Improving Student Processing, Cognition & Executive Function to Increase Academic Outcomes
A six-hour professional learning experience for K-12 educators — followed by a 90-day classroom implementation cycle that turns new learning into documented student impact.
6 Contact Hours · Possible PD Credit EligibleThe cause is often invisible.
A student can’t follow multi-step directions. Another loses track of what they just read. A third knows the material in discussion but falls apart on paper.
These aren’t attention problems or motivation issues — they’re often signs of unmet cognitive processing and working memory needs. When educators understand what’s happening neurologically and help students develop the underlying skills they need to learn, outcomes change.
Practical understanding paired with classroom-ready tools.
Understand the neurology behind classroom struggle
How neuroplasticity, working memory, and executive function directly influence student learning and behavior.
Use informal screening — without diagnostic labeling
Classroom-based screening techniques to identify processing barriers and inform instruction.
Walk away with a usable strategy toolkit
Evidence-informed strategies for Tier 1 and Tier 2 instruction across content areas.
Build a 90-day implementation plan
A structured cycle with measurable indicators of student progress — not just professional development hours.
This is not theory for theory’s sake. Every concept connects directly to what educators see in their classrooms every day.
Educators who want to understand the why — and act on it.
Classroom Teachers
Any grade level — for educators who want to better understand why some students struggle and what to do about it.
Instructional Coaches & Interventionists
For those supporting students with persistent academic challenges across tiers of instruction.
Administrators & Curriculum Directors
For leaders strengthening Tier 1 instruction and MTSS implementation across schools.
or Live Virtual
Hours
Credit Eligible
Full Districts
Most professional development ends when the session does. This doesn’t.
Following the six-hour session, participants complete a structured 90-day classroom implementation cycle — selecting a target student group, identifying measurable indicators, applying strategies, and monitoring progress at 30, 60, and 90 days.
The result is documented instructional change — not just seat time.
Built around the priorities that drive your school year.
- MTSS frameworks — strategies applicable at Tier 1, Tier 2, and for students receiving special education services
- Educator effectiveness expectations
- Prevention-focused instruction — building processing capacity before students reach a crisis point
Decades of work with the children behind the data.
Sara Erling, M.Ed.
Master’s Degree in Education (Curriculum & Instruction) · Nearly three decades supporting children with diverse learning needs · Targeted Developmental Intervention (TDI) Specialist · Trains educators and parents nationally and internationally · Author of numerous articles on neurodevelopment and learning.
NACD, LLC has been designing individualized neurodevelopmental and educational programs since the 1970s, serving children of all ages — the majority with special needs — across the globe.
What educators and administrators want to know.
Who is this professional learning experience designed for?
K-12 classroom teachers, instructional coaches, interventionists, administrators, and curriculum directors — any educator working to better understand and support students with cognitive processing, working memory, or executive function challenges.
How long is the training and what’s the format?
Six contact hours, delivered either in-person at your school or district, or live virtually. It can be scheduled for an individual school or a full district professional learning day.
What is the 90-day implementation cycle?
After the six-hour session, participants complete a structured 90-day classroom cycle: selecting a target student group, identifying measurable indicators, applying strategies, and monitoring progress at the 30, 60, and 90-day marks. The outcome is documented instructional change tied to student progress — not just seat time.
Is this eligible for professional development credit?
It may be eligible for PD credit depending on your district’s or state’s approval processes. Reach out to discuss your specific requirements and we can help you submit for credit where applicable.
How does this connect to MTSS and tiered instruction?
The strategies are designed for Tier 1 and Tier 2 classroom instruction, and are also applicable for students receiving special education services — making the training useful across the full MTSS continuum without requiring a separate intervention curriculum.
Who teaches the training?
Sara Erling, M.Ed., a Targeted Developmental Intervention Specialist with NACD. Sara holds a Master’s in Education (Curriculum & Instruction) and has nearly three decades of experience supporting children with diverse learning needs, training educators and parents both nationally and internationally.
How do I bring this to my school or district?
Email training@nacd.org for a customized proposal. NACD will tailor the training and 90-day implementation support to your school or district’s specific student population, schedule, and goals.
Bring this training to your school or district.
Available for individual school bookings and district-wide professional learning days. A customized proposal is available on request.
