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How do I enroll in Promoting Positive Behavior in Schools?

How do I enroll in Promoting Positive Behavior in Schools?

Is there any charge for the PPBIS courses?

Is there any charge for the PPBIS courses?

LEAD1102 Positive Behavior in Schools II: Districtwide Implementation

Grades:
Kindergarten-12th
Hours:
2.0

Promoting Positive Behavior in Schools II focuses on district-wide implementation of positive behavioral interventions and supports (PBIS), relationship-building and de-escalation strategies. It also includes new videos featuring Kentucky schools and vignettes with actors showing how to de-escalate problem situations. This training is provided by the Kentucky Department of Education and produced by Kentucky Educational Television (KET). It responds to Kentucky Law 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools enacted on February 1, 2013, requiring all certified and non-certified school personnel in Kentucky to have annual training in the use of positive behavioral supports and interventions. Please refer to your district policies and procedures for any additional local training requirements. At the end of the course, learners earn a Certificate of Completion.

LEAD1101 Positive Behavior in Schools I: Introduction to Schoolwide Behavior Systems

Grades:
Kindergarten-12th
Hours:
4.0

This free course focuses on behavioral supports and interventions all school personnel can use to create a positive environment for teaching and learning and includes strategies for use in schools, classrooms, and with individual students. This training is provided by the Kentucky Department of Education and produced by Kentucky Educational Television (KET). It responds to Kentucky Law 704 KAR 7:160 Use of Physical Restraint and Seclusion in Public Schools enacted on February 1, 2013, requiring all certified and non-certified school personnel in Kentucky to have annual training in the use of positive behavioral supports and interventions. Please refer to your district policies and procedures for any additional local training requirements. At the end of the course, learners earn a Certificate of Completion.

LEAD1103 Positive Behavior in Schools III: Bullying Prevention

Grades:
Kindergarten-12th
Hours:
2.0

Bullying Prevention is the third course provided by the Kentucky Department of Education and produced by Kentucky Educational Television that satisfies the training requirement of 704 KAR 7:160 Use of Restraint and Seclusion in Public Schools. The focus of this year’s training, which includes two modules, is on effective bullying prevention strategies in the context of schoolwide positive behavioral interventions and support systems. The two modules will include information about:
The negative effects of bullying and the prevalence of bullying in Kentucky and nationally
Different types of bullying
Components of effective bullying prevention strategies
Effective bullying prevention strategies (using dramatic scenarios)
At the end of the course, learners earn a Certificate of Completion.

Using the Promotion Codes Tool

Admin: a step by step guide on the promotion code process.

Overview of Admin

A general tour of Navigating TL Admin, and a little road map of where things are now.

LEAD1172 Principal Training: The Role of Family Resource and Youth Services Centers in Kentucky Schools

Grades:
Kindergarten-12th
Hours:
1.0

The 1990 Kentucky General Assembly established Family Resource and Youth Service Centers as an integral part of the sweeping Kentucky Education Reform Act to be a bridge between schools and outside service agencies and the greater community to help relieve the stress on families and remove non-cognitive barriers to learning. In this training, you will be introduced to the role of Family Resource and Youth Services Centers and how they can positively impact your school’s goals and students’ achievement.

TECH1201 Promoting Digital Literacy and Citizenship in Your Classroom

Grades:
Kindergarten-12th
Hours:
1.5

The internet and digital media have become ubiquitous in students’ lives. As students become increasingly active online, providing them with a strong understanding of how to be safe, critical, and responsible digital citizens is vital. This course will provide an introduction to the foundational concepts of digital literacy and citizenship, including online safety, critical consumption of online information, and ethical participation in the digital world. Learners will develop grade-level appropriate methods of introducing these topics with their students. At the end of the course, learners earn a Certificate of Completion.

RDLA257 Phonemic Awareness & Phonics: A Window Into Exemplary Instruction

Grades:
Kindergarten-3rd
Hours:
45.0

This course is truly for the practitioner who is not only interested in learning about how to help children cross the bridge from oral language to fully evolved literacy, but also for those who are willing to turn the lens on their own instruction with the mindset of reflection and refinement. In this facilitated course you will fine tune your understanding of the reciprocal relationship between phonemic awareness and phonics, and the role that both play in children’s accurate and rapid word-solving, behaviors that serve as cornerstones of future reading success. You will read evidence-based descriptions of recommended instructional practices. You will analyze and respond to classroom scenarios. Through required readings, and lectures, you will gain insight into teaching strategies that support children’s development of both phonemic awareness and phonics. Via video, you will step into the classrooms of various teachers to watch as they encounter “problems of the practice.” You will have the chance to construct your own ideas of what went wrong, make connections to what you have learned, and describe how you might address this problem in your own teaching routines. Over the course of six sessions, you will also explore with fidelity the role of trustworthy assessment in informing our instructional decisions; you will learn to distinguish between intervention and remediation; you will get to examine multimodal text sets and evaluate them as teaching resources; and you will look closely at factors which engage students in reading right from the start. The course was authored by Jeanne Paratore, Professor of Education and Coordinator of the Reading Education and Literacy and Language Education Programs at Boston University. She is a published expert in the field of emergent literacy, and a master lecturer who appears in the course’s video lecture segments.

RDLA272 Vocabulary as a Foundation for Learning

Grades:
Preschool-3rd
Hours:
45.0

In this facilitated course you will have exposure to cutting-edge research about how word learning shapes thinking, especially in our youngest learners. You will see that how we model, recognize and encourage use of sophisticated vocabulary has lasting effects on children’s cognition. You will learn the ins and outs of fostering good word consciousness among your students and will see how it is truly a precursor to vocabulary growth. You will explore book sharing routines that promote steadfast word learning, and have the opportunity to look critically at the books we read to and with children as resources for vocabulary exposure. You will step into the classroom of master teacher, Alicia Poulin, and watch as she inspires curiosity in her students and makes essential instructional choices about teaching specific words using PBS Kids digital learning resources. Participants will also look at ways to guide students toward independence as you teach them specific strategies for learning words on their own. Finally, you will learn to assess student’s vocabulary growth in a way that will inform your instruction and keep your teaching practice rigorous yet sensitive to the needs of your learners. Through readings, interactive activities, journal reflections and discussion questions, you will have the chance to collaborate with others while consistently being given the opportunity to reflect on your own accumulation of knowledge. The course was authored by Jeanne Paratore, Professor of Education and Coordinator of the Reading Education and Literacy and Language Education Programs at Boston University. She is a published expert in the field of emergent literacy, and a master lecturer who appears in the course’s video lecture segments.

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