In March of 2020, educators entered the “unchartered waters” of remote instruction quickly adapting curriculum and instruction to virtual classrooms and a variety of online platforms. But what about behavior and classroom management systems? How did classroom routines and reinforcement systems work virtually? As time marched on, educators expressed ongoing challenges with keeping their students actively engaged and behaving appropriately during remote instruction. Educators sought to implement classroom procedures in the virtual classroom and many quickly realized that maintaining attention or compliance remotely is not the same as when you are face to face. This course will provide participants the opportunity to reflect on their current in school behavior and classroom management practices and learn how to extend them to a virtual learning environment. Participants will learn what is considered best practice when managing behavior remotely with a focus on creating systems and plans that are consistent in both learning environments. Participants will plan to pivot seamlessly between in person and remote instruction as needed. Participants will learn all about digital resources designed for behavior and classroom and will consider and make decisions about what may work best for them This course is relevant for all who work in schools with children ages 5-21 in both General and Special Education settings including (but not limited to) classroom and resource room teachers, related service providers (Speech/Language therapist, OT, PT), Special area teachers (e.g. Gym, Art, Music, Health) and all members of PPS (School Psychologists, Guidance Counselors, School Social Workers) and School Administrators. ON-LINE (3 Credits / 45 hours) in-service credit only

Each year, approximately 2–5% of children refuse to come to school. School refusal can be observed in kindergarten students who demonstrate relatively mild separation anxiety to more severe cases where a student misses weeks or months of school. As a result of the social and educational consequences associated with missing school, the issue needs to examined and addressed promptly. This course will look at the factors associated with and contributing to the occurrence of school refusal. Participants will examine the short and long term effects of absenteeism, the signs and symptoms commonly associated with school refusal and research solutions to the problem. This course is relevant to all who work in schools and with children ages 5-21 in both regular and special education settings. This course has been designed for school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists and pathologists and occupational and physical therapists. ON-LINE (3 Credits / 45 hours) in-service credit only

Traumatic experiences come in many forms ranging from one-time events (like the current pandemic) to experiences that are prolonged and recurring. To date, approximately 50% of the nation’s children and adolescents have experienced at least one or more types of serious childhood trauma. The effects of these traumatic experiences impact how students focus, attend, learn, form relationships and behave in the classroom. Trauma informed interventions focus on building relationships, routines, choice-making and self-regulation skills. This course has been developed to provide all educators with content knowledge on the types and biology of trauma, ACES, and best practices in trauma-informed behavior and classroom management strategies. The course will provide participants with the knowledge and tools they need to create a safe, supportive learning environment for all students. A timely course given the current public health crisis and school shut down. A good opportunity to be prepared to meet the needs of staff and students when school re-opens. Course Objectives: Participants will: 1. Develop an understanding of what trauma is and the effect it has on brain development 2. Form an awareness of the role trauma can play in classroom performance and behavior 3. Become trauma aware and develop a trauma lens in which they can look at behavior in a different way 4. Examine traditional behavior and classroom management strategies and adapt them to be trauma informed and trauma focused 5. Create an action plan to address the needs of students impacted by the effects of trauma This course is relevant to all who work in schools with children ages 5-21 in both regular and special education settings. This course has been designed for all school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music, technology) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists or speech pathologists and occupational or physical therapists. ON-LINE (3 Credits / 45 hours) in-service credit only

Approximately 10 percent of the school population (or 9-13 million children) struggle with and demonstrate behaviors associated with mental health problems, ASD, developmental and learning disabilities. Additionally, on the rise, are students who struggle day to day from the effects of trauma or bullying. In the classroom, children with behavioral challenges often fail in school, waste time in detention or suspension, fall behind academically or never master the skills they need to make adequate progress. All the while, educators and all school-based professionals are under pressure to show progress for every student every year. This course is relevant to all who work in schools with children ages 5-21 in both regular and special education settings. This course has been designed for all school administrators, regular and special education teachers (grades K-12 and ages 5 to 21),special area teachers (gym, art, music, technology) school psychologists, school counselors, guidance counselors, social workers, speech and language therapists or speech pathologists and occupational or physical therapists. Course of objectives: 1. Participants will learn the basics of behavior 2. Participants will gain an understanding of the functions of behavior and how to use this methodology to understand behavior 3. Participants will synthesize their learning in order to help them manage the misbehavior of even the most challenging of students 4. Participants will apply behavior principles in order to create systems to motivate and get more out of their students ON-LINE (3 Credits / 45 hours) in-service credit only

formerly titled: Strategies to Promote Regulation and Calm in yourself, staff and students throughout the day

3 credits/45 hours … In service only 

Course Description:

Learning, thinking, listening, processing information, communicating and relationships with others are best when one is in a calm and regulated state.

Regulation in others, starts with our own skills of self-regulation. Then through the process of co-regulation, calm is shared and modeled which in turn develops and fosters the ability for students to self-regulate.  Appropriate for all Educators and Staff K-12.