our most popular workshops below, and Lee Ann can customize any of these for your school.
Thinking Like a Universal Designer: Necessary for Some, Good for All
How do we effectively support students with the most significant needs while still challenging those who are ready to move ahead? This balancing act is one of the most complex aspects of teaching—and without a strategic approach, it can feel overwhelming. In this session, we’ll explore how Universal Design for Learning (UDL) helps us design flexible, responsive learning experiences that naturally support a broad range of learners before individual adaptations are needed.
Instead of layering on endless differentiation and modifications, we’ll look at how small, intentional shifts in planning can make learning more accessible, engaging, and appropriately challenging for all students.
We’ll focus on how to:
🧠 Adopt the mindset of a universal designer—expecting variability and designing for it from the start
🚧 Identify potential barriers in engagement, access, and expression that may prevent some students from thriving
🔍 Apply a protocol to analyze lessons and remove barriers before they create inequities
🤝 Work in interdisciplinary teams to examine instructional design from multiple perspectives
🎯 Make strategic, scalable decisions that serve the broadest group of students without reducing rigor
Participants will leave with a lesson review protocol, new language to guide inclusive planning conversations, and practical tools to apply immediately in any content area.
Making MTSS Work:
It's All About Prevention
A well-designed Multi-Tiered System of Supports (MTSS) prevents and closes learning gaps efficiently. But too often, MTSS is misunderstood, leading to over-reliance on one-on-one paras, pull-out services, and reactive supports that unintentionally hinder student independence. In many cases, what we call “intervention” is really just homework help or reteaching. In this session, we’ll dive into research on effective service delivery models. We’ll focus on the nine components of a healthy MTSS system.
Participants will leave equipped to lead MTSS with greater precision, ensuring interventions are purposeful, scalable, and rooted in practices that build student independence.
You'll learn to:
🎯 Clarify the purpose of MTSS and how to shift the focus to prevention.
📚 Examine research on paraprofessional support, including when it may create dependence.
🔍 Identify the difference between intervention and models that prioritize homework help or reteaching .
🧭 Explore service delivery models that efficiently support students without pulling them from core instruction.
🗓️ Address master schedule constraints to ensure time for effective, tiered intervention without overwhelming staff.
From Goals to Growth: Tier Three Intervention Planning
In this session, based on Lee Ann Jung’s book From Goals to Growth (ASCD), we’ll explore how to design bespoke, interdisciplinary support plans that lead to real, measurable progress for students with the most complex needs. These plans are not one-size-fits-all—they are anchored in individual goals, rooted in meaningful contexts, and co-created with the people who know the student best.
Whether you're a special educator, learning support teacher, or school leader, you’ll leave with the tools to turn reactive plans into proactive, empowering roadmaps for growth.
You'll learn to:
🗣️ Conduct routines-based interviews with families and teachers to understand needs in context
🎯 Write life-changing, student-centered goals that focus on what matters most
🧠 Select research-based strategies tailored to the learner’s unique profile
📈 Use goal attainment scaling to measure progress that’s visible, meaningful, and motivating
🤝 Align support plans across teams and classrooms to avoid fragmentation and build collective ownership
Designing Classroom Assessment for Neurodiversity
Every school serves a neurodiverse population—students with a wide range of strengths, needs, interests, and ways of showing what they know. But most assessment systems were not designed with that variability in mind. From rigid formats to narrow definitions of success, traditional assessments often act as gatekeepers—limiting students’ ability to demonstrate learning, distorting our understanding of what they know, and damaging self-efficacy. For many students, assessment isn’t what opens doors—it’s what quietly closes them.
This session invites educators and leaders to reimagine assessment as a tool for equity, agency, and clarity. We’ll explore how to design assessments that are valid, flexible, and responsive to the diverse learners in today’s classrooms—while aligning with MTSS structures across all three tiers. Together, we’ll look at how to build systems where assessment works for learners, not against them. Together, we will:
🧭 Clarify what we value most in learning—and ask whether our assessments reflect those values
🧪 Identify confounding variables that compromise validity, especially for students with nontraditional learning profiles
🧠 Explore why flexible expression is essential to accurately measure learning without lowering expectations
🛠️ Renovate rubrics to be growth-oriented, focused on what students can do and what’s next
🧠 Use assessment to build student metacognition and agency, not just sort or score
🗂️ Align assessment practices across MTSS tiers, connecting classroom assessment with screening and progress monitoring in meaningful ways
⚖️ Maintain construct validity and fairness while offering flexibility in how students show what they know
This is a practical and reflective session for educators committed to designing assessment systems that honor the full range of learners—and keep opportunity open.
All Students Are OUR Students:
Leading a Neuroaffirming Culture
Inclusive leadership begins with mindset. In many schools, students are separated by labels or adult assumptions. But real inclusion happens when we stop asking, “Whose student is this?” and start asking, “How can we support this student together?”
In this session, we’ll explore how to lead a neuroaffirming school culture—one that recognizes variability as the norm, not the exception. We’ll challenge the false dichotomy between “students with special needs” and “everyone else,” and instead embrace the concept of the jagged learner profile—where every student has strengths and needs that don’t fit neatly into categories.
You'll learn to:
🧠 Define neuroaffirming mindsets and recognize the impact of adult language, expectations, and routines
📈 Use jagged profiles to guide instructional design, team conversations, and student support
🏫 Lead culture-building that promotes belonging, clarity, and psychological safety for all learners
🛠️ Design schoolwide structures and schedules that support inclusion at the systems level
🤝 Build shared responsibility across general and special education teams
Beyond the Breakers:
Regulation Skills to Surf the Emotional Waves
Big emotions are part of being human, and in schools, they often come with big reactions. Most behavior support systems focus on changing the behavior, but emotional regulation runs much deeper than behavior. It’s about learning how to ride the waves of emotion with skill, confidence, and resilience. In this session, we explore how schools can equip students with the tools to widen their “window of tolerance” for emotional intensity. Drawing on evidence-based strategies from Dialectical Behavior Therapy (DBT), we’ll examine how to teach regulation as a proactive, universal skill—not just a targeted intervention.
Participants will leave with tools to teach emotional regulation as a lifelong skill—and to create a school culture where all students learn to surf the waves.
You'll learn to:
🌊 Teach students to recognize and respond to emotional swells before they escalate
🧘♂️ Introduce acceptance skills that help students sit with discomfort and remain grounded
🔁 Equip students with change strategies for navigating difficult moments productively
🏫 Build classroom-wide routines that normalize emotional skill-building
🤝 Shift from crisis management to proactive regulation through schoolwide practices
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