Establishing Classroom Communities for Student Success
The most effective classrooms set students up for success by building strong relationships, taking an instructional approach to behavior and social-emotional learning, and arranging the environment to maximize learning and minimize challenging behaviors. The most effective teachers, set up effective classrooms and then engage in ongoing self-reflection to ensure continued success and continual improvement. This course explores what it takes to build classroom communities that support ALL students, providing practical tools to plan, or improve your classroom.
*Participants in this course can pick and choose topics and complete specific sections to meet their needs. PLU certificates are available on a section by section basis.
Intended Audiences
K-12 Educators, Administrators
Course Type
Self-Paced
Recommended # of PLUs
*1-9 PLUs
High School Social-Emotional-Behavioral Instructional Core
Enrollment in this course is restricted to identified teams.
This course supports a Tier 1 MTSS leadership team working to improve outcomes for all students through the implementation of an effective and efficient instructional core for social-emotional-behavioral learning. This approach is grounded in the evidence-based foundation of Positive Behavioral Interventions and Supports (PBIS). A combination of live synchronous and self-paced asynchronous activities across one year will be used to develop team and staff capacity with data use, systems and practices.
Enrollment in this course is restricted to identified teams.
Intended Audiences
High School Tier 1 Teams
Course Type
Facilitated
Recommended # of PLUs
20 (estimated) PLUs
Introduction to Anxiety Management in Schools
This course is designed to provide a general introductory understanding of anxiety and the impact it has on children and teens. This is the initial course in a series of courses that will provide educators and other school professionals with skills for supporting students with anxiety across the tiers in a school setting. This introductory course is foundational for educators to understand the basics of anxiety. Subsequent course(s) will provide evidence-based interventions that can be utilized with students in the classroom.
Learning Objectives:
- Learn facts about anxiety
- Recognize what anxiety is and the physiology of anxiety
- Understand the relationship among thoughts, feelings and behavior
- Understand factors that impact and maintain anxiety (e.g., environment, influence of COVID-19 pandemic)
Intended Audiences
K-12 Educators, Administrators (of particular importance to Deans/Assistant Principals in charge of discipline), Registered School Nurses, Related Service Providers
Course Type
Self-Paced
Recommended # of PLUs
1 PLU
Introduction to Social and Emotional Learning
In this course you will learn about Social and Emotional Learning, (SEL) including how and why these skills are so important for our students to achieve success in school and adult life. In addition, resources and strategies will be shared that can be used immediately with your students. The content is intended to spark other new ideas on how SEL skills can enhance the instruction taking place in your classroom. This introduction to SEL is the first in a 5 part strand. Upon successful completion of this course you will have access to future courses in the strand via an enrollment key.
Intended Audiences
K-12 Educators
Course Type
Self-Paced
Recommended # of PLUs
3 PLUs
Middle School Social-Emotional-Behavioral Instructional Core
Enrollment in this course is restricted to identified teams.
This course supports a Tier 1 MTSS leadership team working to improve outcomes for all students through the implementation of an effective and efficient instructional core for social-emotional-behavioral learning. This approach is grounded in the evidence-based foundation of Positive Behavioral Interventions and Supports (PBIS). A combination of live synchronous and self-paced asynchronous activities across one year will be used to develop team and staff capacity with data use, systems and practices.
Enrollment in this course is restricted to identified teams.
Intended Audiences
Middle School Tier 1 Teams
Course Type
Facilitated
Recommended # of PLUs
10-20 (estimated) PLUs
Managing Escalations (Enrollment is closed) New Course Coming in January 2024
This course is no longer available. A new and improved course on this topic, Supporting Student Regulation to Prevent and Manage Escalations, in now available!
This short, self-paced course will give learners evidence-based strategies and steps to preventing and managing student behavioral escalations. Topics covered will include:- how managing behavioral escalations is part of the MTSS framework
- the escalation cycle and how to manage escalations, and
- the role of the adult in the escalation cycle.
Intended Audiences
K-12 Educators
Course Type
Self-Paced
Recommended # of PLUs
1 PLU
Previous Connections Survey Courses 2020-2022
This is a location for previous participants who would like to access the content in their Connections Screener Survey course noted by school year.
This is a location for previous participants who would like to access the content in their Connections Screener Survey course noted by school year.
The Importance of Connectedness
How well do you know the importance of connections in school within the universal/core/Tier 1 setting for students and staff? Can you recognize how connectedness relates to different forms of prevention in schools as well as social-emotional learning? Are you interested in learning about a social-emotional screener that can be used for assessing connections in school? This course is designed to build knowledge about the importance of connections, consider how it is addressed in your school and provide resources. For those who would like to learn more about the Connections Survey and its administration, this course is a prerequisite and required learning for anyone who is interested in the second course in this series, which will run as a facilitated course in the 2021-2022 school year.
Learning Objectives:
- Understand the significance of school connectedness
- Recognize the relationship between mental health/suicide prevention and perceived school connections
- Recognize the role that school connectedness plays in social-emotional learning
- Learn about the relationship between connectedness and school culture/school safety
- Consider the possibility of measuring connections in your school as a form of social-emotional screening
- Assess the readiness of your school for implementation of a connections screener.
Intended Audiences
K-12 Educators (general and special education), Building and District Administrators, Related Service Providers, Paraprofessionals, and Interventionists
Course Type
Self-Paced
PLUs
1 PLU
Understanding Trauma
Many school-age children have been exposed to adverse childhood experiences – violence, abuse, neglect, and more. The result can be psychological trauma, which can affect learning and behavior. This course lays essential foundational knowledge to prepare educators for future coursework addressing trauma-informed supports for students. Participants in this course will be able to:
Describe the prevalence, characteristics and impact of trauma on children
Recognize behavior for signs of toxic stress response
Explain inter-relationships between adversity, toxic stress, trauma and illness
Explain the current science on Adverse Childhood Experiences (ACEs)
Describe the prevalence, characteristics and impact of trauma on children
Recognize behavior for signs of toxic stress response
Explain inter-relationships between adversity, toxic stress, trauma and illness
Explain the current science on Adverse Childhood Experiences (ACEs)