Projects are in alignment with National Profession Standards for Professional Development and are designed to produce measurable outcomes and result in participants’ skill development:



Institutes and Projects are designed to develop a “Community of Practice” around a core topic. A community of practice facilitates sustainability of reform efforts. It embodies the highest standard of professional development.


What is a Community of Practice (CoP)?

“Groups of people who share a passion for something that they know how to do, and who interact on a regular basis to learn how to do it better”

- Etienne Wenger


3 Characteristics define a CoP:

1. Domain of knowledge which defines a common purpose—e.g., Positive Behavioral Supports; e.g., higher achievement for all students

2. Community of people who care about this domain—e.g., California’s PENT Cadre; e.g.,        Arizona’s AHAA cohorts; e.g., Arkansas’ Behavior Specialists

3. Shared practice that members are developing to be effective in their domain—e.g., Effective Educational/Behavioral Consultation and Interventions



All multiple day offerings embed situation-specific consultations with participants and include opportunities for consultation and/or skill coaching by email and phone follow up. All multiple day trainings, projects, institutes, practica, and seminars can be arranged to also include an on-site follow-up (see consultation tab).







Services are typically designed to cover one academic year with a minimum of 3 days, and typically no more than 6 days of contact. Typical patterns include: (1) two days with one day follow-up, (2) two days with two one day follow-ups, (3) two days occurring three times in the year. Training is interspersed with on-site homework and results in certification of  course completion and/or competence through combinations of  portfolio, critiqued products and post tests. Emphasis is on demonstration of skills. Embedded coaching and e-mail communication occurs upon request.

             Some Previous  Recent Exemplars:

 Keystone Non-public Schools, Behavior Intervention Case Manager Institute

 Kalamazoo, Michigan Differentiated Instruction and Behavior Support

 Arkansas Statewide Behavior Specialists Institute

 Winton Schools, California Differentiated Instruction and Accommodation Planning








Projects are designed to provide multiple years of contact with core team members returning to their sites to address their staff’s belief, knowledge and skill barriers on a topic. Projects can grow out of institutes, or be initially designed to incorporate with multiple years of service. Projects incorporate participant research and data collection, capacity building, embedded coaching and all institute outcomes (as above). Projects  require facilitator/coaches to collaboratively work with me to achieve project’s goals, which have been developed by the participants. On-going email communication with me for coaching and information exchange is encouraged.

On-going Exemplars:

Arizona High Achievement for All (AHAA)

Positive Environments-Network of Trainers (PENT)

Lodi Schools Through Adaptations All Students Achieve (TAASA)




1998-2003: Five Year Training Plan Disseminating Best Practices in Discipline and Behavior Intervention Planning.

Developed and currently disseminating a series of coordinated trainings throughout all 11 regions in California addressing a range of practical approaches to address the needs of all students, with and without disabilities. Content includes: classroom and school-wide environments, prevention, intervention and disciplinary procedures. Participants include: site principals, mental health agencies, residential facility personnel, county staff, program specialists, psychologists, counselors, selected teachers and others.


1999-ongoing:  Positive Environments, Network of Trainers

Founder/Director.  Currently directing a 1800+ member strong California statewide email linkage of trainers and consultants who address behavior in students k-12th grade. Goal: provide information and consultative services, model effective practice, provide resources to all regions of California. Through PENT consultations, identify common barriers to school success and develop trainings to improve practices in the field. Establish a website (2004) and complete research on 440 submitted behavior plans.


             2002-on-going: Selected 200 PENT members to form a statewide Cadre; Lead a Summit Trainer of Trainers conference

             Through a rigorous application process, behavior plan development processes and model behavior plans were identified as part of the project. These will be disseminated nationally through the “Behavior Plans That Worked” section of the PENT website  and  through research articles written in collaboration with Dr. Roy Mayer of California State University, Los Angeles, currently in progress


2000-on-going: Appointed to the LRP Special Education National Convention Faculty

Provide trainings at national and state conventions on issues related to implementation of laws related to behavior and discipline.


2000-ongoing: Contributing Editor, National Association of School Psychologists’ monthly Communiqué newsletter.

Review articles submitted for publication and author future articles designed to assist members in their efforts to implement best practices in Functional Behavioral Assessment, Classroom Management, Manifestation Determination, Behavior Intervention Planning and related topics.


2003--ongoing: Projects offered in a variety of states to address identified local needs


· Memphis, Tennessee. Coordination of divisions of mental health and exceptional students departments. Provide trainings and consultations on mental health treatment, behavior support and threat assessment.

· Northampton, Massachusetts. Train teachers on effective behavioral support and behavior plan development

· Shawnee Mission, Kansas. Train teachers and provide on-going consultation to service providers on effective programs and interactions with behavior disordered students, elementary-secondary.

· Arizona Department of Education. Train school teams on effective instruction, accommodation and modifications for the AHAA project (Arizona High Achievement Academy.

· Okemos, Michigan. Train behavior specialists on effective behavior analysis and plan development.

· Youngstown, Ohio. Train teachers on effective behavior support.




I.D.E.A. ASPIIRE National Cadre of Trainers, Representing National Association of School Psychologists, 2000-2003.Represent NASP in ongoing activities sponsored under a grant administered by Council for Exceptional Children (CEC) for the Office of Special Education Programs (OSEP.) Members are charged with disseminating best practices related to special education services and federal law implementation. Participate in national summit meetings each Fall and Spring in Washington, D.C.. Served as “NASP delegate” for Spring 2001 summit engaging in collaborative work group activities following general sessions. Presented an invited address at Fall 2002 National Conference of Trainers.


Systematic Training for Teachers: Columbus Educational Services, Hawaii, 2001-2003.

Provide systematic training on all Hawaiian Islands inr multiple sessions 2001, 2002 and 2003 for new teachers in the areas of classroom organization, behavior support and intervention planning. Develop and maintain email linkage with each island’s “Ohana” (family of teachers) to provide continuous consultation capabilities . Consult on Felix Consent Decree implications.


Co-editor, for the NASP Communiqué Newsletter devoted to reviewing national efforts

to achieve sustainability of positive behavioral interventions, February 2002.

Solicited articles from nationally recognized authorities, conceptualized and developed a scaffold for the special edition, conveying the breadth of reform efforts and results being attained across the U.S.A.


Draft Legislative Language for California Education Code, 1999-2000; 2002

At the invitation of California Department of Education, language was drafted to define and differentiate functional behavioral assessment (I.D.E.A. federal reauthorization) from existing California education code language related to Functional Analysis Assessment. Additionally, Behavior Support Plan language was drafted to differentiate the IDEA-related plan for “behavior impeding learning” from existing education code language for “Positive Behavioral Intervention Plans.” (Historically, AB 395, AB 1633, AB 1818)


Ohio: Northeastern Ohio Special Education Resources Center (NEOSERC) Project, 1999-2000

Trained approximately 150 selected teachers, administrators and psychologists in Functional Behavioral Assessment and Practical Strategies For Positive Student Behaviors, Spring 1999 and Fall 2000.


California: Refining Your Behavior Interventionist Skills-Behavior Institutes: 1998-99

Trained approximately 400 school psychologists in effective school-wide interventions, functional behavioral assessment and individual behavior plan writing in 4 weekend seminars sponsored by the California Association of School Psychologists. Participants will train others in their catchment area in this “trainer of trainers” model.


Arkansas: Becoming a Behavior Consultant, 1998-1999

Provided 350 selected participants with five days of training, three in Fall 1998 with two days of follow-up in Spring 1999 to review statewide achievement of a network of consultants who have received training in establishing positive school environments, elementary through high school.  Content included conducting functional behavioral assessments and implementing discipline and behavior intervention planning consistent with I.D.E.A. Reauthorization.  (Arkansas State Department of Special Education/Arkansas Association of School Psychologists sponsored)


West End SELPA Institute and Practicum, “Educational Supports For the Learner With Difficulties”, 1997-98

Served as the project’s trainer and steering committee consultant to provide trainings to approximately 200 institute participants, selected to represent schools in the 3 counties which include 90 school districts in a large Southern California catchment area.  An additional intensive “training of trainers” practicum day followed each day’s training.  Participants were competitively selected trainers from universities, districts and county offices who facilitated outreach to classroom-based educators. Video, training manuals and additional project activities occurred in the follow-up year, 1999.


Lead Author, Task Force Co-Chair/Co-Editor of Technical Manual for Three Versions, 1992-93, 1997-98, 2000-2001

Founded a work group charged by CDE and CASP with production of a manual delineating best practices for implementers of California Education Code changes that mandated Functional Analysis Assessment and Positive Behavioral Interventions for Serious Behavior Problems. Lead author and co-editor of  Positive Interventions for Serious Behavior Problems, now used throughout California in schools and in university training programs nationally. Latest updated second edition version released Spring 2001.


Conference Organization for Annual Behavior Conferences 1995-98

Member of steering committee charged with developing a yearly statewide training to disseminate best practices in behavior intervention design. In charge of developing scope and curricula, recruiting nationally known speakers. Sponsoring agencies: CDE; Diagnostic Centers; CASP; California Association of Applied Behavior Analysts


Pasadena Unified School District, Positive Environments Project, 1996-97

Project Director, trainer and consultant for a year-long project targeting school-wide and district-wide positive behavioral interventions across 23 elementary schools, with culminating video and manuals produced. In-depth consultation services provided for five targeted exemplar sites, as well as on-going strategic planning with district administration, school board and all principals. Training for all principals, their designated site representatives and guest teachers. Areas addressed included: multicultural issues; classroom management and behavioral support techniques; interactions that foster compliance; and topics important for achieving academic and behavioral success.


Marlton Positive Environments Project, 1996

Project director and consultant to address classroom and school-wide discipline and positive practices at a school for deaf students, preschool through high school in LAUSD. Services included trainings, observations, demonstrations, and strategic planning. Participants: all staff and administrators


Santa Clarita Preschool Project, 1995-96

One year of continuous training and consultation was provided to all preschool service providers and special education directors in Northern Los Angeles County. Videotaping, strategic planning, demonstrations and in-services were provided to address environmental structuring, curriculum, play-based interventions, developmentally appropriate practices, emotional and cognitive development and specific individual student issues.


Simi-Valley Project, 1994

Addressing systemic issues: 1. Inclusive Educational Practices; 2. Play Based Assessment for Preschoolers; 3. Family Interview Skills. The project involved four specialists and included trainings, observations, demonstrations, video taping, with teachers and administrators from an elementary school campus as well as participation of district administration.



Institutes and Projects

Text Box:



Diana Browning Wright, Inc.