Executive Functioning is more than using lists, planners, and finishing homework.

That's why the School of Clinical Leadership framework helps kids plan, self-regulate, reach goals, and build skills they need to thrive.

For psychologists, social workers, speech pathologists, counselors, occupational therapists, or other service providers who want an evidence-based plan for supporting students socially, emotionally, and academically.


Do you have students who:

👉Experience anxiety and overwhelm with new challenges, despite talking about it in therapy or learning about "feelings words" to describe emotions?

👉Refuse or avoid difficult tasks, despite getting punishment/rewards?

👉Struggle to complete academic work, or anything that doesn't give immediate gratification?

👉Complain of boredom and don't persist through repetitive tasks?

👉Have difficulty filtering distractions or controlling impulses?

👉Miss assignments, lose track of their things, run late and miss deadlines, even though they're using lists and other organizers?

👉Misunderstand directions and struggle with transitions and appear several steps behind?

👉Have emotional outbursts when asked to move from one activity to another (especially if they're asked to stop doing something they enjoy)?

👉Make self-defeating comments or can't see themselves being successful in unfamiliar situations?

Many would label these as behavior or motivation problems.

But they're often executive functioning issues in disguise.

Many school teams know executive functioning is important.

Some of them are even showing students strategies to improve behavior and organization...

Yet students still struggle, despite using visual schedules, behavior charts, checklists, and planners.

This is often because schools are giving kids the TOOLS and STRATEGIES without teaching them the executive functioning skills they need to use them effectively.

Many times school teams are making at least one of five common mistakes.

But before I reveal what they are...

Let me take a second to introduce myself and why I'm sharing this with you.

Hi, I'm Dr. Karen.

I help K-12 therapists design interventions that support language, literacy and executive functioning. I do this by helping them be better leaders.

I'm a licensed SLP and have a doctorate in

special education, a special education director license, and an assistive technology graduate certificate. I'm the founder of a successful startup focused on K-12 professional development.

I spent 14 years in the school systems as an SLP, and during that time I saw a need for a better system for language/literacy support.

That led to me launching my business in 2015, and since then I've helped thousands of clinicians deliver evidence-based interventions for school-age kids.

Executive functioning skills are the mental processes that help us:

Self-regulate and engage in goal-directed behavior.

Think ahead and make plans by predicting what might happen.

Regulate emotions and control impulses.

Problem-solve without needing explicit directions.

Adapt to changes in routines or unplanned events.

Think of multiple options for working through situations (have a “plan B”).

Self-monitor and make adjustments to plans with the end goal in mind.

Break down complex tasks in to steps and know where to start.

Estimate how long a task takes and what steps to take to reach an end goal.

Use future thinking abilities to prepare for unfamiliar situations.

Filter irrelevant vs. relevant information and apply it.

Many school teams think they're working on executive functioning, but are making at least one of five mistakes:


Doing the executive functioning FOR students.

If students are copying down to-do lists on a planner without engaging in internal planning and self-talk, they aren't practicing executive functioning. As a result, they'll have difficulty using the strategy independently.

We need to explicitly teach them to use these skills while they're using external tools and strategies and fade prompts strategically. Many people don't realize they're doing the internal planning FOR students and making them prompt-dependent.


Not modeling self-talk.

While we don't want to act as kids' executive functioning and make them prompt-dependent, we also don't want to throw them off the deep end without support. Some people make the mistake of underestimating the amount of EXPLICIT teaching kids need to talk themselves through complex tasks.

If students are struggling with executive functioning, they're not engaging in the self-talk needed to plan ahead, estimate how long things will take, how to adjust a long the way, and how to reflect afterwards. If this isn't taught directly and modeled, kids will not learn how to do it.


Not addressing time blindness.

Knowing what to do is just ONE of the skills needed to engage in goal-directed behavior. We also have to be able to estimate how long something will take. That’s why we need to teach kids to sense time WHILE they’re doing multi-step tasks.

Most timers being used are too abstract to do this effectively; especially when we are setting the timers up for kids instead of having them initiate and actively use these tools.


Using the wrong service delivery model.

When kids are experiencing anxiety, they're often referred for therapy, and when they're having difficulty with friendships, they often attend social skills groups. While intervention in a separate setting is necessary in certain situations, this "pull out" model is an incomplete solution for executive functioning issues.

For many kids, executive dysfunction is a huge contributor to their anxiety; so talking about it in a therapy room is not going to give them an opportunity to practice new skills that will build their confidence (Minahan, 2017).

Adult-led social skills groups don't give kids the opportunities to read situations, and pay attention to the reactions of others in real-life contexts.

This is why professionals providing executive functioning intervention need to include both "pull out" services combined with consultation, coaching, and support for other people interacting with kids.


Insufficient environmental scaffolding.

"Scaffolding" refers to support, whether it be for the student experiencing executive dysfunction or the professionals helping them. Scaffolding may include the use of visuals to teach time perception and assist with future planning, modeling self-talk for strategic thinking or self-regulation, or establishing clear expectations and consequences.

All of these things need to be implemented consistently so that students gain practice with internal planning throughout the day during real-life experiences.

This is why it's not just the students who need scaffolding; teachers and parents need it as well so they have the resources and knowledge needed to support these skills at home and school. That's why executive functioning support should include direct intervention for kids and coaching for adults.

Supporting executive functioning isn't just about students receiving special education.

It's an initiative that can support ALL students and equip them for life after high school.

If you're a related service provider, your skills and experience put in you in a unique position to emerge as a leader on your team and make this a reality.

You need a framework to make that happen, which needs to address:

Internal Skills

  • Time Perception
  • Self Talk
  • Future Pacing
  • Episode Memory
  • Encoding


  • Priming
  • Real-Life Practice
  • Review/Evaluation

Service Delivery Model

  • Direct Intervention
  • Coaching/Consultation
  • Training/Materials

First, we need to deliver COMPREHENSIVE intervention that supports all components of executive functioning.

Many people think executive functioning is about helping kids organize homework, but there's much more to it than that.

We can simplify intervention by organizing it in to five key areas:

Time Perception

  • Estimating how long things will take
  • Visualizing units of time and measurement
  • Noticing the passage of time during tasks

Self Talk

  • Saying language "in your head" to plan
  • Using an inner monologue to self-evaluate
  • Creating an inner voice to self-regulate

Future Pacing

  • Visualizing the end goal
  • Planning steps, strategies, and options
  • Anticipating consequences of behavior

Episodic Memory

  • Recalling mental images of past events
  • Using past experiences for future planning
  • Reflecting on the past to build self-confidence


  • Pairing mental images with words
  • Visualizing steps/turning them in to language
  • Using language for external tools (e.g., lists)

Then, we ensure kids get support in the right settings.

In order for kids to independently plan and self-regulate, executive functioning should be taught in the following contexts:


Planning and preparing for upcoming situations to give kids strategies and cues. This can include role playing, practicing skills in a structured environment, and frontloading information to help kids envision and plan ahead for the future event.

Real-Life Practice

Intervention should follow kids to other settings where they can apply what they've learned. This is where the majority of the learning happens. Adults supporting kids should be there to model so kids can apply strategies they've been practicing.


Adults can help kids reflect on past situations, evaluate their ability apply to strategies, and help make decisions about how to use that new knowledge for future events. Then, cycle back to priming for the future as you fine-tune skills and fade prompts.

Finally, school teams and providers need to use the right service delivery models to ensure that support can happen in the right places.

This means providing direct intervention in conjunction with information, strategies, and support for others interacting with kids across the day.

We can't fully support students' social, emotional, and academic skills using a traditional "pull-out" model alone.

Many K-12 teams aren't using effective service-delivery models or strategies to build executive functioning.

But it only takes ONE team member to take the lead and get the team on track.

That person can be YOU.

With the right system, it's possible, even with limited time and resources.

How amazing it would feel to see your students thriving, make lasting changes to the culture and services in your building, and know you played a part in making it happen?

I'll show you how to do it in the

School of Clinical Leadership.

The School of Clinical Leadership is comprehensive program helps K-12 therapists give students the executive functioning skills they need for a thriving adulthood.

If you're a psychologist, social worker, speech pathologist, counselor, or other service provider and you want to have bigger impact on your caseload, this program is for you!

The School of Clinical Leadership gives you the tools and systems you need to design services that build resilience and independence.

But it doesn't stop there.

I'll also help you develop the systems and operating procedures needed to make it a reality.

Here's an outline of what's included in the program:

Executive Functioning for Success

This course gives you a complete guide to helping K-12 kids solve-problems, plan ahead, self-advocate, and build the resilience and confidence they need to thrive.

In this course, I give you exactly what you need to design services that support kids across their day through direct intervention, classroom-based support, consultation/coaching, and collaboration.

Here's what you'll be able to do after going through this training:

MODULE 1: Shift your mindset and define success

  • Learn how to define the internal and external skills of executive functioning, so you can help your team understand the skills kids need to succeed.
  • Discover ways to analyze tasks so you can intervene at the point of struggle, so you can troubleshoot when kids struggle with classroom routines and daily tasks.
  • Help your team discern between "behavior problems" and lagging executive functioning skills so they can provide a safe learning environment for kids.

MODULE 2: Improve focus and support working memory

  • Establish realistic expectations for increasing attention and focus so your team has accurate information about evidence-based interventions.
  • Determine when to address discrete skills vs. teach compensatory strategies.
  • Set the stage for learning, so kids can maximize working memory and ability attend to tasks.

MODULE 3: Build accountability and social reciprocity

  • Build resilience in your students in a way that's both evidence-based and neurodiversity-affirming.
  • Help kids establish a sense of personal responsibility so they can maintain healthy relationships in academic, social, and vocational settings.
  • Teach kids to delay gratification and adapt to varied experiences so they feel a sense of accomplishment.

MODULE 4: Promote strategic and goal-directed behavior

  • Help kids work through transitions and complex tasks without melt-downs.
  • Build students' future-thinking skills and help kids work backwards from an end-goal.
  • Empower kids to adapt to changes in routines, come up with a "plan B", and self-evaluate.

MODULE 5: Support executive functioning across the day

  • Learn how your school team can model self-talk, strategic thinking, and effective problem-solving.
  • Show your team how to get help students increase goal-directed behavior, self-regulation, and cognitive flexibility during math, writing, and reading tasks.
  • Discover how to write goals and accommodations that promote independence and self-advocacy.

MODULE 6: Understand the emotional impact of EF

  • Learn why "social skills" challenges are tied to lagging executive functioning skills.
  • Help your team understand the internal skills required to navigate unstructured social situations .
  • Learn strategies to support situational awareness, perspective-taking, and self-esteem.

Time Tracking Journal

In this mini-course, I'll give you a strategy that helps kids visualize, plan, and complete daily tasks like academic assignments, functional tasks, or classroom routines.

Whether it's making breakfast, doing a writing assignment, or packing for the school day, this strategy will help kids approach their daily routines with a plan.

When you master this strategy, you'll be able to:

  • Help kids break tasks down to manageable chunks and improve motivation, independence, and persistence with multi-step tasks.
  • Teach kids to sense time and estimate how long things will take so you can decrease anxiety and promote strong time-management skills.
  • Model self-talk that supports strategic thinking, long-term planning, and self-esteem so you can reduce avoidance of nonpreferred or challenging tasks.

Visual Scheduling Toolkit

This toolkit will help you leverage the power of visual strategies to help kids manage their schedule, improve future thinking, and understand social reciprocity.

Kids who have strong executive functioning skills know how to plan out their week and think ahead.

That's why this toolkit and training will help you:

  • Teach kids to use visual strategies to minimize anxiety and anticipate upcoming events.
  • Create structure in your weekly schedule, help kids think proactively, and future pace.
  • Use visual strategies to increase a sense of accountability and reciprocity.
  • Help kids independently stay on top of assignments and be prepared for what lies ahead.

Social Language Roadmap

This course gives you a comprehensive roadmap to building the skills kids need to have healthy relationships in social, academic, and vocational environments.

In this course, I give you exactly what you need to design services that support kids across their day through direct intervention, classroom-based support, consultation/coaching, and collaboration.

Here's an outline of what you'll be able to do once you go through this program:

MODULE 1: Emotions and their impact on socialization

  • Learn three components that impact self-regulation and decision-making during social interactions,
  • Help your team understand why typical "social skills" training falls short so you can get buy-in.
  • Learn why teaching social skills is different than academic skills and what this means for intervention planning.

MODULE 2: The "new" vs. the "old" way to teach social skills

  • Learn why "knowing" how to act in social situations is not enough to facilitate generalization.
  • Help students manage responses to anxiety-inducing triggers and respond to social cues effectively.
  • Teach your team the skills students need to read situations in real-time and apply skills in real-life scenarios.

MODULE 3: Assessment and writing goals

  • Learn the six domains of social-problem solving and how to use them to help kids have healthy social interactions.
  • Understand assessment tools for social skills, pragmatic language, and social executive functioning so you can get an accurate profile of your students' skills.
  • Lead your team in writing goals and accommodations that support social relationships and self-advocacy.

MODULE 4: Advanced intervention tutorials

  • Learn how to "prime" students for upcoming situations and help them develop mental flexibility.
  • Motivate students and help them feel confident and successful during peer interactions.
  • An EBP roadmap, including strategies like: Video Modeling, Social Narratives, Role Play, Cognitive Priming, Tests of Evidence, Pros and Cons.

Simple Family Meals Guide

A six-week plan to help families create structure around meal times so they can minimize stress and empower kids to make healthy choices.

Meal times are one of the most stressful times for families working through executive functioning challenges.

You'll get a step-by-step guide to scaffolding meal times so families can:

  • Put healthy choices in place, one meal at a time without complicated recipes.
  • Encourage kids to get out of their comfort zone and try new food, so they can be prepared for unexpected changes to routines in the future.
  • Create predictability and set expectations surrounding meals, so families can spend more quality time together (and less time arguing).

Service Delivery Design

Master Class

Inside this training you'll learn how to lead your team in designing and implementing comprehensive support for your caseload (even with limited time and resources).

In this training, I show you how to uncover creative solutions for serving your caseload and get your team working together, even if you have limited time to collaborate.

I'll walk you through:

  • The "asset stack" method you can use to ensure kids get the support they need across settings, even if direct treatment time is limited.
  • How to lead an IEP team to make better decisions, even if you’re not an administrator or the case manager.
  • Why shifting from "planning therapy" to "planning service delivery" will clarify each team member's role, so you know what service delivery models to use (e.g., direct therapy, consultation, co-teaching).

Clinician Productivity System

Proven strategies for gaining control of your time so you can create more time for collaboration, leadership, and personal development.

In the productivity section, I'll give you my best tools to help you focus on tasks that make the biggest impact, so you have time to think about building relationships and training others.

I'll share my best systems, strategies, and shifts including:

  • The subtle difference between "busy and scattered" vs. "busy and productive" and how to shift your attention to high-priority tasks.
  • The "master planning" process I used to help doctoral candidates successfully finish their dissertations and graduate, as well as launch a business while working full-time.
  • How I designed a district initiative to change special education eligibility procedures, even with a huge caseload and even though I wasn't in an official leadership position.
  • The hidden cause of procrastination (that most self-care tips neglect), and how to keep routine busywork from draining your energy and creativity.

Online Support and Q & A

Ongoing support, judgment-free guidance, and curated discussions in a convenient, distraction-free location.

Many clinicians like to get support when it's convenient to them, so that's why in addition to having live support, I've also created a private online forum where members can get guidance and support.

If you follow any "influencers" or are in any online forums for therapists, you know that there's a ton of clutter, misinformation, and drama to deal with when trying to ask questions or get support via free options.

That's why I've created a private, carefully moderated forum to provide a safe space for members to ask questions and get support.

I've also chosen to host it off of social media so you're not tempted by the latest click-bait or cat video when you go to log in.

Rolodex of Resources

An ever-growing, curated list of clinically-relevant resources to amplify your performance in everything you do-all in one place.

When you join, you'll get a access to a curated list of resources designed to help you build your knowledge and skill sets and grow as a clinician and as a human being. The rolodex includes a list of recommended tools (not affiliated with this program) that will help you perform to your highest potential in your work and your life.

Resources include focus areas such as:

  • High performance
  • Productivity, routines, and habits
  • Cognitive wellness
  • Sleep hygiene
  • Leadership and influence
  • Business Development and Marketing
  • Personal Finance
  • Mental Health

These tools can be used to help you design interventions for your clients, but they’re mostly focused on helping YOU feel confident in yourself as a leader so you can have a more fulfilling career and life.


  • Executive Functioning for Success ($1997 value)
  • Time Tracking Journal ($297 Value)
  • Visual Scheduling Toolkit ($297 Value)
  • Social Language Roadmap ($997 Value)
  • Simple Family Meals Guide ($397 Value)
  • Service Delivery Design Masterclass ($497 value)
  • Clinician Productivity System ($1997 value)
  • Online Support and Q & A ($1997 value)
  • Rolodex of Resources ($497 value)








*Save $151 when you pay in full

*All prices are in USD. The School of Clinical Leadership is a course, not a subscription. By signing up for the payment plan, you are agreeing to complete all 12 payments.

Members will get lifetime access to all program features.

Here's why the School of Clinical Leadership is different.

Most clinicians know their students need better support once they leave the therapy room, but they aren't sure about the "what" and the "how" when it comes to coaching and training others.

The School of Clinical Leadership solves that problem by showing you specific strategies, plus how to implement them across multiple settings and multiple team members.

Many people get stuck because they don't have the systems in place to make time for collaboration.

But I've got you covered with my "master plan" I've used to complete complex long-term projects, even with a full-time caseload. I've used this myself during my doctoral work, when launching my business, and when I was doing extra leadership projects as an SLP.

Once you create your systems, you need to learn how to be a leader and a coach for your colleagues.

With the right strategies, you can emerge as a leader on your team. Even if you're introverted or not in an official leadership position. I know because I've been able to do it myself.

Leadership isn't just about your job title, it's about what you do and how you see yourself.

You’re a facilitator who shares your knowledge and trains others on your team, so you can expand your impact beyond just direct therapy.

You’re an advocate for your profession and an ally to your clients.

You’re a teammate. A role model. A leader.

Just think of the lives you'll be able to change. 

When I had the right systems in place, I was able to create some amazing collaborations and alliances.

These relationships led to more comprehensive services for my caseload and even led to changes at the building level.

I've even been able to record some fantastic interviews with my former colleagues for my podcast and YouTube channel where we talked about our work together!



Here's everything you need to know.

Who is this program for?

This program is designed for pediatric therapists who want to make a bigger impact with their work. The way I help people do that is to give them the tools and strategies to design services and supports that build executive functioning. This program is different because I not only show you teaching and intervention strategies, I give you the productivity systems and leadership training you need to make it happen. This program is for social workers, speech-language pathologists, psychologists, counselors, occupational therapists, music therapists, and other specialized service providers. We also welcome people who work in the school systems in leadership positions or teaching positions. Because this program is designed for practitioners who want to make a bigger impact on K-12 kids, there will be a lot of emphasis on the school systems. However, many practitioners who aren't employed by the schools work to support this population; such as those who work in private practice or medical settings; so we welcome people of all settings who want to support school-age kids with their work. Many of the ways you serve may involve offering services and products outside the school system as well; so if you are a therapist in private practice, working at a university or other setting; this program is for you as well. 

How does this program work/how do I access the materials?

This program is a course with a payment plan and a pay-in-full option. This is not a subscription program. By choosing the payment plan, you agree to make all 12 payments. Once you choose your payment option, you'll get access to all program feature.

When you join, you get access to an online members' portal that hosts all the trainings and bonuses, plus collaborative work sessions and a member's online group.

You get lifetime access to all program features as long as you're up to date with your payments.

How is this different than typical seminars or professional development for therapists and teachers?

There are some features of the program that are similar to typical seminars you may have attended, such as the trainings, courses, and masterclasses. However, the most valuable aspect of this program is the ongoing dialogue and support provided within roundtable discussions, the work sessions, and the online forum. Making an impact is not just about being a good clinician, it's about being a good leader. That's why this is is not just an executive functioning program; it's a career and leadership development program. Leadership skills are not things that can be taught in a one-shot training; it’s a marathon not a sprint. That’s why the format for this program is different than traditional seminars. 

What if I can't get my team on board with executive functioning support?

There's an art and a science to presenting your ideas and persuading others (ethically), and it's not something clinicians typically learn in their training. Most people are told they need to present research and "educate" others, but this often isn't enough. Building relationships is a long-game, and many people can't find the time to do it well or fully leverage the relationships they do have. That's why this strategy needs to be used along with productivity systems in order to truly make an impact.

What if I don't have time to focus on leadership on top of my clinical responsibilities?

Most people struggle to think long-term because they focus on "tactics" rather than systems. This can include things like planners, productivity apps, "self-care", checklists or other things. In order for productivity tactics like these to work, you need to create a long-term vision with a SYSTEM that informs what you need to be doing NOW to reach your long-term goals that will save you time and make you more effective. This is often the missing piece.

How long do I get to keep access to everything?

You’ll have lifetime access to all program materials as long as you are up-to-date with payments on your payment plan, or you've paid in full.

Is there a goal bank?

Within the executive functioning product suite, there are trainings that will show you a process for writing goals and will include examples of how to word goals that can be used on Individualized Education Plans or therapy plans. It is not a traditional “goal bank” that will allow you to copy and paste goals word-for-word. This program is focused on teaching you how to think about your work differently, and most traditional goal banks skip the problem-solving and thought process that needs to happen in order for goals to be functional. I don’t want to give you resources that will be a “crutch”; I want to help you learn processes and strategies that help you be more effective.

Does this count for CEUs??

Because this program is designed for multiple disciplines, the trainings in this program are not CEUs. However, you may still be able to use some of them as part of your certificate renewal for certain licenses you may hold; depending on their requirements. For example, the American Speech-Language and Hearing Association will accept hours from non-CEU providers as professional development hours if they provide documentation of attendance for sessions. If you would like to use some of the trainings within this program for license renewal, please email me at talktome@drkarenspeech.com for more information.

When does this program start?

Your time in the program starts when you sign up. This program is designed to be self-guided, so all trainings are on-demand and you can watch and re-watch them at your own pace.

Do you provide lesson plans and materials?

This program is focused on designing service delivery, professional collaboration, and leadership. There will be some tools that can be adapted to use during direct therapy sessions, but many of the strategies can be embedded in to work already being done in the curriculum.

What is your refund policy?

Because this program involves access to intellectual property, we have 30-day refund policy. All requests for refunds must be made within 30 days of joining the program.

Is this separate from your other courses?

Yes, this is separate from my other courses. If you are an SLP or other professional who has taken my other courses such as Language Therapy Advance Foundations, this program will complement that program. My courses that relate to executive functioning have been updated for the purpose of this program and are part of the “evidence-based practice” section of this program. 

What kind of support can I expect?

You can engage with other members and ask Dr. Karen questions in the online member’s community. Additionally, there may be some live Q & A sessions and guest speakers depending on member needs.

Can I share this membership?

All materials are copyrighted and should not be shared and distributed outside of this program. This includes any downloadable documents, shared documents, trainings, or login information. This program provides a paid service which requires a separate membership for each person who wants to access program features.  The exception would include any data sheets that are designed to be reproduced and share with your staff or parents; those you can print and reuse as needed.

Do the trainings follow EBP?

Any recommendations on specific treatment techniques will have references cited within the program. Any guest speakers will be required to cite research and provide reference lists for any trainings provided. Trainings on business development, entrepreneurship, leadership and service delivery may also have sources cited where appropriate. Any extra Q & A sessions may include references when specific treatment techniques are mentioned, with the exception of when members are reflecting or sharing their personal experience with a topic.

Are the trainings neurodiversity-affirming? 

Trainings relating to neurodiversity are informed by the most up-to-date evidence from peer-reviewed research and clinical case study evidence. Any intervention that effectively addresses executive functioning is, by definition, neurodiversity affirming because it will help clinicians consider a clients’ neurological profile and interests into account, while at the same time teach them strategies that help them become resilient and adaptable. They are also focused on functional outcomes related to the client as opposed to developmental milestones or making clients appear more neurotypical. An intervention is “neurodiversity- affirming” if it gives the client what they need in order to be successful, and that this program will do. I'm not neurotypical and am happy to share personal experiences where relevant, but members will be encouraged to use research and evidence to design interventions for clients.

You won't have the impact you want working in a silo in your therapy room.

If you want to be respected and valued for your work…

If you want to work as a team instead of doing it alone

If you want to see students getting support they need once they leave your room…

If you want to expand the scope of your influence and impact…

If you want to know you're making a difference each day you show up to work...

It starts with seeing yourself as a leader. 

In the School of Clinical Leadership, I’ll help you make that happen. 


  • Executive Functioning for Success ($1997 value)
  • Time Tracking Journal ($297 Value)
  • Visual Scheduling Toolkit ($297 Value)
  • Social Language Roadmap ($997 Value)
  • Simple Family Meals Guide ($397 Value)
  • Service Delivery Design Masterclass ($497 value)
  • Clinician Productivity System ($1997 value)
  • Online Support and Q & A ($1997 value)
  • Rolodex of Resources ($497 value)








*Save $151 when you pay in full

*All prices are in USD. The School of Clinical Leadership is a course, not a subscription. By signing up for the payment plan, you are agreeing to complete all 12 payments.

Members will get lifetime access to all program features.

Here's more feedback from clinicians who have gone through my programs:

Join us in the School of Clinical Leadership and help your team set kids up for success across the board:

Academic, Social, Vocational, and Emotional.







*Save $151 when you pay in full

*All prices are in USD. The School of Clinical Leadership is a course, not a subscription. By signing up for the payment plan, you are agreeing to complete all 12 payments.

Members will get lifetime access to all program features.