Home > breadcrumbs: Teacher Information > breadcrumbs: Trainings >
Project Restore
These videos meet the SB 11 Grief and Trauma Requirement Videos in the series include: -Understanding Trauma and Its Impact -Understanding Your Experiences and Building Resilience -Building Secure . . .
Assistive Technology Training
Assistive Technology Internet Training Modules (ATIM) is designed to provide high-quality information and professional development on assistive technology (AT) for educators, professionals, families, persons with disabilities, and . . .
Online Professional Development Universal Design for Learning
Universal Design for Learning (UDL) is a framework that offers an approach to designing a learning environment that considers the wide range of learner variability. The five UDL online modules provide professional development for . . .
The Texas Behavior Support Initiative
The Texas Behavior Support Initiative, or TBSI, is a legislatively mandated state-level training by Senate Bill 1196 and the Texas Administrative Code §89.1053. The TBSI training is designed to provide foundational knowledge for the use . . .
Behavior/Autism
Training
SuccessEd Training
https://www.rcssc.org/pages/Success%20Ed%20Training%2020-21.mp4 a Complete the quiz below to receive your certificate. https://forms.gle/FqZuRDhgXjhPgDRp8
Child Find Training
Child Find Training Region 4 10 Minutes 'Til - Episode 2 Child Find Overview Play Video
Differentiating Instruction
Please click HERE to access the presentation. Some of the videos have sound that is a little distorted but you can access the videos directly below. . . .
Autism 101: Top Ten Pieces to the Puzzle
This course provides information on the components of autism spectrum disorders. In this online course, participants will be able to define the characteristics of Autism Spectrum Disorders and identify evidence-based strategies to address the . . .
Behavior is Communication
Understanding the connection between behavior and communication is crucial to making progress in the classroom. Being able to identify challenging behaviors as a form of communication provides important information to support positive . . .
Classroom Organization: The Power of Structure for Individuals with Autism Spectrum Disorders
This online course is an overview of how organizational structure can clarify expectations and reduce anxiety in many people with Autism Spectrum Disorders. This course will help you learn about the neurobiological basis of Autism Spectrum . . .
Differential Reinforcement
Provision of positive/desirable consequences for behaviors or their absence that reduce the occurrence of undesirable behavior. Reinforcement provided: a) when the learner is engaging in a specific desired behavior other than the . . .
Extinction
Extinction is a strategy based on applied behavior analysis that is used to reduce or eliminate unwanted behavior. Extinction involves withdrawing or terminating the positive reinforcer that maintains an inappropriate interfering behavior. . . .
IEP Training
IEP Training Complete the quiz below to receive a certificate. https://forms.gle/5Bv1ntKjDzn1mdTt6
Looking Beyond the Label Part One: Understanding the Brain
You’ve got to look beyond the label and find the student inside to see their strengths, what they bring to the world, and how we can support them to build their strengths and other skills. This webinar focuses on the functions of . . .
Looking Beyond the Label Part Three: The Students
You've got to look beyond the label and find the student inside to see their strengths, what they bring to the world, and how we can support them to build their strengths and other skills. This webinar is part three in a series . . .
Looking Beyond the Label Part Two: The Adults
You've got to look beyond the label and find the student inside to see their strengths, what they bring to the world, and how we can support them to build their strengths and other skills. This webinar focuses on adults . . .
MDR ARD Reminder
Region 10-10 Minutes 'Til, Episode 01: Quick MD ARD Reminders MDR Video Flow Chart
Modeling
Goals • Define Modeling • Identify skills to be taught using modeling • Identify the steps for implementing modeling • Locate resources Definition: “Modeling involves the demonstration of . . .
New Teacher Training 2020
https://www.rcssc.org/vnews/display.v/ART/5d56cd255c92d
Picture Exchange Communication System
Goals: • Define Picture Exchange Communication System® • Identify what skills to teach using PECS® • Identify the steps for implementing PECS® • Locate resources Definition: The . . .
Reinforcement
Evidence-Based Practice: Reinforcement "The most important element of most behavior change." Reinforcement is an event, activity, or other circumstance occurring after a learner engages in a desired behavior that leads to the . . .
STAAR Stuff!
STAAR Stuff Dictionary Policy STAAR Stuff Supplemental Aids for Science Tests STAAR Stuff Supplemental Aids for Social Studies STAAR Stuff Typing Assistance for 4th Grade Writing STAAR Stuff . . .
State Academic Standards: What You Need to Know
State Academic Standards: What You Need to Know
Strategies for Working with Students with Autism in the General Education Setting Tip 1: Understanding Students with Autism Spectrum Disorder
This is the first course in a series of 12, 30-minute online courses. After completing Tip 1: Understanding Autism Spectrum Disorders, a participant will be able to discuss The primary characteristics of ASD: what it is and its . . .
Strategies for Working with Students with Autism in the General Education Setting Tip 3: Create Predictability
This is the second course in a series of 12, 30-minute online courses. After completing Tip 3: Create Predictability, the participant will be able to discuss: Understanding the individual’s need for predictability . . .
Texas Statewide Leadership for Autism Training
Training, support, and resources for educators serving students with autism. https://www.txautism.net/
Using Research to Inform Literacy Instruction: What Do We Know About “Balanced” Literacy?
Online professional development module addressing the question: “What Do We Know About “Balanced” Literacy?” It is the third (and final) of our professional development series on using research to inform . . .
