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school consultations
How We Work With Schools
We partner with schools to build neuroaffirming systems across six domains. We usually start with an audit and build a plan to support lead learners, senior leaders, and whole faculty in an intentional and coordinated way.
We seek ongoing relationships and deep partnerships with a smaller number of schools. Every engagement is led directly by Dr. Lee Ann Jung—sometimes working independently, sometimes with a team of experienced educators.
We want to get to know your school well to be able to tailor recommendations, build meaningful relationships with your leadership team, and support sustainable change over time.
MTSS & Inclusion Audits
Our audits examine how every element of your school works together to support the full range of learners. We analyze structures, schedules, culture, roles, assessment practices, and learning support programs—delivering a comprehensive roadmap for coherent redesign.
Professional Learning
We support sustained learning through a combination of lead learner training and whole-group professional learning. Together, we explore challenges, develop practices, and build capacity for successful implementation in your school context.
Leadership Support
We coach school and district leaders over time, supporting reflection, decision-making, and adaptation as systems evolve. Leadership support ensures that changes are cohereht, research-aligned, resourced, and sustained beyond individual initiatives.
Dr. Nick Glab, Head of School, COJOWA
"Working with Dr. Jung will guarantee research-based advice delivered in a fun and engaging way. Dr. Jung goes above and beyond to coach schools through any implementation process. I look forward to working together with her again in the future!"
school consultations
MTSS & Inclusion Audits
An external perspective on how your school functions—what's working and what's next. Audits are where we love to start, building a clear picture before assembling a team of lead learners and designing the coordinated support that follows.
Examples of What We Examine
How services are organized and how consistently teams implement practices across divisions
How students experience support—from intervention design to classroom delivery
Schedules, caseload structures, roles, policies, and decision-making routines
Observation of intervention services, inclusive classrooms, and student-support meetings
Conversations with principals, coordinators, teachers, and—when helpful—students and families
Current alignment with contemporary research on MTSS, UDL, neuroaffirmation, assessment, and inclusive practice
The Process
Pre-visit planning meeting to clarify priorities and finalize observation schedule
On-site observation and stakeholder meetings (typically 2-3 days)
Comprehensive written report outlining findings, strengths, tensions, and specific recommendations
Leadership debrief to walk through findings and discuss implementation priorities
Optional: Survey design, distribution, and analysis to capture broader perspectives
Optional: Expanded on-site capacity with additional consultants or observation days
school consultations
Professional Learning
Professional learning is more than training—it's the complex work of implementation and integration. We move from understanding to practice, building capacity through a coordinated process.
Lead Learners
A core team of teacher leaders builds deep expertise in the frameworks, practices, and research.
Lead learners go first—they implement, see the impacts, troubleshoot challenges, and refine practices.
This group becomes internal experts who understand not just what to do, but why and how to adapt it
Lead learners serve as champions, coaches, and thought partners for their colleagues.
Intensive sessions combine learning, planning, and problem-solving around real implementation challenges
Large Groups
Whole-school sessions bring research and practice to the broader faculty.
Learning is grounded in your school's context—using your data, your students, your challenges.
Sessions connect to what lead learners have already piloted and refined.
Job-embedded work between sessions—teachers try practices, gather evidence, and return with questions.
The focus is on integration—how these practices fit into existing curriculum, schedules, and systems.
How These Connect
Lead learners build expertise first, then help scale the work.
Large group sessions build on what lead learners have tested in your context.
Groups learn together during whole-school sessions, with lead learners offering expertise.
The timeline is intentional—lead learners need time to implement before the work scales.
This process ensures the work is sustainable, not dependent on external consultants.
school consultations
Leadership Coaching
Ongoing coaching that runs alongside audits and professional learning—making sure systems and structures are intentionally led, have shared language, and move in a coherent direction.
How We Work Together
Regular coaching sessions (monthly or quarterly) with senior leadership and inclusion coordinators
Thought partnership—working through specific data, issues, and decisions as they arise
Strategic planning support—helping you prioritize, sequence, and resource systems changes
Coordination across the three strands—ensuring audits, lead learner work, and leadership decisions are aligned
Problem-solving when implementation stalls, staff push back, or new challenges emerge
Support for difficult conversations—addressing tensions around roles, resources, or philosophical differences
Review of policies, schedules, job descriptions, and other structural elements that shape how inclusion functions
Why This Matters
Systems change is complex—leaders often benefit from sustained support to navigate implementation hurdles.
Coherence requires leadership—without intentional coordination, initiatives fragment and compete.
Multi-year partnerships allow us to build deep knowledge of your context, culture, and constraints.
Leadership coaching ensures that audit recommendations and professional learning translate into actual practice.