Project Onward
You know how to get through a hard day.
No one taught you how to build a program with fewer of them.
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Audience: Educators
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Level: Progressive
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Study time: 29+ hours
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ON DEMAND PROGRAM DEVELOPMENT
Project Onward is a 24-module progressive program development pathway designed to help you build a transformative intensive program with your complex EBD students.
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6 Key Themes
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24 Modules
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41 Instructional Videos
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33 Podcast Episodes
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36 eBook References
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...Resources, Tools, and More!
PROJECT ONWARD
Practical learning experiences!
OWNERSHIP
Building a Personal Foundation for Professional Success
Boundaries
and Bridges
Develop and maintain appropriate professional boundaries while creating authentic relationships that demonstrate to students they are valued, respected, and heard in the classroom environment.
Demonstrate proficiency in recognizing and responding to students' emotional states while maintaining professional boundaries during challenging interactions.
Create a classroom environment that balances structure and emotional support through consistent relationship-building activities throughout the school year.
Demonstrate proficiency in recognizing and responding to students' emotional states while maintaining professional boundaries during challenging interactions.
Create a classroom environment that balances structure and emotional support through consistent relationship-building activities throughout the school year.
Collaboration
Without Burnout
Analyze the concept of collective efficacy and explain how it impacts student achievement, teacher satisfaction, and burnout rates.
Evaluate your existing professional network using self-assessment tools to identify potential collaborative partnerships with specialists who can provide complementary expertise.
Develop clear, reciprocal expectations for professional collaborations that foster psychological safety, relational trust, and mutual accountability while maintaining ethical standards.
Evaluate your existing professional network using self-assessment tools to identify potential collaborative partnerships with specialists who can provide complementary expertise.
Develop clear, reciprocal expectations for professional collaborations that foster psychological safety, relational trust, and mutual accountability while maintaining ethical standards.
Strength-Based
Team Dynamics
Evaluate and address common collaboration challenges such as role ambiguity, differing work styles, and miscommunication through targeted professional development and mentorship opportunities.
Create strategic workload distribution plans that balance responsibilities among teachers, paraprofessionals, and specialists to prevent burnout while optimizing student outcomes.
Design and implement structured communication systems that facilitate effective collaboration and maintain alignment among educational team members.
Create strategic workload distribution plans that balance responsibilities among teachers, paraprofessionals, and specialists to prevent burnout while optimizing student outcomes.
Design and implement structured communication systems that facilitate effective collaboration and maintain alignment among educational team members.
Reflection, Voice,
and Choice
Analyze how ownership practices contribute to the development of essential life skills, including goal-setting, self-monitoring, problem-solving, and personal agency.
Create and maintain structured autonomy tools to document student growth, identify areas for improvement, and celebrate accomplishments.
Collaborate with peers and teachers to provide and receive constructive feedback, demonstrating how shared reflection enhances individual growth and classroom relationships.
Create and maintain structured autonomy tools to document student growth, identify areas for improvement, and celebrate accomplishments.
Collaborate with peers and teachers to provide and receive constructive feedback, demonstrating how shared reflection enhances individual growth and classroom relationships.
WOO
Social-Emotional Growth Through Organized Support
Mindful
Pathways
Analyze and design monthly PBIS themes that promote positive behaviors, incorporating visual reinforcements and classroom discussions to create a consistent school-wide culture of emotional regulation.
Analyze how mindfulness practices strengthen the connection between the brainstem and higher brain functions, enabling students to make more thoughtful decisions rather than impulsive reactions.
Evaluate the effectiveness of various recognition systems and reinforcement strategies that acknowledge students demonstrating theme-related behaviors while maintaining authenticity in teacher modeling.
Analyze how mindfulness practices strengthen the connection between the brainstem and higher brain functions, enabling students to make more thoughtful decisions rather than impulsive reactions.
Evaluate the effectiveness of various recognition systems and reinforcement strategies that acknowledge students demonstrating theme-related behaviors while maintaining authenticity in teacher modeling.
Making the
Invisible Visible
Demonstrate the "I Do, We Do, You Do" instructional framework to explicitly teach social skills to students who may not learn these competencies incidentally.
Develop a plan for embedding brief social skills practice opportunities into daily classroom routines to promote skill generalization across contexts.
Analyze the key components of effective calming corners and evaluate their impact on student self-regulation and classroom management for learners with emotional and behavioral challenges.
Develop a plan for embedding brief social skills practice opportunities into daily classroom routines to promote skill generalization across contexts.
Analyze the key components of effective calming corners and evaluate their impact on student self-regulation and classroom management for learners with emotional and behavioral challenges.
Dual-Focus
Strategies
Analyze the dual-focus approach to behavioral intervention by evaluating how reduction of challenging behaviors must be paired with teaching functional replacement skills to create sustainable behavior change.
Develop comprehensive task analyses for replacement behaviors using frameworks like Skillstreaming to break complex skills into developmentally-appropriate, teachable steps tailored to individual student needs.
Develop data collection systems that effectively monitor both the reduction of challenging behaviors and the acquisition of replacement skills to guide evidence-based instructional decisions.
Develop comprehensive task analyses for replacement behaviors using frameworks like Skillstreaming to break complex skills into developmentally-appropriate, teachable steps tailored to individual student needs.
Develop data collection systems that effectively monitor both the reduction of challenging behaviors and the acquisition of replacement skills to guide evidence-based instructional decisions.
Modeling
What Matters
Design collaborative teaming strategies that embed social skills instruction into existing classroom routines and transitions without adding additional workload.
Apply the five-step peer mediation process (introduction, storytelling, problem-solving, agreement, and closure) to resolve typical classroom conflicts.
Evaluate the effectiveness of adult modeling in creating a school-wide culture of social competence and skill development.
Apply the five-step peer mediation process (introduction, storytelling, problem-solving, agreement, and closure) to resolve typical classroom conflicts.
Evaluate the effectiveness of adult modeling in creating a school-wide culture of social competence and skill development.
ACADEMICS
Balancing Core Instruction with Targeted Interventions
Resilient
Teaching
Analyze and evaluate whole-group instructional strategies that accommodate diverse participation levels to create inclusive learning environments for students with emotional and behavioral challenges.
Develop and implement clear role-based structures for classroom activities that provide students with explicit expectations and purposeful engagement opportunities.
Conduct a comprehensive inventory of instructional resources to identify gaps and ensure alignment with curriculum standards and student needs.
Develop and implement clear role-based structures for classroom activities that provide students with explicit expectations and purposeful engagement opportunities.
Conduct a comprehensive inventory of instructional resources to identify gaps and ensure alignment with curriculum standards and student needs.
Breaking
the Cycle
Design and implement a three-station small group rotation model that balances direct instruction, supplemental practice, and technology-based independent learning.
Evaluate various supplemental resources and interventions to address specific learning gaps while aligning with district guidelines and student IEP goals.
Create structured transition supports that foster student self-regulation, independence, and executive functioning skills within the rotation framework.
Evaluate various supplemental resources and interventions to address specific learning gaps while aligning with district guidelines and student IEP goals.
Create structured transition supports that foster student self-regulation, independence, and executive functioning skills within the rotation framework.
Beyond
Isolated Skills
Create instructional rotations and support stations that intentionally integrate IEP goal practice with authentic assessment opportunities.
Design embedded progress monitoring systems that collect meaningful data during instructional routines without disrupting the flow of learning.
Evaluate IEP goals for clarity, measurability, and alignment with students' present levels of performance to ensure targeted instruction.
Design embedded progress monitoring systems that collect meaningful data during instructional routines without disrupting the flow of learning.
Evaluate IEP goals for clarity, measurability, and alignment with students' present levels of performance to ensure targeted instruction.
Engagement
by Design
Analyze the purpose and structure of individualized rotation models to create predictable frameworks that balance grade-level instruction with personalized supports for diverse learners.
Collaborate effectively with integrated service providers (speech-language pathologists, occupational therapists, counselors) to embed specialized supports within classroom rotation structures.
Evaluate instructional resources to identify gaps across academic, social-emotional, and functional domains, and develop strategies to ensure equitable access to comprehensive supports.
Collaborate effectively with integrated service providers (speech-language pathologists, occupational therapists, counselors) to embed specialized supports within classroom rotation structures.
Evaluate instructional resources to identify gaps across academic, social-emotional, and functional domains, and develop strategies to ensure equitable access to comprehensive supports.
REINFORCEMENT
Positive Classrooms Through Strategic Feedback
Structured
for Success
Implement contingent, behavior-specific praise to effectively reinforce positive behaviors.
Establish clear classroom expectations that promote structure, reduce anxiety, and prevent work refusal.
Develop strategies to maintain consistency in reinforcement approaches that help students feel seen, valued, and capable of success.
Establish clear classroom expectations that promote structure, reduce anxiety, and prevent work refusal.
Develop strategies to maintain consistency in reinforcement approaches that help students feel seen, valued, and capable of success.
Beyond Points
and Praise
Formulate specific feedback statements that help students connect their behavioral choices to broader life skills and personal growth, moving beyond compliance-based approaches.
Design individualized CICO rating scales that are clear, simple, and aligned with measurable behavioral goals.
Create a collaborative CICO implementation plan that includes school-home communication components to ensure continuity of behavioral support.
Design individualized CICO rating scales that are clear, simple, and aligned with measurable behavioral goals.
Create a collaborative CICO implementation plan that includes school-home communication components to ensure continuity of behavioral support.
Motivation
Matters
Conduct various types of preference assessments to identify individualized reinforcers that effectively motivate resistant students.
Design and implement a structured classroom/school store system with clear criteria for earning currency that creates visible connections between student effort and rewards.
Collaborate with educational team members to share preference assessment findings and implement consistent reinforcement strategies across different settings and activities.
Design and implement a structured classroom/school store system with clear criteria for earning currency that creates visible connections between student effort and rewards.
Collaborate with educational team members to share preference assessment findings and implement consistent reinforcement strategies across different settings and activities.
Privilege
with Purpose
Analyze the purpose and structure of a four-level intervention system that transitions students from external support to self-regulation in educational settings.
Design developmentally appropriate level names and criteria that reflect meaningful shifts in structure, support, and independence while incorporating student input and interests.
Collaborate effectively with colleagues to create shared understanding and buy-in for a leveled intervention system that focuses on student growth rather than control.
Design developmentally appropriate level names and criteria that reflect meaningful shifts in structure, support, and independence while incorporating student input and interests.
Collaborate effectively with colleagues to create shared understanding and buy-in for a leveled intervention system that focuses on student growth rather than control.
OWNERSHIP
Facilitating Behavior in Supportive Learning Environments
Behavioral
Dynamics
Differentiate between the four types of behavioral consequences by analyzing their effects on future behavior rather than adult intentions.
Evaluate common misconceptions about punishment and reinforcement to avoid unintended outcomes when implementing behavioral management strategies.
Design consistent, logical consequences that maintain student dignity while effectively addressing problem behaviors.
Evaluate common misconceptions about punishment and reinforcement to avoid unintended outcomes when implementing behavioral management strategies.
Design consistent, logical consequences that maintain student dignity while effectively addressing problem behaviors.
Data-Driven
Restoration
Integrate traditional disciplinary approaches with restorative practices to create comprehensive behavior management systems that address immediate safety concerns while supporting long-term skill development.
Design progress monitoring protocols that use ongoing data collection to evaluate intervention effectiveness and guide necessary modifications to behavior support plans.
Create collaborative team structures that effectively share and analyze behavioral data across stakeholders while maintaining dignity, respect, and shared responsibility.
Design progress monitoring protocols that use ongoing data collection to evaluate intervention effectiveness and guide necessary modifications to behavior support plans.
Create collaborative team structures that effectively share and analyze behavioral data across stakeholders while maintaining dignity, respect, and shared responsibility.
Evolving
Expectations
Differentiate between vague goal language and specific, action-oriented behavioral descriptions that eliminate ambiguity and provide clear guidance for instruction and assessment.
Analyze and interpret baseline performance data to establish appropriate behavioral expectations that are neither too challenging nor too simplistic for individual student needs.
Integrate the core principles of respect, integrity, and responsibility from school codes of conduct into behavioral goal-setting to foster student ownership and community responsibility.
Analyze and interpret baseline performance data to establish appropriate behavioral expectations that are neither too challenging nor too simplistic for individual student needs.
Integrate the core principles of respect, integrity, and responsibility from school codes of conduct into behavioral goal-setting to foster student ownership and community responsibility.
Emotional
Scaffolding
Evaluate student readiness for reduced support using multiple data sources including performance consistency, success rates with supports, and emotional regulation indicators.
Analyze the phases of behavioral escalation and identify appropriate adult interventions for each phase to promote student de-escalation and emotional regulation.
Develop collaborative team-based approaches to planning, implementing, and assessing reduced support trials across educational environments.
Analyze the phases of behavioral escalation and identify appropriate adult interventions for each phase to promote student de-escalation and emotional regulation.
Develop collaborative team-based approaches to planning, implementing, and assessing reduced support trials across educational environments.
NECESSITIES
Practical Methods for Documenting Programming
Breaking the
Behavior Code
Create effective accommodations that provide equitable access to education without changing learning standards, distinguishing between accommodations that remove barriers and modifications that alter expectations.
Design appropriate services and interventions that address the root causes of behavioral challenges, using data-driven approaches to match specific supports to observable needs while maintaining consistency across educational settings.
Implement collaborative support systems that integrate IEP goals, behavior intervention plans, and accommodations into a cohesive framework, ensuring all stakeholders work together toward consistent implementation.
Design appropriate services and interventions that address the root causes of behavioral challenges, using data-driven approaches to match specific supports to observable needs while maintaining consistency across educational settings.
Implement collaborative support systems that integrate IEP goals, behavior intervention plans, and accommodations into a cohesive framework, ensuring all stakeholders work together toward consistent implementation.
Behavior
by Design
Design and implement appropriate replacement behaviors that serve the same function as challenging behaviors while teaching students socially acceptable alternatives through direct instruction, modeling, and role-playing.
Implement data-driven continuous improvement cycles to monitor intervention effectiveness, make evidence-based adjustments, and ensure BIPs remain responsive to student needs over time.
Collaborate effectively with all stakeholders to ensure consistent implementation of behavior intervention strategies across settings, promoting skill generalization and sustainable behavioral progress.
Implement data-driven continuous improvement cycles to monitor intervention effectiveness, make evidence-based adjustments, and ensure BIPs remain responsive to student needs over time.
Collaborate effectively with all stakeholders to ensure consistent implementation of behavior intervention strategies across settings, promoting skill generalization and sustainable behavioral progress.
Behavior as
Communication
Define and explain the key components of a Functional Behavior Assessment (FBA), including problem behavior identification, data collection methods, and function determination.
Analyze data collection results to accurately identify the primary function of behavior and develop appropriate intervention strategies for each function.
Develop hypothesis statements that accurately connect antecedents, behaviors, and consequences based on systematic observation and data collection.
Analyze data collection results to accurately identify the primary function of behavior and develop appropriate intervention strategies for each function.
Develop hypothesis statements that accurately connect antecedents, behaviors, and consequences based on systematic observation and data collection.
Breaking
the Cycle
Analyze the five components of SMART IEP goals and apply these criteria to evaluate sample goals for students with behavioral and academic challenges.
Develop data-driven IEP goals that include clear present levels of performance, targeted skills/behaviors, specific measurement criteria, appropriate conditions, and realistic timeframes.
Collaborate with interdisciplinary team members to create IEP goals that connect to grade-level standards while providing appropriate scaffolding for students performing below grade level.
Develop data-driven IEP goals that include clear present levels of performance, targeted skills/behaviors, specific measurement criteria, appropriate conditions, and realistic timeframes.
Collaborate with interdisciplinary team members to create IEP goals that connect to grade-level standards while providing appropriate scaffolding for students performing below grade level.
Build your program!
STRAND ORGANIZATION
What will I be learning?
O
Ownership
How to cultivate clear expectations, collaborative relationships, shared responsibilities, and student agency.
N
Necessities
How to identify underlying needs and implement targeted interventions that address the root causes of behavior.
W
Woo
Strategies that help students develop self-regulation, build positive relationships, and manage emotions effectively.
A
Academics
How to create effective instructional frameworks that address skill gaps while maintaining grade-level expectations.
R
Reinforcement
How intentional reinforcement strategies can transform student behavior, motivation, and classroom culture.
D
Dynamics
Understanding, preventing, and responding to challenging behaviors while building students' self-regulation skills.
EXPERT AUTHORS
Who will I be learning from?
Lathyrelle Isler, MSEd, SSP
Lathyrelle Isler is a school psychologist specializing in social-emotional learning, early intervention, emotional disturbance, ADHD, autism, and Down syndrome. She has been a program supervisor, academic coordinator, behavior specialist, case management coordinator, school psychologist, job coach, and mentor in school, healthcare, and local organization settings. Outside of her professional work, she enjoys traveling and exploring the food and music scene. Lathyrelle is a school psychologist with her Master of Science in Education in School Psychology and has a respecialization certification in Applied Behavior Analysis.
COAUTHOR
Jonathon Barberio, MA, LPC
Jon Barberio works with clients to explore their stories and the narratives others have written for them that they no longer wish to own while helping change unhealthy and untrue thoughts and beliefs that lead to negative experiences. He loves teaching families to be curious about the systems they are a part of and how they each affect each other because no one person is “the problem.” Outside of his professional work, he loves reading fiction, playing any competitive sport, playing board games, having thought-provoking conversations by a fire, and would own way too many project cars if he could. Jonathon is a Licensed Professional Counselor with his Bachelors in Psychology and Theology, Masters in Clinical Counseling, and has certifications in rational emotive behavioral therapy, cognitive process therapy, and behavioral therapy for those struggling with challenging experiences.
COAUTHOR
Manny Huecias, RBT, IBT
Manny Huecias is a school-based behavior technician specializing in social, emotional, and behavioral challenges experienced by elementary-aged student populations as well as augmented instructional design. He has been a pop-up virtual learning facilitator and avid volunteer in his local network who brings a practical, systems-aware perspective to supporting complex students and the adults doing their best to help them. Outside of his professional work, he has been a special needs intervention summer camp counselor and an active youth leader in his church. Manny is a Registered Behavior Technician with college coursework in education and psychology.
COAUTHOR
Frequently Asked Questions
What type of program is this designed for?
Project Onward is specifically designed for self-contained classrooms and alternative education programs serving students with emotional, behavioral, and mental health challenges through a hybrid of intensive intervention and grade-level instruction.
How is this program delivered?
The project includes a series of self-paced modules that combine lectures, podcasts, ebooks, and printables into a holistic self-guided implementation experience. Collaborative asynchronous learning with peer educators led by expert coaches is also available.
What materials will I receive?
You'll receive comprehensive program design templates, behavior intervention tools, curriculum adaptation guides, and ongoing access to the growing resource library into the years to come.
Is this appropriate for new teachers?
Yes, while experienced teachers will benefit from the advanced strategies, the sequential learning is structured to support educators at all experience levels in developing effective specialized programs.
I have a whole team I'd like to enroll. Do you offer group rates?
Yes! District partners receive a 30% discount at TLC University. Contact us directly to explore what options may be available to you.
What type of support is provided?
Group coaching is also available for all educators looking for a personal touch throughout their implementation process. The experience is still self-guided, but we do have rolling admissions to ensure our expert coaches can serve everyone in our community.
What is the refund policy?
Given the self-guided nature of this project experience, refunds are issued on a percentage completion basis within the first 90 days of enrollment.