| Adolescent Development | Adolescent Development | This training is designed to meet the training requirement regarding human growth and development; substance abuse and dependency, and human and intercultural relations; and formal inclusion into each endorsement holder’s PD plan. Source: HHS.gov Office of Adolescent Health. | 90 |
| Adolescent Development | Childhood Mental Health | This course is designed to provide a comprehensive review of common Childhood Mental Health concerns including: Anxiety Disorders; Mood Disorders; Behavioral Disorders; Eating Disorders; and Substance Abuse. | 30 |
| Adolescent Development | NJ Adolescent Development for School Employees | This training is designed to meet the New Jersey Department of Education requirement regarding human growth and development; substance abuse and dependency; and human and intercultural relations; and formal inclusion into each endorsement holder’s PD plan. Source: HHS.gov Office of Adolescent Health. | 90 |
| Adolescent Development | NJ Childhood Mental Health | This course is designed to provide a comprehensive review of common Childhood Mental Health concerns including: Anxiety Disorders; Mood Disorders; Behavioral Disorders; Eating Disorders; and Substance Abuse. | 30 |
| Behavior Management | Introduction to Functional Behavior Assessment (FBA) | This course is designed by Scott Rossig, M.Ed., BCBA, and presented by Jamie Edward Ciofalo, MA. | 10 |
| Behavior Management | NJ Introduction to Functional Behavior Assessment (FBA) | This course is designed by Scott Rossig, M.Ed., BCBA, and presented by Jamie Edward Ciofalo, MA. | 10 |
| Building Safety & Cleanliness | Bloodborne Pathogen Training | This training is designed to meet the requirement for staff designated as at-risk of exposure under the district’s Exposure Control Plan require training and schools must also identify students at risk of exposure due to occupational training programs and provide equivalent training. | 60 |
| Building Safety & Cleanliness | General Right to Know for School Employees | The Right to Know Act requires public and private employers to provide information about hazardous substances at their workplaces. The Act: Informs public employees about chemical hazards at their workplace so they can work safely with these hazardous substances; Helps firefighters, police, and other emergency responders adequately plan for and respond to incidents such as fires, explosions or spills; Provides data for monitoring and tracking hazardous substances in the workplace and the environment. This course is designed to enable school employees to develop a greater awareness of general hazards in the school environment. | 40 |
| Building Safety & Cleanliness | IPM for School Administrators | This course contains 3 hours of IPM training content for school administrators courtesy of the Environmental Protection Agency. | 210 |
| Building Safety & Cleanliness | IPM for School Cafeteria Staff | This course contains 3 hours of IPM training content for school cafeteria staff made available courtesy of the Environmental Protection Agency. | 180 |
| Building Safety & Cleanliness | IPM for School Custodians and Maintenance Staff | This course contains 17 hours of IPM training content for School Custodians and Maintenance Staff made available courtesy of the Environmental Protection Agency. | 1020 |
| Building Safety & Cleanliness | IPM for School Grounds Staff | This course contains 7.5 hours of IPM training content for School Grounds Staff made available courtesy of the Environmental Protection Agency. | 450 |
| Building Safety & Cleanliness | IPM for School Nurses: Bed Bugs | This course contains 1 hour of IPM Bed Bugs training content for school nurses made available courtesy of the Environmental Protection Agency. | 60 |
| Building Safety & Cleanliness | IPM for School Nurses: Head Lice | This course contains 75 minutes of IPM Head Lice training content for school nurses made available courtesy of the Environmental Protection Agency. | 75 |
| Building Safety & Cleanliness | NJ Bloodborne Pathogen Training | This training is designed to meet the New Jersey requirement for staff designated as at-risk of exposure under the district’s Exposure Control Plan require training and schools must also identify students at risk of exposure due to occupational training programs and provide equivalent training. N.J.S.A. 34:6A-25 et seq | 60 |
| Building Safety & Cleanliness | NJ General Right to Know for School Employees | The New Jersey Worker and Community Right to Know Act requires public and private employers to provide information about hazardous substances at their workplaces. The Act: Informs public employees about chemical hazards at their workplace so they can work safely with these hazardous substances; Helps firefighters, police, and other emergency responders adequately plan for and respond to incidents such as fires, explosions or spills; Provides data for monitoring and tracking hazardous substances in the workplace and the environment. This course is designed to enable school employees to develop a greater awareness of general hazards in the school environment. | 40 |
| Building Safety & Cleanliness | NJ IPM for School Administrators | This course contains 3 hours of IPM training content for school administrators courtesy of the Environmental Protection Agency. | 210 |
| Building Safety & Cleanliness | NJ IPM for School Cafeteria Staff | This course contains 3 hours of IPM training content for school cafeteria staff made available courtesy of the Environmental Protection Agency. | 180 |
| Building Safety & Cleanliness | NJ IPM for School Custodians and Maintenance Staff | This course contains 17 hours of IPM training content for School Custodians and Maintenance Staff made available courtesy of the Environmental Protection Agency. | 1020 |
| Building Safety & Cleanliness | NJ IPM for School Grounds Staff | This course contains 7.5 hours of IPM training content for School Grounds Staff made available courtesy of the Environmental Protection Agency. | 450 |
| Building Safety & Cleanliness | NJ IPM for School Nurses: Bed Bugs | This course contains 1 hour of IPM Bed Bugs training content for school nurses made available courtesy of the Environmental Protection Agency. | 60 |
| Building Safety & Cleanliness | NJ IPM for School Nurses: Head Lice | This course contains 75 minutes of IPM Head Lice training content for school nurses made available courtesy of the Environmental Protection Agency. | 75 |
| Bullying Prevention | Cyberbullying Awareness for Educators | With the prevalence of remote learning, cyber aggressiveness, which includes cyberbullying behaviors, has unique concerns in that they can be persistent, permanent, and hard to notice. This 10-part, 45-minute training is designed to help educators, school employees, volunteers with student contact, and contracted service providers to develop a greater awareness of the cyber aggressive experiences of children. This training includes an Introduction to Cyber Behaviors, Differences Between Cyber Conflict & Cyberbullying, Common Cyberbullying Tactics, 3 Cyberbullying Roles, Warning Signs of Cyberbullying for Target and Aggressor, How to Prevent & Address Cyberbullying, Relationship Between Cyberbullying & Suicide, Importance of Teaching Appropriate Online Behaviors, Teaching Appropriate Online Behaviors to Middle/High School Students, Teaching Students to Socialize Online Appropriately, and links to Report Cyberbullying to Platforms. Sources: www.ftc.gov; www.stopbullying.gov | 45 |
| Bullying Prevention | Cyberbullying Awareness for Parents | With the prevalence of remote learning, cyber aggressiveness, which includes cyberbullying behaviors, has unique concerns in that they can be persistent, permanent, and hard to notice. This course designed to help parents develop a greater awareness of the cyber aggressive experiences of children. This course includes How to Talk to Your Kids About Their Cyber Behaviors, Safe & Responsible Use of Social Media & Apps, Protecting Your Child’s Privacy on Social Media & Apps, Parent’s Guide to CoPPA, How to Use Mobile Devices Responsibly, Introduction to Cyber Behaviors, Cyber Conflict vs. Cyberbullying, Common Cyberbullying Tactics, Recognizing the Signs of Cyberbullying, 3 Cyberbullying Roles, Cyberbullying & Suicide, What To Do About Cyberbullying, and How to Report Cyberbullying To Law Enforcement and Online Platforms. | 30 |
| Bullying Prevention | NJ Anti-bullying Bill of Rights Act Review and Remediation for Staff | This training enables the district board of education to provide staff with remedial training to Public School Teachers, School Employees, Volunteers with student contact, and Contracted Service Providers who have been identified as the alleged actors of HIB. | 120 |
| Bullying Prevention | NJ Board of Education Trustee Harassment, Intimidation, and Bullying | This training is designed to meet the requirements for School Leaders regarding Harassment, Intimidation, and Bullying training as set forth by N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9C4.3(a)5. This training is designed to meet the New Jersey requirement for district boards of education is to review the training needs of district staff for the effective implementation of the HIB policies, procedures, programs, and initiatives and to implement locally determined staff training programs. This training is designed specifically for administrators, anti-bullying coordinators, anti-bullying specialists, and school climate team members. | 65 |
| Bullying Prevention | NJ Bullying, Harassment, & Civil Rights | Bullying, Harassment, & Civil Rights | 15 |
| Bullying Prevention | NJ Cyberbullying Awareness for Educators | With the prevalence of remote learning, cyber aggressiveness, which includes cyberbullying behaviors, has unique concerns in that they can be persistent, permanent, and hard to notice. This 10-part, 45-minute training is designed to help educators, school employees, volunteers with student contact, and contracted service providers to develop a greater awareness of the cyber aggressive experiences of children in accordance with N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7. This training includes an Introduction to Cyber Behaviors, Differences Between Cyber Conflict & Cyberbullying, Common Cyberbullying Tactics, 3 Cyberbullying Roles, Warning Signs of Cyberbullying for Target and Aggressor, How to Prevent & Address Cyberbullying, Relationship Between Cyberbullying & Suicide, Importance of Teaching Appropriate Online Behaviors, Teaching Appropriate Online Behaviors to Middle/High School Students, Teaching Students to Socialize Online Appropriately, and links to Report Cyberbullying to Platforms. Sources: www.ftc.gov; www.stopbullying.gov | 45 |
| Bullying Prevention | NJ Harassment, Intimidation & Bullying (Staff, Volunteers & Contracted Service Providers) | This training fulfills the district board of education’s requirement N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7.: to review the training needs of district staff for the effective implementation of the HIB policies, procedures, programs, and initiatives and to implement locally determined staff training programs for Public School Teachers, School Employees, Volunteers with student contact, and Contracted service providers. | 100 |
| Bullying Prevention | NJ HIB and Hazing for Athletics Directors & Coaches | This training is designed in support of the New Jersey Department Education Anti-bullying Bill of Rights Act N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7 in regard to HIB & Hazing for Athletics Directors & Coaches. | 45 |
| Bullying Prevention | NJ Lawful Management of HIB Records | This training is designed in support of the New Jersey Department Education Anti-bullying Bill of Rights Act, N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7 in regard to the Lawful Management of HIB Records in accordance with The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99). | 30 |
| Bullying Prevention | NJ Protecting Students with Special Needs from HIB | The objective of this course is to develop a greater awareness of The Individuals With Disabilities Education Act and Section 504 Of The Rehabilitation Act in regard to the civil rights of HIB aggressors and targets. N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7 | 40 |
| Bullying Prevention | NJ School Leaders’ Harassment, Intimidation, and Bullying | This training is designed to meet the requirements for School Leaders regarding Harassment, Intimidation, and Bullying training as set forth by N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9C4.3(a)5. This training is designed to meet the New Jersey requirement for district boards of education is to review the training needs of district staff for the effective implementation of the HIB policies, procedures, programs, and initiatives and to implement locally determined staff training programs. This training is designed specifically for administrators, anti-bullying coordinators, anti-bullying specialists, and school climate team members. | 75 |
| Bullying Prevention | NJ Section 504 | Protecting Students Covered by Section 504 from Harassment, Intimidation, and Bullying | The objective of this course is to develop a greater awareness of Protecting Students Covered by Section 504 from Harassment, Intimidation, and Bullying. N.J.S.A. 18A:37-17b and c., N.J.A.C. 6A:16-7.7 | 40 |
| Bullying Prevention | PA Bullying Awareness for Educators | This 6-part, 70-minute training produced by Stopbullying.gov is designed to assist educators to develop a greater awareness of the definition of bullying, the many forms of bullying behaviors, ten key findings about bullying from research, common misdirections in bullying prevention and responses to bullying, and best practices in bullying prevention and responses to bullying. Source: www.stopbullying.gov | 70 |
| Bullying Prevention | PA Cyberbullying Awareness for Educators | With the prevalence of remote learning, cyber aggressiveness, which includes cyberbullying behaviors, has unique concerns in that they can be persistent, permanent, and hard to notice. This 10-part, 45-minute training is designed to help educators, school employees, volunteers with student contact, and contracted service providers to develop a greater awareness of the cyber aggressive experiences of children. This training includes an Introduction to Cyber Behaviors, Differences Between Cyber Conflict & Cyberbullying, Common Cyberbullying Tactics, 3 Cyberbullying Roles, Warning Signs of Cyberbullying for Target and Aggressor, How to Prevent & Address Cyberbullying, Relationship Between Cyberbullying & Suicide, Importance of Teaching Appropriate Online Behaviors, Teaching Appropriate Online Behaviors to Middle/High School Students, Teaching Students to Socialize Online Appropriately, and links to Report Cyberbullying to Platforms. Sources: www.ftc.gov; www.stopbullying.gov | 45 |
| Classroom Management | NJ Classroom Management and Student Engagement | Classroom Management and Student Engagement content is made available by Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 60 |
| Classroom Management | NJ New & Aspiring Teacher Boot Camp | This training is designed to enable novice teachers with the ability to develop a greater awareness of best practices for highly effective instruction, assessment, and classroom management. Edutopia’s collection of resources for K-12 new and pre-service teachers; includes a four-minute introduction to each of our core teaching and learning strategies and several of our Tricks of the Trade classroom management videos. Visit http://www.edutopia.org for more resources. | 60 |
| Dyslexia | NJ Dyslexia Professional Development | This training is designed to mee the New Jersey requiremetn for Reading Disabilities professional development to include instruction on screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia, for certain teaching staff members | 120 |
| Dyslexia | NJ Reading Disabilities (Dyslexia) | NJ Reading Disabilities | N.J.S.A. 18A:6-131. This training is designed to meet the New Jersey requirement for Reading Disabilities professional development to include annual instruction on screening, intervention, accommodation, and use of technology for students with reading disabilities, including dyslexia, for certain teaching staff members. The intended audience includes General Education Teachers employed in K-3, Special Education and Basic Skills Teachers, English as a Second Language Teachers, Reading Specialists, Learning Disabilities Teacher Consultants, and Speech-Language Specialists. | 120 |
| Educational Leadership | Effective Educational Leadership | This training is designed to meet the requirements for School Leadership and Governance training. | 30 |
| Educational Leadership | FERPA in a Virtual World for K-12 Educators | This course is designed to provide parents with a review of the Family Educational Rights and Privacy Act (FERPA) and how it applies to student confidentiality. Content is current as of March 2020 to answer questions that school officials may have had concerning FERPA and Virtual Learning and the disclosure of personally identifiable information from students’ education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19). Source: https://studentprivacy.ed.gov/ | 215 |
| Educational Leadership | FERPA in a Virtual World for Parents | This course is designed to provide parents with a review of the Family Educational Rights and Privacy Act (FERPA) and how it applies to student confidentiality. Content is current as of March 2020 to answer questions that school officials may have had concerning FERPA and Virtual Learning and the disclosure of personally identifiable information from students’ education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19). Source: https://studentprivacy.ed.gov/ | 40 |
| Educational Leadership | NJ COVID-19 Restart and Recovery Plan | 10 Steps in 10 Minutes | 10 |
| Educational Leadership | NJ Effective School Leadership | This training is designed to meet the requirements as set forth by N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9C4.3(a)5 for School Leadership and Governance. | 30 |
| Educational Leadership | NJ FERPA in a Virtual World for K-12 Educators | This course is designed to provide parents with a review of the Family Educational Rights and Privacy Act (FERPA) and how it applies to student confidentiality. Content is current as of March 2020 to answer questions that school officials may have had concerning FERPA and Virtual Learning and the disclosure of personally identifiable information from students’ education records to outside entities when addressing the Coronavirus Disease 2019 (COVID-19). Source: https://studentprivacy.ed.gov/ | 215 |
| Educational Leadership | NJ Law Enforcement Operations for Educators | Law Enforcement Operations: N.J.A.C. 6A:16-6.2(b)12. This training is designed to meet the New Jersey Department of Education’s in-service training requirement which must be provided on policies and procedures established in the subchapter on law enforcement operations for substances, weapons and safety and the exchange of information regarding the practices of the education and law enforcement agencies. | 40 |
| Educational Leadership | NJ Mandatory Gang Awareness Training for School Administrators | This training is designed to meet the New Jersey Department of Education training requirement N.J.S.A.52:17B-4.7 for administrators in their initial year of employment must attend a seminar developed by the Office of the Attorney General and provided annually in each county on the topic of how to recognize signs of gang involvement or activity. Source: https://www.nationalgangcenter.gov | 140 |
| Educational Leadership | NJ Principal Evaluation and the NJPEPL Process | This training is designed to support the district’s requirement to provide training on the teacher and principal practice instruments for any supervisor who will conduct observations for the purpose of evaluation of teachers, principals, assistant principals, or vice principals. N.J.A.C. 6A:10- 2.2(b)2,3. | 90 |
| Educational Leadership | NJ School Ethics Act for School Administrators | This training is designed to meet the requirements as set forth by N.J.S.A. 18A:26-8.2, N.J.A.C. 6A:9C4.3(a)5 for School Leader Ethics, Law, Governance, Harassment, Intimidation, and Bullying. | 30 |
| Educational Leadership | NJ School Safety for Administrators | This training is designed to meet the New Jersey Department of Education in-service training program requirement N.J.A.C. 6A:16-5.1(d) to enable employees to recognize and appropriately respond to safety and security concerns, including emergencies and crises, consistent with the district board of education’s plans procedures and mechanisms for school safety and security. | 80 |
| Educational Leadership | NJ School Safety for Staff | This training is designed to meet the New Jersey Department of Education in-service training program requirement N.J.A.C. 6A:16-5.1(d) to enable employees to recognize and appropriately respond to safety and security concerns, including emergencies and crises, consistent with the district board of education’s plans procedures and mechanisms for school safety and security. | 50 |
| Educational Leadership | NJ SMART | This training is designed to support the school district’s requirement as per N.J.A.C. 6A:13-2.1(d)3, to ensure that teachers, school administrators and central office supervisors receive training in NJ SMART and its data query resources. All content is provided directly from NJ SMART. | 105 |
| Educational Leadership | NJ SSDS Reporting | Incident Reporting of Violence, Vandalism and Alcohol, and Other Drug Abuse: The chief school administrator must provide for the annual training of staff to prepare them to fulfill the reporting of weapons possession, violence, vandalism, alcohol, and drug abuse.N.J.S.A. 18A:17-46, N.J.A.C. 6A:16-5.3 (d)2 | 20 |
| Educational Leadership | NJ Student Code of Conduct | This training is designed to meet the New Jersey Department of Education requirement N.J.A.C. 6A:16-7.1(a)4 for district boards of education provide all employees training on the code of student conduct, including training on the prevention, intervention, and remediation of student conduct in violation of the board of education’s code of student conduct. | 60 |
| Educational Leadership | NJ Substitute Teacher or Paraprofessional Training | This training is designed specifically for NJ Substitute Teachers or Paraprofessionals. The following topics are included in this 85-minute course: P7 Method for Success as a Substitute Teacher or Paraprofessional; Bullying Prevention for Substitute Teachers or Paraprofessionals; Effective Classroom Management for Substitute Teachers or Paraprofessionals; Equity and Affirmative Action for Substitute Teachers and Paraprofessionals; Child Abuse & Neglect for Substitute Teachers and Paraprofessionals; and School Safety & Security for Substitute Teachers and Paraprofessionals | 85 |
| Educational Leadership | NJ Teacher Evaluation System | This training is designed to support the district’s requirement to provide training on the teacher and principal practice instruments for any supervisor who will conduct observations for the purpose of evaluation of teachers, principals, assistant principals, or vice principals. N.J.A.C. 6A:10- 2.2(b)2,3. | 60 |
| Educational Leadership | NJ Teacher Mentor Training | This training is designed to support mentors working with novice provisional teachers as part of the district mentoring program. N.J.A.C. 6A: 9C-5.2(a)7 | 120 |
| Effective Instruction | NJ 60-Second Strategies for Effective Classroom Management | This training is designed to provide teachers with best practices regarding classroom management strategies. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 25 |
| Effective Instruction | NJ Differentiated Instruction for Elementary Schools | This training is designed to provide teachers with best practices regarding Differentiated Instruction for Elementary Schools. Equality in the classroom is not about every child getting the same, but about each student getting what he or she needs. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 40 |
| Effective Instruction | NJ ELL and Bilingual Education | This training supports the requirements for ELL and Bilingual Education as per N.J.A.C. 6A:15-1.8 that requires district boards of education to develop a plan for in-service training for bilingual, ESL, and mainstream teachers; administrators who supervise bilingual/ESL programs; and administrators and any personnel who observe and evaluate teachers of ELLs. | 75 |
| Effective Instruction | NJ Five Keys to Rigorous Project-Based Learning | This training is designed to provide teachers with best practices regarding Project-based Learning. Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In this hands-on approach to teaching, students create schoolwork that demonstrates core subject knowledge. For more information and resources on project-based learning, visit http://www.edutopia.org/project-learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 20 |
| Effective Instruction | NJ How Learning Happens | In this video series, we explore how educators can guide all students, regardless of their developmental starting points, to become productive and engaged learners. #HowLearningHappens. For more, visit http://www.edutopia.org/how-learning-.This series was produced by Edutopia in collaboration with the National Commission on Social, Emotional, and Academic Development (https://www.aspeninstitute.org/progra…), with support from the Chan Zuckerberg Initiative (https://chanzuckerberg.com/). Special Thanks: The Science of Learning and Development Initiative. Turnaround for Children: https://www.turnaroundusa.org/ Learning Policy Institute: https://learningpolicyinstitute.org/ American Institutes for Research: https://www.air.org/ Education Counsel: http://educationcounsel.com/. Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 85 |
| Effective Instruction | NJ How the Brain Learns Best: Strategies to Make Learning Stick | This training is designed to provide educators with best practices regarding effective instructional strategies. Neuroscience is a complex field that educators don’t often turn to for inspiration, but knowing a few basic concepts can help you plan teaching strategies that will prompt your students to be more receptive to learning. You can read more about this topic and view more webinars on our website: http://www.edutopia.org/webinar. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 60 |
| Effective Instruction | NJ Preschool | Behavior Management | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Behavior Management and includes Behavior Has Meaning, Redirecting Behaviors, Stating Behavioral Expectations, and Following Children’s Lead. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 20 |
| Effective Instruction | NJ Preschool | Building Relationships | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Building Relationships and includes Being Aware of Children’s Needs and Creating a Caring Community. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 10 |
| Effective Instruction | NJ Preschool | Classroom Management | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Classroom Management and includes Creating Classroom Rules, Schedules & Routines, and Giving Children Responsibilities. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 15 |
| Effective Instruction | NJ Preschool | Instructional Best Practices | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Instructional Best Practices and includes Making Learning Meaningful, Materials to Support Learning, Fostering Thinking Skills, Zoning to Maximize Learning, Scaffolding Learning, Using the Scientific Method, Providing Feedback to Children, Focusing Children on Learning Goals, and Materials to Support Learning. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 40 |
| Effective Instruction | NJ Preschool | Language Modeling | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations, and Teaching Novel Words. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 25 |
| Effective Instruction | NJ Preschool | Staff Wellness & Effective Teaching | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 120 |
| Effective Instruction | NJ Project-Based Learning in Elementary School | This training is designed to provide teachers with best practices regarding Project-based Learning. Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In this hands-on approach to teaching, students create schoolwork that demonstrates core subject knowledge. For more information and resources on project-based learning, visit http://www.edutopia.org/project-learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 30 |
| Effective Instruction | NJ Project-Based Learning in High School | This training is designed to provide teachers with best practices regarding Project-based Learning. Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. See it in action at the high school level in these videos! For more Edutopia content for high school teachers, visit http://www.edutopia.org/grade-level-9-12. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 70 |
| Effective Instruction | NJ Project-Based Learning in Middle School | This training is designed to provide teachers with best practices regarding Project-based Learning. Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In this hands-on approach to teaching, students create schoolwork that demonstrates core subject knowledge. For more information and resources on project-based learning, visit http://www.edutopia.org/project-learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 30 |
| Effective Instruction | NJ The Flipped Learning Toolkit | This training is designed to provide teachers with best practices regarding Project-based Learning. Project-based learning (PBL) is a dynamic approach to teaching in which students explore real-world problems and challenges. In this hands-on approach to teaching, students create schoolwork that demonstrates core subject knowledge. For more information and resources on project-based learning, visit http://www.edutopia.org/project-learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 20 |
| Effective Instruction | NJ The Science of Learning | How Learning Happens | This training is designed to provide teachers with best practices regarding the science of learning. The How Learning Happens video series explores teaching practices grounded in the science of learning and human development. To see more, visit http://www.edutopia.org/how-learning-…This series was produced by Edutopia in collaboration with the National Commission on Social, Emotional, and Academic Development (https://www.aspeninstitute.org/progra…), with support from the Chan Zuckerberg Initiative (https://chanzuckerberg.com/). classroom management strategies. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 90 |
| Effective Instruction | Preschool | Behavior Management | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Behavior Management and includes Behavior Has Meaning, Redirecting Behaviors, Stating Behavioral Expectations, and Following Children’s Lead. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 20 |
| Effective Instruction | Preschool | Building Relationships | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Building Relationships and includes Being Aware of Children’s Needs and Creating a Caring Community. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 10 |
| Effective Instruction | Preschool | Classroom Management | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Classroom Management and includes Creating Classroom Rules, Schedules & Routines, and Giving Children Responsibilities. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 15 |
| Effective Instruction | Preschool | Instructional Best Practices | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Instructional Best Practices and includes Making Learning Meaningful, Materials to Support Learning, Fostering Thinking Skills, Zoning to Maximize Learning, Scaffolding Learning, Using the Scientific Method, Providing Feedback to Children, Focusing Children on Learning Goals, and Materials to Support Learning. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 40 |
| Effective Instruction | Preschool | Language Modeling | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations, and Teaching Novel Words. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 25 |
| Effective Instruction | Preschool | Staff Wellness & Effective Teaching | This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices | 120 |
| Equity & Affirmative Action | Equity and Affirmative Action Staff Training | This course is designed to meet the requirement for all district boards of education to provide training for all school personnel on a continuing basis to identify and resolve problems associated with the student achievement gap and other inequities arising from prejudice on the basis of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. | 70 |
| Equity & Affirmative Action | LGBTQ Awareness for Educators | This training supports the requirement for LGBTQ Awareness for Educators. This training is designed to develop a greater awareness among educators in addressing common issues concerning the needs of transgender students and to assist schools in establishing policies and procedures that ensure a supportive and nondiscriminatory environment for transgender students. The intended purpose of this training is to help school and district administrators take steps to create an inclusive environment in which transgender and gender nonconforming students feel safe and supported and to ensure that each school provides equal educational opportunities for all students. | 70 |
| Equity & Affirmative Action | NJ Equity and Affirmative Action | N.J.A.C. 6A:7-1.6; Equity and Affirmative Action for Educators. This course is designed to meet the New Jersey requirement N.J.A.C. 6A:7-1.6: for all district boards of education to provide training for all school personnel on a continuing basis to identify and resolve problems associated with the student achievement gap and other inequities arising from prejudice on the basis of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. | 70 |
| Equity & Affirmative Action | NJ LGBTQ Awareness for Educators | This training supports the NJ Department of Education requirement for LGBTQ Awareness for Educators: N.J.S.A. 18A:36-41; N.J.A.C. 6A:7-1.1. This training is designed to develop a greater awareness among educators in addressing common issues concerning the needs of transgender students and to assist schools in establishing policies and procedures that ensure a supportive and nondiscriminatory environment for transgender students. The intended purpose of this training is to help school and district administrators take steps to create an inclusive environment in which transgender and gender nonconforming students feel safe and supported and to ensure that each school provides equal educational opportunities for all students. | 70 |
| Equity & Affirmative Action | NJ School to Prison Pipeline: Decriminalizing Public Education | This training is designed to enable educators to develop a greater awareness of the best practices regarding developing programs that support students of color and with disabilities. Students of color and with disabilities are disproportionately impacted by exclusionary discipline practices. New data from the U.S. Department of Education’s Office for Civil Rights (OCR) reveals that Black and Latino students are twice as likely to be pushed out of school. During the 2015–16 school year, Black students represented 15 percent of the total student enrollment, and 31 percent of the students were referred to law enforcement or arrested. And, students with disabilities represented 12 percent of the overall student enrollment, and 28 percent of the students referred to law enforcement or arrested. http://www.newamerica.org Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 100 |
| Equity & Affirmative Action | NJ Sexual Harassment Prevention Training for Educators | This training is designed to meet the NJ Department of Education requirement for Sexual Harassment Prevention Training for Educators: N.J.A.C. 6A:7-1.6 as it relates to Equity and Affirmative Action. | 10 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Age | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Disabling Conditions | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | National Origin | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Poverty | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Race, Color & Ethnicity | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Sex & Gender | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Staff Sensitivity Training | Sexual Orientation | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | NJ Title IX | Title IX of the Education Amendments Act of 1972 is a federal law that states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” | 25 |
| Equity & Affirmative Action | Sexual Harassment Prevention Training for Educators | This training is designed to meet the requirement for Sexual Harassment Prevention Training for Educators. | 10 |
| Equity & Affirmative Action | Staff Sensitivity Training | Age | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | Disabling Conditions | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | National Origin | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | Poverty | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | Race, Color & Ethnicity | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | Sex & Gender | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Staff Sensitivity Training | Sexual Orientation | This training enables the district board of education to provide sensitivity training to public school teachers, school employees, volunteers with student contact, and contracted service providers who have been identified as the alleged actors of insensitive behavior. | 60 |
| Equity & Affirmative Action | Title IX | Title IX of the Education Amendments Act of 1972 is a federal law that states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” | 25 |
| Instructional Technology | Google EDU in 90 | Google Classroom | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 35 |
| Instructional Technology | Google EDU in 90 | Google Docs | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 20 |
| Instructional Technology | Google EDU in 90 | Google Expeditions | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 40 |
| Instructional Technology | Google EDU in 90 | Google Forms | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 40 |
| Instructional Technology | Google EDU in 90 | Google Meet | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 25 |
| Instructional Technology | Google EDU in 90 | Google Sheets | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 15 |
| Instructional Technology | Google EDU in 90 | Google Sites | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 20 |
| Instructional Technology | Google EDU in 90 | Google Slides | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 20 |
| Instructional Technology | Google EDU in 90 | Jamboard for Education | EDU in 90 is a video series from Google for Education. Each episode, we’ll focus on an important topic for educators, administrators, and school leaders – things like product updates, new programs, and helpful resources for the classroom. | 30 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Executive Function | Students with executive function deficits have unique needs that can be addressed in both synchronous and asynchronous ways. No matter what learning environment, students need structure including breaks in order to be able to engage in new learning. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Hearing | For students who are hard of hearing, have hearing loss, or have deafness, explore these specialized features that can provide solutions, including closed captioning, mono sound, and live call transcription. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Neurodiversity | The many built-in tools such as dictation and Windows Hello sign-in make remote learning more accessible for students who live with dyslexia, seizures, autism, or other cognitive differences. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Reading, Writing, and Math | Microsoft Learning Tools are a set of inclusive features available in a wide range of platforms that assist all learners in reading, writing, math, and communication. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Speech, Language, and Communication | Meeting with students who are working on conversational language is very important to allow students the opportunity to speak. There are many tools students can use to practice through remote learning. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Learning Tools| Special Education: Vision | Windows 10 and Office 365 have many built-in tools to help a student with a visual impairment use the computer. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Teams | Crafting a Collaborative Learning Environment with Class Teams | Microsoft Class Teams enables educators to collaborate with students while seamlessly integrating assignments, assessments, and applications directly into the Team. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Teams | Hybrid Learning: a New Model for the Future of Learning | This course introduces educators to the hybrid learning model. Educators will learn about the five elements of hybrid learning, how to implement them, and how to utilize Microsoft Teams to create a dynamic learning environment for their students. | 60 |
| Instructional Technology | Microsoft Teams | Special Education: Mental Health | Students’ social and emotional well-being is a major factor in remote learning. For students who struggle with emotions, their behavior is as important as academic learning. Students need to be ready socially and emotionally in order to learn. © Microsoft 2020 | 60 |
| Instructional Technology | Microsoft Teams | Transform Learning with Microsoft Teams | Microsoft Class Teams enables educators to collaborate with students while seamlessly integrating assignments, assessments, and applications directly into the Team. © Microsoft 2020 | 60 |
| Instructional Technology | NJ Career & Technical Education | This training is designed to enable educators to develop a greater awareness of the best practices for Career & Technical Education. It’s no longer enough for high school seniors to choose between college and work; today’s students need preparation for both. In California, and throughout the country, schools are rejuvenating classes once known as vocational education and integrating career skills with academics. For more resources, visit http://www.edutopia.org/tech-to-learn. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 50 |
| Instructional Technology | NJ Exploring Interest-Driven Learning | This training is designed to enable educators to develop a greater awareness of the best practices of Interest-Driven Learning in K-12 Education. Edutopia’s new video series profiles young people who are pursuing their passions and making their learning more authentic by taking it into their own hands, on their own time. This series is produced by Mobile Digital Arts and Twin Cities Public Television, as a companion to an hour-long PBS special that is now available to watch. Find more resources at http://www.edutopia.org/is-school-eno… The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 60 |
| Instructional Technology | NJ Game-Based Learning in Action | This training is designed to enable educators to develop a greater awareness of the best practices of Game-Based Learning. Intrigued by game-based learning, but not sure where to begin? Edutopia’s Made With Play series takes a look at game-like learning principles in action and commercial games in real classrooms — and offers tips and tools for bringing them into your own practice. Made With Play is a co-production with the Institute of Play. More resources here: https://www.edutopia.org/made-with-pl… The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 75 |
| Instructional Technology | NJ Reimagining Equity & Access for Diverse Youth | This training is designed to enable educators to develop a greater awareness of race and racism, racial equity, and culturally sustaining pedagogy. Content is made available courtesy of Project READY: Reimagining Equity & Access for Diverse Youth, https://ready.web.unc.edu/. Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. All of the original text and images on this website are licensed for reuse with attribution under Creative Commons. [CC BY-NC-SA 4.0]. | 420 |
| Instructional Technology | NJ Service-Learning in K-12 Education | This training is designed to enable educators to develop a greater awareness of the best practices of Service-Learning in K-12 Education. Thousands of kids volunteer their time and energy to improve their schools and neighborhoods through projects. We’ve hand-picked some of our best videos on service and project-based learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 75 |
| Instructional Technology | NJ Tech2Learn: Integrating Tech Tools in the Classroom | This video series goes inside the classrooms of educators who use technology tools in their lessons every day. Learn from their challenges, celebrate their successes, and share their resources in every episode. For more resources, visit http://www.edutopia.org/tech-to-learn. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 35 |
| Instructional Technology | OLN Google Education | Google Book Creator via Chrome | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Book Creator via Chrome. Source: horrycountyschools.net | 5 |
| Instructional Technology | OLN Google Education | Google Cast | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces GoogleCast. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Classroom | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Classroom and includes Getting Started with Google Classroom, Create Class & Post Assignments, Tips for Co-teaching in Google Classroom, Teach Students to Use Google Classroom, and Teach Students to Submit Assignment. Source: horrycountyschools.net | 30 |
| Instructional Technology | OLN Google Education | Google Docs | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Getting Started with Google Docs, Going Deeper with Google Docs, and Translating Google Docs. Source: horrycountyschools.net | 25 |
| Instructional Technology | OLN Google Education | Google Drive | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Meet and includes Getting Started with Google Drive and Team and Getting Started with Google Drive File Stream. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Explore | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Explore. Source: horrycountyschools.net | 5 |
| Instructional Technology | OLN Google Education | Google Forms | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Forms and includes Getting Started with Google Forms and Going Deeper with Google Forms. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Keep | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Keep. Source: horrycountyschools.net | 5 |
| Instructional Technology | OLN Google Education | Google Maps for Education | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Maps for Education. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Meet | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Meet and includes Getting Started with Google Meet and Going Deeper with Google Meet. Source: horrycountyschools.net | 15 |
| Instructional Technology | OLN Google Education | Google Screencastify | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Screencastify. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Sheets | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Sheets. Source: horrycountyschools.net | 10 |
| Instructional Technology | OLN Google Education | Google Slides | The content contained within is made available by the Onspire Learning Network (OLN) from the Horry County Public Schools, SC, through a Creative Commons Attribution license (reuse allowed). The Onspire Learning Network (OLN) enables educators to share content with their peers across the world in the spirit of collegiality for the benefit of the educational profession and the students and families it serves. This training introduces Google Slides and includes Getting Started with Google Slides and Going Deeper with Google Slides. Source: horrycountyschools.net | 10 |
| Instructional Technology | Online & Blended Learning in K-12 Education | This training is designed to provide educators with best practices regarding Online & Blended Learning in K-12 Education. Is the future of learning online? Not exclusively. But online learning is expanding access to knowledge and personalizing learning in schools across the country. In regions where teachers (and resources) are in scarce supply, it is an essential solution. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 60 |
| Instructional Technology | Tips for Online Instruction and More! | Tips for Online Instruction and More! includes helpful educational technology tutorials for educators. Created by Pocketful of Primary, https://www.youtube.com/c/PocketfulofPrimary/about. | 420 |
| Instructional Technology | Zoom for Education | This course includes How to Teach Online with Zoom for Beginners, 3 Tips to Get More Out of Zoom, How to use Zoom for Remote and Online Learning, and How to use Breakout Rooms in Zoom for Teaching and Learning. | 45 |
| School Counseling & Social Work | Building Pathways to Resilient Futures | This course is designed to develop a greater awareness among educators regarding the development of resilience among students. Course content is made available by The Partnership Center. | 120 |
| School Counseling & Social Work | Mental Health in a Time of COVID-19 | This course is designed to develop a greater awareness among educators regarding Mental Health in a Time of COVID-19: When Trauma, Fear, and Anxiety Become Overwhelming and Preparing Leaders to Address the Challenges content made available by The Partnership Center. | 120 |
| School Counseling & Social Work | NJ Coping with Stress for Educators | Stress Busters: Coping with Stress. Penn State PRO Wellness Watch this recording to learn how to recognize the symptoms of stress, fatigue and burnout, why it is important to recognize these symptoms, and coping strategies that can help. Practical evidence-based coping strategies are discussed, to help facilitate your comfort in their use. | 60 |
| School Counseling & Social Work | NJ The Crisis of Connection for Adolescent Boys | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and New York University Professor of Developmental Psychology Niobe Way developed a video and two discussion guides about the crisis of connection, its impact on the health and well-being of adolescent boys, and the implications for supporting teens. After conducting hundreds of interviews focused on friendships with black, Latino, white, and Asian American adolescent boys over the past 25 years, Dr. Way concludes that boys are experiencing a “crisis of connection.” Boys report feeling pressure to “man up” and fear that having or even expressing their desires for close male friendships will make them look “girly” or “gay.” Boys, in early and middle adolescence, often have intimate male friendships and explicitly link these relationships to their mental health. Yet, by late adolescence, boys speak about losing these close male friendships and reveal feelings of loneliness and isolation. Given the research that links friendships with mental and physical health and well-being, Way’s research has profound implications for adults who work with adolescents. Way shows us the dangers of assuming that boys don’t want or need close male friendships and urges us to foster the positive friendships of adolescent boys to help them thrive. Public Domain Source: https://youth.gov/feature-article/crisis-connection-adolescent-boys | 35 |
| School Counseling & Social Work | The Crisis of Connection for Adolescent Boys | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and New York University Professor of Developmental Psychology Niobe Way developed a video and two discussion guides about the crisis of connection, its impact on the health and well-being of adolescent boys, and the implications for supporting teens. After conducting hundreds of interviews focused on friendships with black, Latino, white, and Asian American adolescent boys over the past 25 years, Dr. Way concludes that boys are experiencing a “crisis of connection.” Boys report feeling pressure to “man up” and fear that having or even expressing their desires for close male friendships will make them look “girly” or “gay.” Boys, in early and middle adolescence, often have intimate male friendships and explicitly link these relationships to their mental health. Yet, by late adolescence, boys speak about losing these close male friendships and reveal feelings of loneliness and isolation. Given the research that links friendships with mental and physical health and well-being, Way’s research has profound implications for adults who work with adolescents. Way shows us the dangers of assuming that boys don’t want or need close male friendships and urges us to foster the positive friendships of adolescent boys to help them thrive. Public Domain Source: https://youth.gov/feature-article/crisis-connection-adolescent-boys | 35 |
| School Culture & Climate | NJ MTSS Connecting Schools and Communities | This training is designed to provide educators with best practices regarding connecting schools and communities in support of Multi-tiered Systems of Support. Partnering with experts in your community can help students make stronger connections to real-world learning. The content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 30 |
| School Culture & Climate | NJ MTSS School Culture | This training is designed to provide educators with best practices regarding school culture in support of Multi-tiered Systems of Supports. Great teachers, programs, and practices succeed best only with a culture that supports them. Here’s a selection of videos from Edutopia.org that showcase great school culture from public schools around the country. See more at http://www.edutopia.orgThe content is provided courtesy of Edutopia. Edutopia is dedicated to improving the PK-12 learning process through innovative, replicable, and evidence-based strategies that prepare students to thrive in their studies, careers, and adult lives. Visit http://www.edutopia.org for more resources. | 60 |
| School Culture & Climate | NJ School Safety Team/Climate Training N.J.S.A. 18A:37- 21(b) & (d) | This training is designed to meet the New Jersey Department of Education requirement N.J.S.A.18A:37-21(b) & (d) to provide at least one PD opportunity for effective school climate improvement, practices, programs, or approaches. | 35 |
| School Health & Wellness | COVID-19 for K-12 & Child Care Administrators | This informational video series is produced for schools and childcare programs regarding the Coronavirus Disease 2019, also known as COVID-19. This informational video series is made available courtesy of Educational Development Software, the parent company of Onspire, HIBster, and HIBsterVention. Centers for Disease Control https://www.cdc.gov/coronavirus/2019-nCoV/ U.S. Department of Health & Human Services, USA.gov | 65 |
| School Health & Wellness | Diabetic Student Health Plan | This training is designed to support School Nurses to meet the requirements as set for by N.J.S.A.18A:40-12.13(d) to train appropriate staff members including staff working with school-sponsored programs outside of the regular school day, as provided in the individualized health care plan and the individualized emergency health care plan. | 20 |
| School Health & Wellness | NJ COVID-19 for K-12 & Child Care Administrators | This informational video series is produced for schools and childcare programs regarding the Coronavirus Disease 2019, also known as COVID-19. This informational video series is made available courtesy of Educational Development Software, the parent company of Onspire, HIBster, and HIBsterVention. Centers for Disease Control https://www.cdc.gov/coronavirus/2019-nCoV/ U.S. Department of Health & Human Services, USA.gov | 65 |
| School Health & Wellness | NJ Diabetic Student Health Plan | This training is designed to support School Nurses to meet the requirements as set for by N.J.S.A.18A:40-12.13(d) to train appropriate staff members including staff working with school-sponsored programs outside of the regular school day, as provided in the individualized health care plan and the individualized emergency health care plan. | 20 |
| Section 504 | NJ HIB | Applying the Latest Research to Prevent Bullying Empowering Schools to Change Behavior & Attitudes | This training is designed to enable educators to develop a greater awareness of The Latest Research to Prevent Bullying Empowering Schools to Change Behavior & Attitudes. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 100 |
| Section 504 | NJ HIB | Using Research to Understand Cyberbullying | This training is designed to enable educators to develop a greater awareness of Using Research to Understand Cyberbullying. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 10 |
| Section 504 | NJ Section 504 | This training is designed to meet the New Jersey Department of Education requirement for school districts to provide in-service training for professional and paraprofessional staff who provide special education, general education or related services to students with disabilities. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 50 |
| Section 504 | NJ Section 504 | Best Practices for Accommodations | The objective of this course is to develop a greater awareness of the best practices for developing hghly effective Section 504 Accommodations. | 100 |
| Section 504 | NJ Section 504 | Equal Opportunity for Participation in Athletics and Extracurricular Activities | This training is designed to enable educators to develop a greater awareness of the Equal Opportunity for Participation in Athletics and Extracurricular Activities. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 20 |
| Section 504 | NJ Section 504 | Preventing Retaliation After OCR Complaint | This training is designed to enable educators to develop a greater awareness of Preventing Retaliation After OCR Complaint. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 10 |
| Section 504 | NJ Section 504 | Prohibition Against Disability-Based Discrimination in Accelerated Programs | This training is designed to enable educators to develop a greater awareness of the Prohibition Against Disability-Based Discrimination in Accelerated Programs. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 10 |
| Section 504 | NJ Section 504 | Protecting the Rights of Students with Hidden Disabilities | This training is designed to enable educators to develop a greater awareness of the Civil Rights of Students with Hidden Disabilities Under Section 504 of the Rehabilitation Act of 1973. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 20 |
| Section 504 | NJ Section 504 | Section 504 and Title II for Educators | This training is designed to enable educators to develop a greater awareness of Section 504 and Title II. Section 504 for Educators, N.J.A.C. 6A:7- 1.6; N.J.A.C. 6A:14-1.2(b)14. | 20 |
| Section 504 | NJ Teen Dating Violence | Relationship Dynamics and their Contribution to Adolescent Relationships and Dating Violence | This training is designed to enable educators to develop a greater awareness of Teen Dating Dating Violence. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 90 |
| Section 504 | NJ Teen Dating Violence | Understanding Teen Dating Violence | This training is designed to enable educators to develop a greater awareness of Teen Dating Dating Violence. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 90 |
| Section 504 | NJ Teen Dating Violence | Using Brief Interventions to Prevent Teen Dating Violence | This training is designed to enable educators to develop a greater awareness of Teen Dating Dating Violence. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 90 |
| Section 504 | NJ Teen Dating Violence | What Do We Know About Dating Violence from Adolescence into Young Adulthood? | This training is designed to enable educators to develop a greater awareness of Teen Dating Dating Violence from Adolescence into Young Adulthood. Onspire gratefully acknowledges the U.S. Department of Justice, Office of Justice Programs, National Institute of Justice, for allowing us to reproduce, in part or in whole, the [article/publication/video/audio presentation] [insert title]. The opinions, findings, and conclusions or recommendations expressed in this video are those of the speaker(s) and do not necessarily represent the official position or policies of the U.S. Department of Justice. Disclaimer: Opinions or points of view expressed in these videos represent those of the speakers and do not necessarily represent the official position or policies of the U.S. Department of Justice. Any commercial products and manufacturers discussed in these videos are presented for informational purposes only and do not constitute product approval or endorsement by the U.S. Department of Justice. | 90 |
| Social Emotional Learning | NJ Social and Emotional Learning | SEL Tools for Educators | Studies show that sustained and well-integrated social and emotional learning (SEL) engages students and improves achievement. Explore classroom practices that make up the most effective SEL programs with this playlist of Edutopia videos from schools around the country. Get more Edutopia resources around social and emotional learning here: http://www.edutopia.org/social-emotio…Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 90 |
| Social Emotional Learning | NJ Social-Emotional Learning | Emotional & Behavioral Needs of Students | Each new school year brings a mixture of emotions for students, whether they are heading off to pre-school through post-graduate studies. They may mourn the end of summer but look forward to seeing friends. They may be excited about new challenges but worry about academic pressure and peer pressure. As developing minds process these emotions, they often complicate emerging or ongoing behavioral health issues. Given that one-half of mental illnesses begin before age 14 and three quarters before age 25, it is critical, therefore, for students to have access to high-quality behavioral health services. This webinar provides an overview of the emotional and behavioral needs of students that exist beyond universal supports. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 40 |
| Social Emotional Learning | NJ Social-Emotional Learning | Positive Behavior Interventions & Supports | School-wide Positive Behavioral Interventions and Supports (PBIS) is a systems approach to enhancing the capacity of schools to adopt and sustain effective behavior support practices for students. This presentation discusses the team-based process for systemic problem solving and planning offered through School-wide PBIS. Webinar participants will understand the components of a multi-tiered behavioral support system and become familiar with the systems supports necessary to implement and sustain PBIS. Participants will also understand the integration of the multi-tiered system components to address academic, behavioral, and mental health needs of students. Participants will have an opportunity to share their experiences with school-based systems change and engage in a discussion of the material presented. Presented by Don Kincaid, Ph.D, University of South Florida. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 50 |
| Social Emotional Learning | NJ Social-Emotional Learning | Preventing ACEs for Educators | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of Adverse Childhood Experience (ACEs). This training includes Adverse Childhood Experiences, Brain Development, and Toxic Stress, The ACE Study, Prevalence and Consequences of ACEs, The Public Health Approach to Preventing ACEs, Risk, and Protective Factors, and Essentials for Childhood. Source: http://www.samhsa.gov/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 30 |
| Social Emotional Learning | NJ Social-Emotional Learning | Preventing ACEs for School Counselors, Social Workers & Psychologists | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of The Role of Culture and Diversity in Working with Families, Identifying Risk and Protective Factors, Providing ACE Prevention Programs and Services, Providing Intervention Services for Children and Families, and Educating Others and Raising Awareness. Source: www.samhsa.gov | 30 |
| Social Emotional Learning | NJ Social-Emotional Learning | Tools in Schools | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of social and emotional milestones over the course of development from pre-k to early adulthood. Educators are provided with tools that schools can use to support students’ ability to meet social and emotional milestones, including natural supports in the classroom and skill-specific instruction. Strategies for identifying needs and gaps for students at risk for not meeting social and emotional milestones are discussed. Source: http://www.samhsa.gov/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 35 |
| Social Emotional Learning | NJ Social-Emotional Learning | Universal Screening | Many State and Local Education Agencies are interested in implementing universal screening for identifying students with behavioral and mental health needs in schools. Additional guidance is sought for best practice recommendations and for addressing common implementation challenges. This webinar provides an overview of universal screening approaches for identifying young people who have emotional and behavioral risk factors and includes a discussion of how these screening strategies can be used to best meet the needs of all students within a multi-tiered system of supports framework. Participants learn how to select screening measures, implement efforts to improve child outcomes, glean information from system-wide screening, and identify strategies for linking assessment results to evidence-based interventions. Participants were polled for current universal screening status in their states and/or districts and were provided an opportunity to ask questions. Presented by Katie Eklund, Ph.D., University of Arizona. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 65 |
| Social Emotional Learning | NJ Trauma Informed Learning | Attachment, Development, Trauma, and Socio-Cultural Responsive Interventions for Young Children | This webinar, developed by Marta Casas LMHC, MEd, Carmen Rosa Noroña LCSW, MSEd and Marcy Safyer, PhD MSW, will provide a basic overview of the intersection of early childhooddevelopment (0-5), attachment and trauma in young migrant children. The presenters will discuss developmentally, trauma and socio-culturally informed interventions and engage the audience in reflections about best practices and practice-change with this population. Copyright ©2020 NCTSN | 100 |
| Social Emotional Learning | NJ Trauma Informed Learning | Children of War: A Video for Educators | Five adolescent refugees from Afghanistan, Iraq, El Salvador, Sierra Leone, and Somalia tell their stories of war, traumatic loss, and relocation to the United States in the play Children of War. Written and conceived by playwright Ping Chong, and produced in collaboration with the Center for Multicultural Human Services and Ping Chong & Company, the play interweaves these youths’ separate accounts into a moving and inspiring theatrical ensemble piece. This video includes a segment from the play Children of War and a documentary about the scope and impact of refugee trauma and its consequences for youth in schools. Copyright ©2020 NCTSN | 35 |
| Social Emotional Learning | NJ Trauma Informed Learning | Cops, Kids, and Domestic Violence | Cops, Kids, and Domestic Violence, describes the impact of domestic violence on children. This video provides law enforcement officers with concrete information about what they can do when responding to the scene of a domestic violence call. Copyright ©2020 NCTSN | 25 |
| Social Emotional Learning | NJ Trauma Informed Learning | Culture, Development, Trauma and Socio-Cultural Responsive Interventions with Youth Ages 7 and Older | Developed by Javier Rosado, PhD, Susana Rivera, PhD, and Luis Flores, MA, this webinar defines traumatic separation and grief and outlines the developmental impacts on youth. Additionally, participants will learn how to be responsive to the cultural and linguistic needs of youth. Participants will learn children’s common fears and perceived threats to safety experienced by youth exposed to traumatic events as well as culturally responsive strategies for staff to use when working with youth. Copyright ©2020 NCTSN | 75 |
| Social Emotional Learning | NJ Trauma Informed Learning | Family Violence, Military Sexual Trauma, and Child Maltreatment | Deborah Gibbs, Ph.D., Lisa Jaycox, Ph.D., Kate McGraw, Ph.D. and Sara Nett, PsyD provide an overview of the issues of child maltreatment and military sexual trauma in military settings. Copyright ©2020 NCTSN | 30 |
| Social Emotional Learning | NJ Trauma Informed Learning | Improving Treatment Outcomes for LGBTQ Youth through Integration of Sexual Health | Sexual health is an essential new clinical resource for professionals treating the intersection of sexual orientation and sexual trauma. By incorporating the principles of sexual health, clinicians will uncover deficit-focused sexual attitudes and taboos that are barriers for attaining sexual health knowledge among LGBTQ youth, their families and their trauma healing communities. Mr. Braun-Presenters will provide a map for increasing trauma therapist’s comfort, willingness and knowledge to initiate and facilitate sexual health conversations that promote LGBTQ youth coming to know the positive potential for their sexual development and health. They propose six fundamentals of sexual health to frame treatment and guide client sexual health conversations within their individual, couple, and family therapy. Workshop participants will learn how to consider the full potential of LGBTQ sexual lives to thrive as an essential ally for improving sexual trauma assessment and treatment. Copyright ©2020 NCTSN | 90 |
| Social Emotional Learning | NJ Trauma Informed Learning | It’s Okay to Remember: General Information Video on Child Traumatic Grief | A moving first-person narrative illustrating how a family can move through the pain of loss and go on to heal. The family shares their personal experiences of the traumatic grief experienced by one daughter after her sister’s sudden death. Helps parents, educators, pediatricians, and others who care for children to understand childhood traumatic grief. Copyright ©2020 NCTSN | 35 |
| Social Emotional Learning | NJ Trauma Informed Learning | Meeting the Intervention Needs of Military Children | Dr. Cozza provides a framework for interventions to serve the mental health needs of military children. Copyright ©2020 NCTSN | 20 |
| Social Emotional Learning | NJ Trauma Informed Learning | Prevention Services and Treatments for Military and Veteran Families | Esther Deblinger, Ph.D., John Fairbank, PhD, Dorinda Williams, Ph.D. and Gabby Gadson describe services available for military members including evidence-based interventions developed by NCTSN and ZERO TO THREE. Copyright ©2020 NCTSN | 50 |
| Social Emotional Learning | NJ Trauma Informed Learning | Ready to Remember: Helping Children with Traumatic Grief | In this webinar presenters describe childhood traumatic grief and introduce their new book, Ready to Remember: Jeremys Journey of Hope and Healing. The presenters are accompanied by two family members who answer questions posed by the presenters regarding their experience with traumatic grief, processing their grief, treatment they received and the coping skills and resilience of their families. Copyright ©2020 NCTSN | 90 |
| Social Emotional Learning | NJ Trauma Informed Learning | Safe Spaces, Safe Places: Creating Welcoming and Inclusive Environments for Traumatized LGBTQ Youth | This course introduces the viewer to the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth who have experienced trauma. You may use the video as a training tool, for example, during a staff meeting or in supervision with staff. You can show the video in its entirety or in segments. However, you use this resource, be sure to allow time for discussion after viewing the video. Questions to facilitate growth, learning, and change follow. Copyright ©2020 NCTSN | 15 |
| Social Emotional Learning | NJ Trauma Informed Learning | Secondary Traumatic Stress: Understanding the Impact of Trauma Work on Professionals | Developed by Raven Cuellar, PhD, Carmen Rosa Noroña, LCSW, Ms. Ed., Ginny Sprang, PhD, and Savina Treves, MA, LPC this webinar defines Secondary Traumatic Stress (STS), describes how the sociocultural context and the experience of migration may impact the experience of STS and outlines specific strategies to strengthen protective factors to prevent, identify, and address STS in the workplace. Through case examples, participants will learn who is at risk, organizational and individual factors related to STS, and how to approach support staff wellness. Copyright ©2020 NCTSN | 100 |
| Social Emotional Learning | NJ Trauma Informed Learning | The Promise of Trauma-Focused Therapy for Childhood Sexual Abuse | The Promise of Trauma-Focused Therapy for Childhood Sexual Abuse. Provides information about the impact of child sexual abuse. This video emphasizes the importance of including parents and caretakers in treatment, highlights the need for children in therapy to learn specific skills to deal with what has happened, and how to talk about the details of their sexually abusive experiences. Copyright ©2020 NCTSN | 30 |
| Social Emotional Learning | NJ Trauma Informed Learning |The Courage to Remember: Training Video on Child Traumatic Grief | This training video for mental health professionals presents critical core components for providing trauma-focused cognitive behavioral therapy to children who suffer from childhood traumatic grief. Includes helpful demonstrations of each treatment component through role-plays conducted by children. The material represents the results of significant advances in the field of childhood traumatic grief and the unique collaboration of researchers and clinicians in academic and community settings throughout the country. Copyright ©2020 NCTSN | 40 |
| Social Emotional Learning | NJ Trauma Informed Learning | Parenting Challenges for Military and Veterans | Dr. Abi Gewirtz interviews COL Rick Campise and Mary “Tib” Campise about challenges to parenting among military members due to the stress of deployment and prolonged separation. Copyright ©2020 NCTSN | 40 |
| Social Emotional Learning | Social and Emotional Learning | SEL Tools for Educators | Studies show that sustained and well-integrated social and emotional learning (SEL) engages students and improves achievement. Explore classroom practices that make up the most effective SEL programs with this playlist of Edutopia videos from schools around the country. Get more Edutopia resources around social and emotional learning here: http://www.edutopia.org/social-emotio…Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 90 |
| Social Emotional Learning | Social-Emotional Learning | Emotional & Behavioral Needs of Students | Each new school year brings a mixture of emotions for students, whether they are heading off to pre-school through post-graduate studies. They may mourn the end of summer but look forward to seeing friends. They may be excited about new challenges but worry about academic pressure and peer pressure. As developing minds process these emotions, they often complicate emerging or ongoing behavioral health issues. Given that one-half of mental illnesses begin before age 14 and three quarters before age 25, it is critical, therefore, for students to have access to high-quality behavioral health services. This webinar provides an overview of the emotional and behavioral needs of students that exist beyond universal supports. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 40 |
| Social Emotional Learning | Social-Emotional Learning | Positive Behavior Interventions & Supports | School-wide Positive Behavioral Interventions and Supports (PBIS) is a systems approach to enhancing the capacity of schools to adopt and sustain effective behavior support practices for students. This presentation discusses the team-based process for systemic problem solving and planning offered through School-wide PBIS. Webinar participants will understand the components of a multi-tiered behavioral support system and become familiar with the systems supports necessary to implement and sustain PBIS. Participants will also understand the integration of the multi-tiered system components to address academic, behavioral, and mental health needs of students. Participants will have an opportunity to share their experiences with school-based systems change and engage in a discussion of the material presented. Presented by Don Kincaid, Ph.D, University of South Florida. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 50 |
| Social Emotional Learning | Social-Emotional Learning | Preventing ACEs for Educators | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of Adverse Childhood Experience (ACEs). This training includes Adverse Childhood Experiences, Brain Development, and Toxic Stress, The ACE Study, Prevalence and Consequences of ACEs, The Public Health Approach to Preventing ACEs, Risk, and Protective Factors, and Essentials for Childhood. Source: http://www.samhsa.gov/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 30 |
| Social Emotional Learning | Social-Emotional Learning | Preventing ACEs for School Counselors, Social Workers & Psychologists | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of The Role of Culture and Diversity in Working with Families, Identifying Risk and Protective Factors, Providing ACE Prevention Programs and Services, Providing Intervention Services for Children and Families, and Educating Others and Raising Awareness. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 30 |
| Social Emotional Learning | Social-Emotional Learning | Tools in Schools | This webinar provided for educators by the Substance Abuse and Mental Health Services Administration (SAMHSA) is designed to enable participants to improve knowledge of social and emotional milestones over the course of development from pre-k to early adulthood. Educators are provided with tools that schools can use to support students’ ability to meet social and emotional milestones, including natural supports in the classroom and skill-specific instruction. Strategies for identifying needs and gaps for students at risk for not meeting social and emotional milestones are discussed. Source: http://www.samhsa.gov/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 35 |
| Social Emotional Learning | Social-Emotional Learning | Universal Screening | Many State and Local Education Agencies are interested in implementing universal screening for identifying students with behavioral and mental health needs in schools. Additional guidance is sought for best practice recommendations and for addressing common implementation challenges. This webinar provides an overview of universal screening approaches for identifying young people who have emotional and behavioral risk factors and includes a discussion of how these screening strategies can be used to best meet the needs of all students within a multi-tiered system of supports framework. Participants learn how to select screening measures, implement efforts to improve child outcomes, glean information from system-wide screening, and identify strategies for linking assessment results to evidence-based interventions. Participants were polled for current universal screening status in their states and/or districts and were provided an opportunity to ask questions. Presented by Katie Eklund, Ph.D., University of Arizona. Source: www.samhsa.gov Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises. | 65 |
| Social Emotional Learning | Trauma Informed Learning | Attachment, Development, Trauma, and Socio-Cultural Responsive Interventions for Young Children | This webinar, developed by Marta Casas LMHC, MEd, Carmen Rosa Noroña LCSW, MSEd and Marcy Safyer, PhD MSW, will provide a basic overview of the intersection of early childhooddevelopment (0-5), attachment and trauma in young migrant children. The presenters will discuss developmentally, trauma and socio-culturally informed interventions and engage the audience in reflections about best practices and practice-change with this population. Copyright ©2020 NCTSN | 100 |
| Social Emotional Learning | Trauma Informed Learning | Children of War: A Video for Educators | Five adolescent refugees from Afghanistan, Iraq, El Salvador, Sierra Leone, and Somalia tell their stories of war, traumatic loss, and relocation to the United States in the play Children of War. Written and conceived by playwright Ping Chong, and produced in collaboration with the Center for Multicultural Human Services and Ping Chong & Company, the play interweaves these youths’ separate accounts into a moving and inspiring theatrical ensemble piece. This video includes a segment from the play Children of War and a documentary about the scope and impact of refugee trauma and its consequences for youth in schools. Copyright ©2020 NCTSN | 35 |
| Social Emotional Learning | Trauma Informed Learning | Cops, Kids, and Domestic Violence | Cops, Kids, and Domestic Violence, describes the impact of domestic violence on children. This video provides law enforcement officers with concrete information about what they can do when responding to the scene of a domestic violence call. Copyright ©2020 NCTSN | 25 |
| Social Emotional Learning | Trauma Informed Learning | Culture, Development, Trauma and Socio-Cultural Responsive Interventions with Youth Ages 7 and Older | Developed by Javier Rosado, PhD, Susana Rivera, PhD, and Luis Flores, MA, this webinar defines traumatic separation and grief and outlines the developmental impacts on youth. Additionally, participants will learn how to be responsive to the cultural and linguistic needs of youth. Participants will learn children’s common fears and perceived threats to safety experienced by youth exposed to traumatic events as well as culturally responsive strategies for staff to use when working with youth. Copyright ©2020 NCTSN | 75 |
| Social Emotional Learning | Trauma Informed Learning | Family Violence, Military Sexual Trauma, and Child Maltreatment | Deborah Gibbs, Ph.D., Lisa Jaycox, Ph.D., Kate McGraw, Ph.D. and Sara Nett, PsyD provide an overview of the issues of child maltreatment and military sexual trauma in military settings. Copyright ©2020 NCTSN | 30 |
| Social Emotional Learning | Trauma Informed Learning | Improving Treatment Outcomes for LGBTQ Youth through Integration of Sexual Health | Sexual health is an essential new clinical resource for professionals treating the intersection of sexual orientation and sexual trauma. By incorporating the principles of sexual health, clinicians will uncover deficit-focused sexual attitudes and taboos that are barriers for attaining sexual health knowledge among LGBTQ youth, their families and their trauma healing communities. Mr. Braun-Presenters will provide a map for increasing trauma therapist’s comfort, willingness and knowledge to initiate and facilitate sexual health conversations that promote LGBTQ youth coming to know the positive potential for their sexual development and health. They propose six fundamentals of sexual health to frame treatment and guide client sexual health conversations within their individual, couple, and family therapy. Workshop participants will learn how to consider the full potential of LGBTQ sexual lives to thrive as an essential ally for improving sexual trauma assessment and treatment. Copyright ©2020 NCTSN | 90 |
| Social Emotional Learning | Trauma Informed Learning | It’s Okay to Remember: General Information Video on Child Traumatic Grief | A moving first-person narrative illustrating how a family can move through the pain of loss and go on to heal. The family shares their personal experiences of the traumatic grief experienced by one daughter after her sister’s sudden death. Helps parents, educators, pediatricians, and others who care for children to understand childhood traumatic grief. Copyright ©2020 NCTSN | 35 |
| Social Emotional Learning | Trauma Informed Learning | Meeting the Intervention Needs of Military Children | Dr. Cozza provides a framework for interventions to serve the mental health needs of military children. Copyright ©2020 NCTSN | 20 |
| Social Emotional Learning | Trauma Informed Learning | Parenting Challenges for Military and Veterans | Dr. Abi Gewirtz interviews COL Rick Campise and Mary “Tib” Campise about challenges to parenting among military members due to the stress of deployment and prolonged separation. Copyright ©2020 NCTSN | 40 |
| Social Emotional Learning | Trauma Informed Learning | Prevention Services and Treatments for Military and Veteran Families | Esther Deblinger, Ph.D., John Fairbank, PhD, Dorinda Williams, Ph.D. and Gabby Gadson describe services available for military members including evidence-based interventions developed by NCTSN and ZERO TO THREE. Copyright ©2020 NCTSN | 50 |
| Social Emotional Learning | Trauma Informed Learning | Ready to Remember: Helping Children with Traumatic Grief | In this webinar presenters describe childhood traumatic grief and introduce their new book, Ready to Remember: Jeremys Journey of Hope and Healing. The presenters are accompanied by two family members who answer questions posed by the presenters regarding their experience with traumatic grief, processing their grief, treatment they received and the coping skills and resilience of their families. Copyright ©2020 NCTSN | 90 |
| Social Emotional Learning | Trauma Informed Learning | Safe Spaces, Safe Places: Creating Welcoming and Inclusive Environments for Traumatized LGBTQ Youth | This course introduces the viewer to the needs of Lesbian, Gay, Bisexual, Transgender, and Questioning (LGBTQ) youth who have experienced trauma. You may use the video as a training tool, for example, during a staff meeting or in supervision with staff. You can show the video in its entirety or in segments. However, you use this resource, be sure to allow time for discussion after viewing the video. Questions to facilitate growth, learning, and change follow. Copyright ©2020 NCTSN | 15 |
| Social Emotional Learning | Trauma Informed Learning | Secondary Traumatic Stress: Understanding the Impact of Trauma Work on Professionals | Developed by Raven Cuellar, PhD, Carmen Rosa Noroña, LCSW, Ms. Ed., Ginny Sprang, PhD, and Savina Treves, MA, LPC this webinar defines Secondary Traumatic Stress (STS), describes how the sociocultural context and the experience of migration may impact the experience of STS and outlines specific strategies to strengthen protective factors to prevent, identify, and address STS in the workplace. Through case examples, participants will learn who is at risk, organizational and individual factors related to STS, and how to approach support staff wellness. Copyright ©2020 NCTSN | 100 |
| Social Emotional Learning | Trauma Informed Learning | The Courage to Remember: Training Video on Child Traumatic Grief | This training video for mental health professionals presents critical core components for providing trauma-focused cognitive behavioral therapy to children who suffer from childhood traumatic grief. Includes helpful demonstrations of each treatment component through role-plays conducted by children. The material represents the results of significant advances in the field of childhood traumatic grief and the unique collaboration of researchers and clinicians in academic and community settings throughout the country. Copyright ©2020 NCTSN | 40 |
| Social Emotional Learning | Trauma Informed Learning | The Promise of Trauma-Focused Therapy for Childhood Sexual Abuse | The Promise of Trauma-Focused Therapy for Childhood Sexual Abuse. Provides information about the impact of child sexual abuse. This video emphasizes the importance of including parents and caretakers in treatment, highlights the need for children in therapy to learn specific skills to deal with what has happened, and how to talk about the details of their sexually abusive experiences. Copyright ©2020 NCTSN | 30 |
| Special Education | NJ Disability and the Future of Work | This training is designed to enable educators to develop a greater awareness of the best practices regarding developing transition plans for students with disabilities, specifically regarding the future of the workforce for individuals with disabilities. The employment landscape is evolving at a lightning-fast pace. The nature of how, when, and where people work continues to change, and the future of work is more uncertain than ever. But the extensive research and debate on the “future of work” has paid little attention to the potential impact on persons with disabilities. The employment landscape is evolving at a lightning-fast pace. The nature of how, when, and where people work continues to change, and the future of work is more uncertain than ever. But the extensive research and debate on the “future of work” has paid little attention to the potential impact on persons with disabilities. http://www.newamerica.org | 120 |
| Special Education | NJ Facilitating Student-led IEPs | Facilitating Student-led IEPs content is made available by OSSE Division of Special Education. | 70 |
| Special Education | NJ IEP Meeting Process | IEP Meeting Process | 10 |
| Special Education | NJ Inclusive Spaces & Inclusive Policies | This training is designed to enable educators to develop a greater awareness of best practices regarding Inclusive Spaces & Inclusive Policies for individuals with disabilities, specifically regarding Disability and the Design of Everyday Life. This training is provided courtesy of New America. New America is dedicated to the renewal of American politics, prosperity, and purpose in the digital age through big ideas, technological innovation, next-generation politics, and creative engagement with broad audiences. http://www.newamerica.org/ | 260 |
| Special Education | NJ Section 504 & IEP Accommodations & Modifications | This course is designed to develop a greater awareness among educators regarding Section 504 & IEP Accommodations & Modifications. Course content is made available by ESU 8 of Nebraska, https://www.esu8.org/schools/. | 60 |
| Special Education | NJ Special Education | Disability Categories | N.J.A.C. 6A:14-1.2(b)14. This training is designed to develop a greater awareness among educators of the Disability Categories for Special Education. | 90 |
| Special Education | NJ Students with Disabilities Suspensions & Expulsions | Students with DIsabilities Suspensions & Expulsions training content made available by the U.S. Department of Health & Human Services, Administration for Children and Families, https://www.acf.hhs.gov/ohs. | 45 |
| Special Education | NJ Transition Planning for Students with Special Needs | This course is designed to develop a greater awareness among educators regarding Transition Planning for Students with Special Needs. Course content made available by, https://osse.dc.gov/. | 420 |
| Student Health & Safety | Adolescent Substance Use, Addiction, and Treatment | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Boston University School of Medicine Assistant Professor of Medicine and Pediatrics and Medical Director of the addiction treatment clinic for teens and young adults at Boston Medical Center Sarah Bagley, developed a video about addressing substance use and addiction in adolescents and young adults and the most effective approaches to treating addiction, including opioid addiction. Adolescence and young adulthood is a time when many people begin experimenting with alcohol and/or drugs. Although this experimentation does not always lead to addiction, most adults who have a substance use disorder started using before age 18 and develop the disorder by age 20. Public Domain Source: https://youth.gov/ | 30 |
| Student Health & Safety | Asthma Management in Schools | This training is designed to meet the requirement to assure that annual asthma education opportunities are made available for school physicians and all teaching staff. | 60 |
| Student Health & Safety | Child Sex Trafficking Awareness | FBI Child Exploitation and Human Trafficking Task Forces operate within nearly every FBI field office to collaborate with state and local law enforcement agencies in combating human trafficking. The ultimate goal of these task forces is to recover victims and investigate traffickers at the state and federal level. This course is designed to enable educators to develop a greater awareness of the common warning signs of Child Sex Trafficking. | 15 |
| Student Health & Safety | Communicable Diseases | This training is designed to meet the requirement for a medical inspector or nurse to lecture teachers concerning the methods employed to detect the first signs of communicable disease and the recognized measures for the promotion of health and the prevention of disease. Source: www.cdc.gov | 90 |
| Student Health & Safety | COVID-19 for Parents, Families & Caregivers | This informational video series is produced for parents, families, and caregivers regarding the Coronavirus Disease 2019, also known as COVID-19. This informational video series is made available courtesy of Educational Development Software, the parent company of Onspire, HIBster, and HIBsterVention. Centers for Disease Control https://www.cdc.gov/coronavirus/2019-nCoV/ U.S. Department of Health & Human Services, USA.gov | 50 |
| Student Health & Safety | CTE Best Practices for Program Coordinators | This training is designed for Career and Technical Education Program Coordinators and Administrators. All content is sourced directly from www.cte.ed.gov. | 80 |
| Student Health & Safety | CTE Safety Training for Program Coordinators | This training is designed in support of the requirement for Career and Technical Education: Initial training on safety and health issues prior to working or participating in any career and technical education course or program. All content is sourced directly from OSHA. | 60 |
| Student Health & Safety | Erin’s Law | Child Sexual Abuse Prevention | This course is designed to meet the training requirements for school staff regarding Erin’s Law | Child Sexual Abuse Prevention. | 70 |
| Student Health & Safety | Human Trafficking Awareness of Educators | Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States. Schools can and should be safe havens for students, and even more so for some students whose lives are otherwise characterized by instability and lack of safety or security. In these cases, school personnel are uniquely well positioned to identify and report suspected abuse and connect students to services—actions that can prevent trafficking and even save lives. Everyone who is part of the school community—administrators, teachers, bus drivers, maintenance personnel, food service staff, resource officers, and other school community members—has the potential to be an advocate for child victims of human trafficking, but, first, school community members must learn the indicators of the crime, its warning signs, and how to respond when a student is an apparent victim. | 60 |
| Student Health & Safety | Interscholastic Athletic Head Injury Safety Training | Athletic Trainers | This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for Athletic Trainers and Athletic Training Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program athletic trainers are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov | 60 |
| Student Health & Safety | Interscholastic Athletic Head Injury Safety Training | Coaches | This training is designed to meet the requirement for Interscholastic Athletic Head Injury Safety Training Program for coaches. All public school district or nonpublic school interscholastic sport or cheerleading program coaches are required to complete training in head injury prevention and management. Source: Public Domain, https://www.cdc.gov/headsup/ | 45 |
| Student Health & Safety | Interscholastic Athletic Head Injury Safety Training | Parents | This training is designed to provide parents with information regarding concussion awareness and prevention for student-athletes. This training is part of the Onspire Interscholastic Athletic Head Injury Safety Training program. It ensures schools are able to provide parents/guardians with valuable information regarding concussion awareness and prevention for student-athletes. Source: Public Domain, https://www.cdc.gov/headsup/ | 20 |
| Student Health & Safety | Interscholastic Athletic Head Injury Safety Training | Team Physicians | This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for School Physicians and Medical Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program school physicians are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov | 60 |
| Student Health & Safety | Lyme Disease for Educators | This course is designed to enable educators to develop a greater awareness of Lyme Disease, how it adversely impacts students, and how to assist students with Lyme Disease. According to the Centers for Disease Control and Prevention (CDC), Lyme disease continues to be a rapidly emerging infectious disease, accounting for more than 95 percent of all insect-borne illness in the United States, although it is under-reported. The number of annually reported cases has increased 25-fold since national surveillance began in 1982. More than 16,000 infections are reported each year in the United States. The majority (92 percent) of cases are reported in Connecticut, Rhode Island, New York, Pennsylvania, Delaware, New Jersey, Maryland, Massachusetts, and Wisconsin. This course is designed to enable educators to develop a greater awareness of Lyme Disease and how to assist students with Lyme Disease. | 30 |
| Student Health & Safety | NJ Adolescent Substance Use, Addiction, and Treatment | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Boston University School of Medicine Assistant Professor of Medicine and Pediatrics and Medical Director of the addiction treatment clinic for teens and young adults at Boston Medical Center Sarah Bagley, developed a video about addressing substance use and addiction in adolescents and young adults and the most effective approaches to treating addiction, including opioid addiction. Adolescence and young adulthood is a time when many people begin experimenting with alcohol and/or drugs. Although this experimentation does not always lead to addiction, most adults who have a substance use disorder started using before age 18 and develop the disorder by age 20. Public Domain Source: https://youth.gov/ | 30 |
| Student Health & Safety | NJ Alcohol, Tobacco, and Other Drug Prevention and Intervention | N.J.S.A. 18A:40A-15, N.J.A.C. 6A:16- 3.1(a)(4). This course is designed to meet the New Jersey requirement: NJ Recognition of Substance Abuse: N.J.S.A. 18A:40A-15, N.J.A.C. 6A:16- 3.1(a)(4) for district boards of education to ensure all education staff members receive instruction for the identification of symptoms and behavioral patterns; appropriate intervention strategies; and the prevention, early intervention, treatment, and rehabilitation of individuals who show symptoms of substance abuse. | 45 |
| Student Health & Safety | NJ Asthma Management in Schools | This training is designed to meet the requirement for the New Jersey Department of Education requirement: N.J.S.A.18A:40-12.9 to assure that annual asthma education opportunities are made available for school physicians and all teaching staff. | 60 |
| Student Health & Safety | NJ Child Sex Trafficking | FBI Child Exploitation and Human Trafficking Task Forces operate within nearly every FBI field office to collaborate with state and local law enforcement agencies in combating human trafficking. The ultimate goal of these task forces is to recover victims and investigate traffickers at the state and federal level. This course is designed to enable educators to develop a greater awareness of the common warning signs of Child Sex Trafficking. | 15 |
| Student Health & Safety | NJ Child Sex Trafficking Awareness | FBI Child Exploitation and Human Trafficking Task Forces operate within nearly every FBI field office to collaborate with state and local law enforcement agencies in combating human trafficking. The ultimate goal of these task forces is to recover victims and investigate traffickers at the state and federal level. This course is designed to enable educators to develop a greater awareness of the common warning signs of Child Sex Trafficking. | 15 |
| Student Health & Safety | NJ Communicable Diseases | This training is designed to meet the New Jersey requirement N.J.S.A. 18A:40-3, N.J.A.C. 6A:16- 2.3(b)(xv) for a medical inspector or nurse to lecture teachers concerning the methods employed to detect the first signs of communicable disease and the recognized measures for the promotion of health and the prevention of disease. Source: www.cdc.gov | 90 |
| Student Health & Safety | NJ CTE Best Practices for Program Coordinators | This training is designed for Career and Technical Education Program Coordinators and Administrators. All content is sourced directly from www.cte.ed.gov. | 80 |
| Student Health & Safety | NJ CTE Safety Training for Program Coordinators | This training is designed in support of the requirement for Career and Technical Education: Initial training on safety and health issues prior to working or participating in any career and technical education course or program. N.J.S.A. 18A:40A-3, 15, N.J.A.C. 6A:16-3.1(a)4. All content is sourced directly from OSHA. | 60 |
| Student Health & Safety | NJ Erin’s Law | Child Sexual Abuse Prevention | This course is designed to meet the training requirements for school staff regarding Erin’s Law | Child Sexual Abuse Prevention. | 70 |
| Student Health & Safety | NJ General Student Needs Recognition | This training is designed in support of the NJ Department of Education’s requirement for School Nurse endorsement holders to participate in General Student Needs Recognition Training in human growth and development; substance abuse and dependency; and human and intercultural relations. N.J.S.A.18A:40-3.3(a), N.J.A.C. 6A:9B-14.3(d) and 14.4(d) | 120 |
| Student Health & Safety | NJ Human Trafficking Awareness of Educators | Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States. Schools can and should be safe havens for students, and even more so for some students whose lives are otherwise characterized by instability and lack of safety or security. In these cases, school personnel are uniquely well positioned to identify and report suspected abuse and connect students to services—actions that can prevent trafficking and even save lives. Everyone who is part of the school community—administrators, teachers, bus drivers, maintenance personnel, food service staff, resource officers, and other school community members—has the potential to be an advocate for child victims of human trafficking, but, first, school community members must learn the indicators of the crime, its warning signs, and how to respond when a student is an apparent victim. | 60 |
| Student Health & Safety | NJ Interscholastic Athletic Head Injury Safety Training | Athletic Trainers | This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for Athletic Trainers and Athletic Training Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program athletic trainers are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov | 60 |
| Student Health & Safety | NJ Interscholastic Athletic Head Injury Safety Training | Coaches | This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for coaches. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program coaches are required to complete training in head injury prevention and management. Source: Public Domain, https://www.cdc.gov/headsup/ | 45 |
| Student Health & Safety | NJ Interscholastic Athletic Head Injury Safety Training | Parents | This training is designed to provide parents with information regarding concussion awareness and prevention for student-athletes. This training is part of the Onspire Interscholastic Athletic Head Injury Safety Training program. It ensures schools are able to provide parents/guardians with valuable information regarding concussion awareness and prevention for student-athletes. Source: Public Domain, https://www.cdc.gov/headsup/ | 20 |
| Student Health & Safety | NJ Interscholastic Athletic Head Injury Safety Training | Team Physicians | This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for School Physicians and Medical Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program school physicians are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov | 60 |
| Student Health & Safety | NJ Lyme Disease for Educators | As per N.J.S.A. 18A:35-5.3. This course is designed to enable educators to develop a greater awareness of Lyme Disease, how it adversely impacts students, and how to assist students with Lyme Disease. According to the Centers for Disease Control and Prevention (CDC), Lyme disease continues to be a rapidly emerging infectious disease, accounting for more than 95 percent of all insect-borne illness in the United States, although it is under-reported. The number of annually reported cases has increased 25-fold since national surveillance began in 1982. More than 16,000 infections are reported each year in the United States. The majority (92 percent) of cases are reported in Connecticut, Rhode Island, New York, Pennsylvania, Delaware, New Jersey, Maryland, Massachusetts, and Wisconsin. This course is designed to enable educators to develop a greater awareness of Lyme Disease and how to assist students with Lyme Disease. N.J.S.A. 18A:35-5.3 | 30 |
| Student Health & Safety | NJ Potentially Missing, Abused or Neglected Children | This training is designed to meet the New Jersey Department of Education requirement N.J.S.A. 18A:36-25, N.J.A.C. 6A:16-11 on procedures for the early detection of missing, abused, or neglected children through notification of, reporting to, and cooperation with the appropriate law enforcement and child welfare authorities. | 90 |
| Student Health & Safety | NJ Risk Factors for Adolescent Substance Use | NJ Risk Factors for Adolescent Substance Use N.J.S.A. 18A:40A-3, 15, N.J.A.C. 6A:16- 3.1(a)4: District boards of education must ensure all education staff members receive in-service training in alcohol, tobacco, and other drug abuse prevention and intervention. | 30 |
| Student Health & Safety | NJ School Bus Emergency Plan | OLN | School buses are the safest way for children to get to and from school. This training is designed to develop a greater awareness of best practices for school transportation emergency planning. This training is designed to serve as a supplemental training resource. This training shall not serve as the sole source of school bus staff safety training. School districts should ensure that their school bus staff receive training in compliance with local state and school district policies and procedures. This training is made available through the Creative Commons Attribution license (reuse allowed). | 80 |
| Student Health & Safety | NJ School Bus Safety Training | OLN | School buses are the safest way for children to get to and from school. This training is designed to develop a greater awareness of best practices for school transportation safety. This training is designed to serve as a supplemental training resource. This training shall not serve as the sole source of school bus staff safety training. School districts should ensure that their school bus staff receive training in compliance with local state and school district policies and procedures. This training is made available from the Kent School District, Kent, WA through the Creative Commons Attribution license (reuse allowed). | 15 |
| Student Health & Safety | NJ School Bus Staff 4Ps to Success | School buses are the safest way for children to get to and from school. This training is designed to develop a greater awareness of best practices for school bus staff professionalism. This training is designed to serve as a supplemental training resource. This training shall not serve as the sole source of school bus staff safety training. School districts should ensure that their school bus staff receive training in compliance with local state and school district policies and procedures. | 10 |
| Student Health & Safety | NJ School Bus Staff Special Education Training | This training is designed to enable NJ school bus staff to develop a greater awareness of the unique needs of special education students and how to support their needs while transporting them to and from school. | 20 |
| Student Health & Safety | NJ School Nurse Delegate for Glucagon | This training is designed to serve as a supplemental resource to assist the School Nurse to train Delegates for Glucagon as per N.J.S.A.18A:40-12.14,N.J.A.C.6A:16-2.3(b)3vii. The school nurse or other qualified health care professional must train school district employees who volunteer to administer glucagon to a student with diabetes who is experiencing severe hypoglycemia when the school nurse is not physically present. | 35 |
| Student Health & Safety | NJ School Nurse Professional Development Web Series | Highmark Foundation, in collaboration with Penn State Hershey PRO Wellness Center, is pleased to offer no-cost, pre-recorded professional development opportunities for school nurses. This collaboration will offer five pre-recorded, professional development training for school nurses throughout Pennsylvania. The School Nurse Professional Development Web Series will utilize physician experts from Penn State Milton S. Hershey Medical Center and Allegheny Health Network to address select priority topics identified by school nurses. Web series topics will include: Topic One: Dermatology – Rashes: “Is it contagious?” Topic Two: Mental Health – Depression, Anxiety, and Medications Topic Three: Diabetes Topic Four: Asthma and Allergies Topic Five: Food Allergies | 330 |
| Student Health & Safety | NJ Student Development | This training is designed to meet the NJ Department of Education requirement, NJ Student Development: N.J.S.A. 18A:40- 3.3(a), N.J.A.C. 6A:9B- 14.3(d) and 14.4(d) training in human growth and development; and human and intercultural relations; for school nurse endorsement holders. | 45 |
| Student Health & Safety | NJ Student-Athlete Cardiac Assessment | Team Physicians | This training is designed to meet the New Jersey requirement for Student-Athlete Cardiac Assessment Professional Development for School Physicians and Medical Staff. As per N.J.S.A.18A:40-1.1 all public school district or nonpublic school interscholastic sport or cheerleading program school physicians are required to complete training in Student-Athlete Cardiac Assessment. Source: https://www.nj.gov/education/students/safety/health/services/PDModule.shtml | 45 |
| Student Health & Safety | NJ Suicide & HIB Prevention Training for Educators (2 hours) | This training is designed to meet the New Jersey Department of Education requirement, N.J.S.A. 18A:6-112, for Suicide Prevention for Teaching Staff Members (Similar to “school staff,” a member of the professional staff of any board of education who holds a valid and effective standard, provisional or emergency certificate, including teachers, administrators, school nurse, and school athletic trainer. N.J.S.A. 18A:1-1.). | 120 |
| Student Health & Safety | NJ Teen Dating Violence | This training is designed to meet the NJ Department of Education requirement for Teen Dating Violence: N.J.S.A. 18A:35-4.23a, 18A:37-33, for school staff to develop a greater awareness of the signs and symptoms of teen dating violence and of the best practices for effective intervention and reporting of suspected acts of teen dating abuse and violence. | 20 |
| Student Health & Safety | NJ The Changing Transition to Adulthood | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Oregon State University Professor of Human Developmental and Family Sciences Richard Stettersten, Jr., developed a video about the transition to adulthood today, how it has changed over time, what skills and capacities are helpful for youth, and the roles of families, education, and employment in the process. The path from adolescence to adulthood has become a complicated journey filled with uncertainty, shifting social and cultural expectations, growing social inequalities, and difficult economic choices and constraints. Scientific evidence reveals that slower, strategic transitions to adulthood can be beneficial and that family and other types of support are crucial in determining how young people fare in the United States. | 30 |
| Student Health & Safety | NJ The Power of the Adolescent Brain | The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Penn Translational Neuroscience Center Co-Director Dr. Frances Jensen developed a video and two discussion guides about research on adolescent brain development, functioning, and capacity. This course, The Power of the Adolescent Brain: A TAG Talk uses research to shine a light on adolescent brain development. Motivated by her personal experience of parenting two teenage boys, and drawing on clinical experience and research, neurologist Dr. Jensen shares what researchers have discovered about adolescent brain development, functioning, and capacity and provide practical suggestions for practitioners and families with adolescents. Public Domain Source: https://youth.gov/feature-article/power-adolescent-brain-tag-talk | 40 |
| Student Health & Safety | NJ Training of Delegates for Epinephrine Administration | This training is designed to serve as a supplemental resource to assist the certified school nurse in consultation with the board of education, or the chief school administrator of a nonpublic school, to train volunteer designees who are determined acceptable candidates by the school nurse within each school building as per N.J.S.A.18A:40-12.6(c), N.J.A.C. 6A:16-2.3(b)3vii. This training does not serve as the sole source of training. | 15 |
| Student Health & Safety | NJ Trauma Informed Learning | Children, Violence, and Trauma | Too many children have been exposed to crime, abuse, and violence in their homes, schools, and communities. These experiences can lead to serious, long-term problems. Early identification, intervention, and treatment are key. The Federal Government has a responsibility to act, but our efforts cannot succeed without local law enforcement, child and family services, community leaders, educators, coaches, and parents. Everyone plays a role in identifying, protecting, and treating children exposed to violence. The videos in this course compel all of us to join our neighbors and the growing ranks of professionals who have made it their life’s work to help traumatized children heal and thrive. Public Domain Source: https://www.ovc.gov/pubs/ThroughOurEyes/ | 40 |
| Student Health & Safety | NJ Trauma Informed Learning | Principles of Violence Prevention | Principles of Prevention is designed for those working to stop violence from ever happening. It helps professionals move from the problem to the solution. This course teaches the fundamentals of effective violence prevention methods and incorporates the growing body of research on what works. The Principles of Prevention course includes Interviews with leading experts in the field, Dynamic graphics, Interactive exercises, and Compelling storytelling that makes the case for violence prevention. | 30 |
| Student Health & Safety | NJ Trauma Informed Learning | Teen Dating Violence | This training is designed to meet the NJ Department of Education requirement for Teen Dating Violence: N.J.S.A. 18A:35-4.23a, 18A:37-33, for school staff to develop a greater awareness of the signs and symptoms of teen dating violence and of the best practices for effective intervention and reporting of suspected acts of teen dating abuse and violence. | 20 |
| Student Health & Safety | NJ Use of Nebulizer for School Nurses | This training is designed to support School Nurses Use of Nebulizer as per N.J.S.A.18A:40 12.8(a), N.J.A.C. 6A:16- 2.3(b)2. Certified school nurses or other persons authorized to administer asthma medication are required to receive training in airway management and on the use of nebulizers and inhalers consistent with nationally recognized standards. | 20 |
