Asynchronous Learning Opportunities

All sessions are available in Frontline.

1. Log into Frontline
2. Click "Professional Growth"
3. Click "Activity Catalog"
4. Click "Catalog" 
5. Click "Program," select "Asynchronous Learning Opportunities"

1. Click a session Title (either in person or asynchronous)

2. Click the Button that says "SIGN UP NOW"

 

Core Collaborative/SRSN

Clarity to Competency

Intended Audience: Leaders of SRSN Districts and State and Regional Organizations, Principals, Instructional Coaches, Teachers

 

Description: The following session provides an overview of the recommended next steps systems should take to ensure that the clarity of vision and planning move towards the steps necessary to implement the work of CBL within and across school sites. MO Framework CBL Elements to be discussed:

1. Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.

2. Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.

3. Students receive timely, differentiated support based on their individual learning needs.

4. Students progress based on evidence of mastery, not seat time.

5. Students learn actively using different pathways and varied pacing.

6. Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.

7. Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.

8. Students engage in Real World Learning experiences that support high school, college, career and workplace readiness.

 ⏰ 56:15

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Success Ready Student Network

Preparing ALL Students to Be Career and Life Ready

As long as we keep our focus on preparing students for the next test, the next grade, and the next level of education, we will continue to focus on skills that have increasingly less relevance in this rapidly changing society. In today’s world, lifelong learning and adaptability are necessary to achieve success in one’s life and career. Taking some focus off of the test and primarily academic skills requires courage and a strategic shift in the way systems and instruction works. Having studied schools that have taken such decisive action, Dr. Daggett will share how you, too, can define and close the gap between what your students need for tomorrow and what your school is providing today. It can be done!

 

 ⏰ 58:53 min

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Core Collaborative/SRSN

Surface, Deep, Transfer: Redefining Rigor to move towards Competency-Based Learning

This session provides an overview of the rigorous learning that underscores a Competency Based System. It provides an overview of learning complexity, the core instructional, assessment, and learning habits that are required to meet rigorous learning expectations, as well as the learner qualities or dispositions that enable students to leverage competency based education to be assessment capable learners. In addition, this session provides an overview of the organizational leadership that is necessary to engage and sustain a competency based learning approach in their schools and systems. MO Framework CBL Elements to be discussed:

1. Students are empowered daily to make important decisions about their learning experiences, how they will create and apply knowledge, and how they will demonstrate their learning.

4. Students progress based on evidence of mastery, not seat time.

5. Students learn actively using different pathways and varied pacing.

7. Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.

8. Students engage in Real World Learning experiences that support high school, college, career and workplace readiness.

 ⏰ 55:57

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Core Collaborative/SRSN

Building and Sustaining Professional Learning within Competency-Based Learning Part 1

Intended Audience: Leaders of SRSN Districts and State and Regional Organizations, Principals, Instructional Coaches, Teachers

Description: This session illustrates concrete actions system and site leaders can ensure that the professional learning programs and practices meet the change management needs of a competency-based learning approach. MO Framework CBL Elements to be discussed:

2. Assessment is a meaningful, positive, and empowering learning experience for students that yields timely, relevant, and actionable evidence.

3. Students receive timely, differentiated support based on their individual learning needs.

4. Students progress based on evidence of mastery, not seat time.

5. Students learn actively using different pathways and varied pacing.

8. Students engage in Real World Learning experiences that support high school, college, career and workplace readiness.

 ⏰ 1:54:53

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Core Collaborative/SRSN

Building and Sustaining Professional Learning within Competency-Based Learning Part 2

Intended Audience: Leaders of SRSN Districts and State and Regional Organizations, Principals, Instructional Coaches, Teachers

Description: This session provides an overview of recommended steps to ensure the right structures are in place to ensure a competency based learning approach can flourish within and across district contexts. MO Framework CBL Elements to be discussed:

5. Students learn actively using different pathways and varied pacing.

6. Strategies to ensure equity for all students are embedded in the culture, structure, and pedagogy of schools and education systems.

7. Rigorous, common expectations for learning (knowledge, skills, and dispositions) are explicit, transparent, measurable, and transferable.

 ⏰ 1:47:20

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Learner Centered Collaborative/SRSN

Competency-based Reporting’s Transformative Impact on Education

Intended Audience: Principals, Instructional Coaches, Teachers

Katie Martin and Byanna Hanson from Learner-Centered Collaborative shared innovative competency based reporting models. The session also provided learning about the continuum of traditional grading and reporting to competency-based reporting (growth to mastery). It was a timely session for districts rethinking practice toward personalized competency-based learning. 

 ⏰ 47:45

Canvas by Instructure

Canvas Video Guides

All the videos embedded in different training courses located by role.  Each video is short and allows the user to immediately use the feature in Canvas after initial  overview.

 ⏰ a bunch of videos each about 5 minutes

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Canvas by Instructure

CBE In Canvas Webinar #1: Designing & Defining Competencies

These webinars were created collaboratively between Instructure and California Virtual Campus (CVC). While only those invited by CVC are able to attend the live webinars, anyone may view the recordings and resources. 

 ⏰ 27:41

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Canvas by Instructure

CBE In Canvas Webinar #2: Aligning Competencies with Assessments

These webinars were created collaboratively between Instructure and California Virtual Campus (CVC). While only those invited by CVC are able to attend the live webinars, anyone may view the recordings and resources. 

 ⏰ 31:00

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Canvas by Instructure

CBE In Canvas Webinar #3: Program & Module Design Principles

These webinars were created collaboratively between Instructure and California Virtual Campus (CVC). While only those invited by CVC are able to attend the live webinars, anyone may view the recordings and resources. 

 ⏰ 38:35

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Canvas by Instructure

CBE In Canvas Webinar #4: Data, Feedback, and Analytics

These webinars were created collaboratively between Instructure and California Virtual Campus (CVC). While only those invited by CVC are able to attend the live webinars, anyone may view the recordings and resources. 

 ⏰ 46:54

Google

Google Docs training and help

Self-paced interactive Workshop focusing on Google docs.  Learn:

1. Tips to format & customize your documents

2. Tips for strong proposals, and templates

3. Set up citations and bibliographies in Docs

4. Tips to edit and collaborate on files

5. Tips to share a final document

6. Tips to use generative AI

 

 ⏰ Varies by Interest

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Google

Basic use of Google Workspace for Education Fundamentals

In this course you will be introduced to each tool Google Workspace for Education has to offer; you will build the digital skills necessary to create materials within each tool; and you will understand how to apply these skills to integrate digital learning into your classroom.

 ⏰ 2:20:00

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Google

Intermediate use of Google Workspace for Education Fundamentals

n this course, you will build on the skills you already have with each tool Google Workspace for Education has to offer; you will enhance the effectiveness of your work through automation, personalization and streamlined processes for your classroom and institution.

 ⏰ 2:20:00

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Google

Generative AI for Educators

In this course, you’ll learn about generative AI, which is a type of AI that creates new content, such as text, images, or other media. You’ll explore how to use generative AI tools to assist your teaching practice by saving time on everyday tasks, personalizing instruction to meet student needs, and enhancing lessons and activities in creative ways. Gemini and ChatGPT are examples of generative AI tools that are used with conversational prompts; in other words, you ask the AI tool for something, and it responds to your request. Throughout this course, you’ll discover proven strategies for working with AI tools and practice using these tools to plan and update lessons, prepare instructional materials, manage behind-the-scenes administrative tasks, and lots more! 

 ⏰ 2:00:00

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Google

Getting Started with Gemini for Google Workspace

In this course, you will discover ways to use Gemini as an assistant in your professional practice to save time and unleash creativity on everyday tasks. You will explore how to use Gemini via a standalone experience and directly in a variety of Google Workspace for Education apps, like Docs, Gmail, and Slides. At the end of the course, you will be prepared to begin using Gemini to boost your productivity and enhance your work.

 ⏰ 60:00

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Google

Easy Video Creation for teaching and learning with google vids

This course explores Google Vids as a classroom tool. Learn to import screen recordings, share videos for viewing or collaboration, and leverage AI for streamlined video creation. Video boosts engagement, fosters creativity, and gives students another way to share their...

 ⏰ 45:00

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Google

Chromebooks for Educators

By the time you finish this course you will be able to use Chromebook’s essential tools, tips and tricks. This knowledge will enable you to design and deliver powerful instructional experiences for your students.

 ⏰ 45:00

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Google

Support English Language Learners

In this lesson, we explore how learners may have more knowledge in their primary language and provide both teachers and learners robust tools to tap into the diverse groups that make up classrooms. We'll provide strategies for educators to create culturally responsive learning environments.

 ⏰ 2:45:00

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Google

Inspire Creativity through Learner Engagement

Unlock unlimited creative learning opportunities, whether students are in front of you or attending remotely. Go beyond the walls of your classroom and learn how digital tools can support creativity, promote student voice, and increase student engagement. Develop new ways to deliver instruction through learning models and digital tools while infusing creativity to support learning anywhere.

 

 ⏰ 3:45:00

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Google

YouTube Music Certification

Learn the channel management principles that help music partners and artists thrive on YouTube. Understand how to optimize an artist's channel and content, engage their audience, earn revenue, and manage basic music rights.

 ⏰  4:00:00

DESE

Overview of Dyslexia for Elementary Schools

Topics will include:

• Overview –characteristics

• Support/accommodations

• Assistive Technology

• Reading Components

 ⏰ 2 Hours

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DESE

Overview of Dyslexia for Secondary Schools

Topics will include:

• Overview –characteristics

• Support/accommodations

• Assistive Technology

 ⏰ 2 Hours

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DESE

Foundational Skills Mini-Course Modules 1 - 7

Understand Foundational Skills designed for Elementary teachers, reading coaches, specialists focused on Phonological and Phonemic Awareness

• Learn how phonological awareness and phonics connect to early reading through this 7-part mini-course.  Certificates verifying professional learning credit hours are available for those who access the “on-demand” version of each module.

 ⏰ Each Module varies from 35 - 60 minutes

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DESE

Dyslexia Modules 1, 2, 3

Modules created by the South Carolina Dept. of ED for All staff.  Short (18-20 min.) modules Modules include:

• What do we know?

• Screening

• Evidence-based Practices in Reading

 ⏰ 2 Hours

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DESE

International Dyslexia Association webinar series by Patricia Mathes

• Allstaff

• Two 1hr. webinars:

  • Overcoming Dyslexia

  • Curing Dyslexia: What is Possible?

 ⏰ 2 Hours

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DESE MO VLP

Science of Reading Adolescent Literacy

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Adolescent Literacy Topic Inventory

Module 1: Overview

Module 2: Explicit Vocabulary Instruction

Module 3: Comprehension Strategy Instruction

Module 4: Text Discussion

Module 5: Intensive Instruction for Struggling Readers

 

 ⏰ Varies - Online Course is Self-Paced

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Benchmark

Check out the Benchmark Youtube Page

Notify your PDC member if you'd like a session added to Frontline

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Amplify

Within Amplify, on the left side of your screen click "PD Library"

Looks like this: 

Notify your PDC member if you'd like a session added to Frontline

PowerSchool

Pioneering Innovation in Personalized Education

Embark on a voyage of discovery with PowerSchool’s Chief Product & Innovation Officer, Shivani Stumpf, as we chart the course of educational technology’s future.

Featuring top leaders and educators from the State of Montana, Newark Board of Education, & Epic Charter Schools.

 ⏰ 60:01

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PowerSchool

Leading Innovation in Education Together

Join PowerSchool’s CEO, Hardeep Gulati, as he unveils the pivotal challenges and priorities reshaping school districts today, drawn from insights in our Education Focus Report. Learn how our trailblazing customers are utilizing cloud-based software to meet the diverse needs of K-12 administrators, teachers, families, and students. 

Featuring top educators from Centro Ceibal Uruguay, Western Placer USD, and D11 Colorado Springs Schools.

 ⏰ 60:06

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Dr. Bill Daggett/SRSN

Creating a Culture to Restore Balance to Our Schools While Preparing Students for Their Future

Audience: Central administration, building principals, and instructional leaders

 

Description: Several national reports have been released about the skills, knowledge, and attributes that our students will need in the immediate future to be successful in a progressively information-based and technology-driven society and workplace. At the same time classroom teachers, school nurses, counselors, principals, central administration, and superintendents are finding it very difficult to set their focus on the future needs of our students due to the multiple challenges they are facing in the wake of the pandemic. The levels of stress and burnout among educators, students and the entire school community is unprecedented. The sentiment of “please do not give me one more thing to do or to think about” is commonly heard by educators and completely understandable, as is the desire to get back to “normal.” How is it in any way reasonable to contemplate planning for the future during this time?

 

So how do school leaders provide the support and leadership to staff, boards, and communities to address both today’s daunting challenges while positioning their systems for future success? Dr. Daggett will shares what the nation’s most successful school districts have done to restore balance in their schools while simultaneously preparing students for the future, not our past.

 ⏰ 1:24:11

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DESE MO VLP

Collaborative Teams

By the end of this module, you will:

• Understand foundational concepts and definitions of classroom-level collaborative teams.

• Reflect on the team practices and processes currently in place.

• Consider the challenges and potential barriers to becoming a high functioning team.

• Explore resources to support the implementation of effective teams.

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Data-Based Decision Making

Data-Based Decision Making (DBDM) is…

• A process for making decisions based on data, as opposed to decisions based on intuition or only a few observations.

• An ongoing, outcomes driven approach.

• A way of collecting, organizing, and analyzing data for the purposes of problem-solving and making instructional decisions.

• A continuous approach to school improvement.

Data-Based Decision Making (DBDM) can involve

• Student information (input) data.

• Instructional (process) data.

• Student learning and social/behavioral (outcome) data.

• Family, parent, or student report (perceptual) data.

 

When data is collected, analyzed, prioritized, and synthesized, it becomes “actionable knowledge” for making decisions.

 

Course Outcomes

In this module, you will learn about Data-Based Decision Making (DBDM) as a systematic approach for driving instructional decisions.   You will discover:

• The importance of using a process for Data-Based Decision Making and the components of an effective process.

• The design and implementation of a Data-Based Decision Making Plan that will significantly improve student outcomes.

• How to overcome roadblocks to Data-Based Decision Making.

Preparation

Gather a set of student data to use throughout this module.

Read the article “Teachers Harness the Power of Assessment” by Herman, Wardrip, Hall and Chimino (2012) found at  https://learningforward.org/journal/august-2012-vol-33-no-4/teachers-harness-power-assessment/ .

Reflective Questions

• What does your current DBDM process look like?  Reflect on the specific tools and process you use to plan and modify instruction when students do not “get it.”

• Why is collecting data about student thinking and understanding so important?

• What organizational supports help facilitate the effective use of data?

• What ideas do you already have about how to improve student outcomes through DBDM?

 ⏰ Varies - Online Course is Self-Paced

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ACT

Maximizing ACT® Success With the TI-84 Plus CE Graphing Calculator

This webinar will explore how to leverage the TI-84 Plus CE to boost student performance on the ACT® mathematics test.

Presenters will cover key math content, time management techniques and insights into upcoming changes to the test. Discover pacing strategies, approaches for navigating multiple solution paths and specific TI-84 features that can support students in a high-stakes testing environment.

 ⏰ 1 Hour

Dr. Bill Daggett/SRSN

Preparing ALL Students to Be Career and Life Ready

Audience: Central administration, building principals, and instructional leaders

 

As long as we keep our focus on preparing students for the next test, the next grade, and the next level of education, we will continue to focus on skills that have increasingly less relevance in this rapidly changing society. In today’s world, lifelong learning and adaptability are necessary to achieve success in one’s life and career. Taking some focus off of the test and primarily academic skills requires courage and a strategic shift in the way systems and instruction works. Having studied schools that have taken such decisive action, Dr. Daggett will share how you, too, can define and close the gap between what your students need for tomorrow and what your school is providing today. It can be done!

 ⏰ 58:53

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STLCC

State of the St Louis Workforce | 2024

Phyllis Ellison, associate vice chancellor,STLCC Workforce Solutions Group, shared highlights of the 2024 State of the St. Louis Workforce report, including spotlights on healthcare and startups.  Keynote speaker Philip Payne, chief data scientist, Washington University School of Medicine, presented on AI in Health Care. A panel discussion was moderated by STLCC Chancellor Jeff Pittman and included: Adwele Jolly, president and CEO, St. Louis Integrated Health Network; Danish Nagda, founder and CEO, Rezilient Health; Catina O’Leary, president and CEO, Health Literacy Media; and Jill Williams, vice president of workforce development, Missouri Hospital Association.

 

 ⏰ 1:49:06

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Careertech

2024 Career Clusters

All learners deserve to participate in meaningful career exploration and preparation experiences through Career Technical Education (CTE) that prepare them for the changing and interconnected world of work. This requires systems and structures that are accessible, responsive to evolving industry needs, and flexible for the needs of each state and community. Since 2002, The National Career Clusters® Framework has provided a shared structure and language for CTE program design across the United States. Advanced CTE serves as the steward of the Framework.

 

In fall 2024 following 2 years of input and validation, Advance CTE released a modernized Framework designed to serve as a bridge between education and work and a central building block for consistently designed and high-quality CTE programs.  Dive in and learn how every class preparares students to be career ready.

 

 ⏰ Varies - Independent Exploration

Getting Smart/SRSN

Real-World Learning In EVERY Classroom 1

Tom Vander Ark is an advocate for innovations in learning. As CEO of Getting Smart, he advises schools, districts, networks, foundations and learning organizations on the path forward. A prolific writer and speaker, Tom is author of Getting Smart, Smart Cities That Work for Everyone, Smart Parents, Better Together, The Power of Place and Difference Making at the Heart of Learning. He has published thousands of articles and papers through GettingSmart.com, Forbes, and LinkedIn.

 

Previously he served as the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience. He serves on the board of 4.0 Schools, Digital Learning Institute, Latinx Education Collaborative, Mastery Transcript Consortium and eduInnovation. He is also an advisor to numerous schools and startups.

 ⏰ 56:20

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Getting Smart/SRSN

Real-World Learning In EVERY Classroom 2

Shawnee Caruthers is passionate about advocating for others and making sure all educators and students are engaged. She believes true engagement is achievable through human centered learning experiences, real world learning experiences and a dedication to not only powerful learning for youth, but for adults as well.

 

Shawnee started her career in advertising and journalism and eventually pivoted to the classroom where she taught English and business due to her industry experience prior to teaching. This enabled her to supervise and oversee their career and technical education offerings in Chiefs Kingdom (Kansas City) where she resides.

 ⏰ 1:31:26

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Getting Smart/SRSN

Real-World Learning In EVERY Classroom 3

Nate McClennen is Vice-President of Strategy and Innovation at Getting Smart where he supports schools, districts, organizations, foundations, and universities to determine a strategic path forward based on the future of learning. His expertise and interests focus on expanded learning ecosystems, learning networks, technology-enabled personalized learning, project-based learning, real-world learning, purpose making, rural communities, equity, and place-based education. Nate has built two ed-tech solutions, helped found and lead a PK-12 school, served as Head of Innovation for a non-profit, taught math/science at multiple levels, supported multiple school launches, consulted nationally and internationally, and launched a rural-school network over his 25-year career.

 

Nate lives in Wyoming with his family and spends his free time coaching soccer and exploring the outdoors.  Nate is also the co-author of the book The Power of Place. For more publications by Nate, check out his Portfolio.

 ⏰ 1:31:26

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Core Collaborative/SRSN

New Pathways and Real-World Learning

FOCUS: I can build a comprehensive vision for anew pathways model that includes Real World Learning.

Lead By Nate McClennen

Nate McClennen is Vice-President of Strategy and Innovation at Getting Smart where he supports schools, districts, organizations, foundations, and universities to determine a strategic path forward based on the future of learning. His expertise and interests focus on expanded learning ecosystems, learning networks, technology-enabled personalized learning, project-based learning, real-world learning, purpose making, rural communities, equity, and place-based education. Nate has built two ed-tech solutions, helped found and lead a PK-12 school, served as Head of Innovation for a non-profit, taught math/science at multiple levels, supported multiple school launches, consulted nationally and internationally, and launched a rural-school network over his 25-year career.

 

Nate lives in Wyoming with his family and spends his free time coaching soccer and exploring the outdoors. Nate is also the co-author of the book The Power of Place. For more publications by Nate, access his Portfolio.

 ⏰ 1:11:57

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Getting Smart/SRSN

New Pathways and Real-World Learning - DEEP DIVE

FOCUS: I can build a comprehensive vision for anew pathways model that includes Real World Learning.

Lead By Tom Vander Ark

Tom Vander Ark is an advocate for innovations in learning. As CEO of Getting Smart, he advises schools, districts, networks, foundations and learning organizations on the path forward. A prolific writer and speaker, Tom is author of Getting Smart, Smart Cities That Work for Everyone, Smart Parents, Better Together, The Power of Place and Difference Making at the Heart of Learning. He has published thousands of articles and papers through GettingSmart.com, Forbes, and LinkedIn.

 

Previously he served as the first Executive Director of Education for the Bill & Melinda Gates Foundation. Tom served as a public school superintendent in Washington State and has extensive private sector experience. He serves on the board of 4.0 Schools, Digital Learning Institute, Latinx Education Collaborative, Mastery Transcript Consortium and eduInnovation. He is also an advisor to numerous schools and startups.

 ⏰ 1:18:02

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DESE MO VLP

Developing Assessment Capable Learners

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

 

Assessment-capable learners are students who…

1. Know the learning target for a lesson.

2. Can describe where they are in relation to the criteria.

3. Use that information to select learning strategies to improve their work.

“Assessment capable” does not focus on how well students perform on tests. Rather, it means that students are able to gauge their own learning. It means that students understand if they have met a learning target and in what areas they need extra help. According to Hattie (2012), it is important for students to know where they are going, how they are going to get there, and where to next.

 

Course Outcomes

This online learning package was developed for classroom teachers. Inside, you will discover

• How becoming an assessment-capable learner benefits students

• Ways in which teachers can help students to become assessment-capable

• Teaching tools that encourage assessment-capable learning

• Examples of what assessment-capable learners do and how they describe their learning process.

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Collective Teacher Efficacy

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

 

Collective Teacher Efficacy is the perception of a group of educators about their ability to positively affect student learning. Collective Teacher Efficacy contributes to educator confidence in addressing the needs of all students, fosters teacher commitment, and enhances parent-teacher relationships.

Learning Objectives

• Design intentional support for establishing CTE by providing opportunities for the teachers to experience self-efficacy

• Create opportunities for teachers to network and professionally collaborate

• Provide feedback to determine and evaluate the impact

• Involve teachers in shared decision-making to build confidence and leadership skills

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Common Formative Assessments

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

 

Understand the clear purposes of assessment by clarifying:

• Why assess?

• Who will use the results of the assessment?

• How will the assessment data be used to improve teaching and learning?

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Formative Assessment - Literacy Grade 2

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This module provides an overview of formative assessment, and specifically discusses formative assessment for literacy in Grade 2. Formative assessment items were developed by Missouri educators and are intended to be used by teachers in Grade 2 classrooms to measure student learning and inform instructional decisions with regard to the Grade 2 English Language Arts priority standards. 

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Encouraging Expected Behavior (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

 

This course provides information on the practices needed to build a comprehensive system to encourage and motivate students, both as they are learning the expected behaviors and then to maintain those skills as students become more fluent with their use.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Classroom Procedures and Routines (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Schoolwide expectations and specific classroom behaviors/rules set teachers up to take the next step and clarify procedures for their individual classroom settings or activities. Having well-thought-out procedures is one of the most important ways to protect instructional time.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Classroom Expectations and Rules (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes the value of having classroom expectations and rules clarified and aligned to schoolwide expectations. The key to successful classroom management is prevention of problems before they occur.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Classroom Encouraging Expected Behavior (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes the process of developing and using a continuum of strategies for encouraging expected behavior. The consistent delivery of teacher praise or specific positive feedback and the use of related reinforcement serve as an important first step to firmly establish predictable and positive classrooms.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Discouraging Unexpected Behavior (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes the process of developing and using a continuum of strategies for discouraging unexpected behavior in the classroom. These strategies allow teachers to select and use the least intrusive response to social behavior errors, ensuring a full continuum of responses from minor to more chronic or intense behaviors.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Active Supervision (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes the value of active supervision and the three practices that are involved in the process of actively supervising the classroom – moving, scanning, and interacting. Active supervision verbally and non-verbally communicates to students the certainty that you do inspect what you expect.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Opportunities to Respond (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes the use of multiple opportunities to respond (OTR) within classroom instruction to ensure that students are engaged and actively involved in learning. The more time students spend engaged in learning activities, the more they learn. Additionally, increased rates of responding and the subsequent improved learning tend to increase the amount of material that can be covered.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Activity Sequencing and Choice (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes using Activity Sequencing and Student Choice.  The practices discussed so far in this course have addressed increasing instructional time and student engaged time. However, the element of personal motivation or, “I just don’t want to do the task,” may not be sufficiently addressed through the earlier engagement strategies and can be an issue for some students.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Adjusting Task Difficulty (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This lesson describes how to use strategies to adjust task difficulty for the whole class, as part of instructional planning, as well as for individual students who may struggle to use expected behavior when encountering work that may be too difficult, not interesting, or seem overwhelming.

 

 ⏰  Varies - Online Course is Self-Paced

DESE MO VLP

Clarifying Expected Behavior

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This course provides information necessary for the development of schoolwide expectations and specific behaviors/rules that make up the building matrix. This social behavioral curriculum defines the social skills that we expect all students and staff to display. School-wide expectations reflect the language and culture of each school. They will become the language all staff use when they teach, remind, recognize, and correct students. They will be the cornerstone for all you will do to implement SW-PBS. In addition, the creation of clearly defined school-wide procedures will be covered. Clearly defined procedures allow staff to teach and supervise consistently and predictably. 

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Discouraging Inappropriate behavior

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This course provides information on the practices needed to build a comprehensive system to discouraging the full range of inappropriate behaviors. In order to develop a comprehensive schoolwide system to discourage inappropriate behavior, you will need to: 1) know strategies to respond to minor or staff-managed behaviors, 2) define what constitutes major or office-managed behavior, and 3) develop related data-gathering tools.

 

 ⏰ Varies - Online Course is Self-Paced

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DESE MO VLP

Encouraging Expected Behavior

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This course provides information on the practices needed to build a comprehensive system to encourage and motivate students, both as they are learning the expected behaviors and then to maintain those skills as students become more fluent with their use. There are four interrelated topics that will be explored to develop a comprehensive schoolwide encouragement system: 1) adult non-contingent and contingent attention, 2) effective, specific positive feedback, 3) use of a tangible reinforcement system, and 4) a menu or continuum of reinforces. 

 

 ⏰ Varies - Online Course is Self-Paced

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DESE VLP

Self-Efficacy Grades 3-6 (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students lack confidence in their abilities, give up easily when they encounter obstacles, or simply feel that they cannot learn the course content or succeed in school, sports, or arts? Self-efficacy instruction can help.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Self-Efficacy Grades K-2 (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students lack confidence in their abilities, give up easily when they encounter obstacles, or simply feel that they cannot learn the course content or succeed in school, sports, or arts? Self-efficacy instruction can help.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Self-Efficacy (v2)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students lack confidence in their abilities, give up easily when they encounter obstacles, or simply feel that they cannot learn the course content or succeed in school, sports, or arts? Self-efficacy instruction can help.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Self-Regulation K-2 (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students struggle with completing tasks or getting started on something they need to do? Are they impulsive in their reactions and find social interactions such as playing with friends or working in groups challenging? When students have difficulty staying focused or completing tasks or when they react inappropriately to different social situations, it is probably because they lack self-regulation.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Self-Regulation 3-6 (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students struggle with completing tasks or getting started on something they need to do? Are they impulsive in their reactions and find social interactions such as playing with friends or working in groups challenging? When students have difficulty staying focused or completing tasks or when they react inappropriately to different social situations, it is probably because they lack self-regulation.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Self-Regulation (v2)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

Do your students struggle with completing tasks or getting started on something they need to do? Are they impulsive in their reactions and find social interactions such as playing with friends or working in groups challenging? When students have difficulty staying focused or completing tasks or when they react inappropriately to different social situations, it is probably because they lack self-regulation.

 ⏰  Varies - Online Course is Self-Paced

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DESE MO VLP

Foundations of Function-Based Thinking (v1)

NOTE: This course requires you to log in to the Missouri Virtual Learning Platform.  Logging in to that resource is the same login for DESE you use to monitor your certification.  Details about how to access the Virtual Learning Platform can be found here.

This module includes lessons covering the science of behavior, human motivation, function-based thinking, and de-escalation.

 ⏰  Varies - Online Course is Self-Paced

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The official YouTube channel of the Missouri Department of Health and Senior Services.

The Science of Stress: How to Work with Your Nervous System, Not Against It

This first session, "The Science of Stress," by Dr. Amber Curtis, introduces stress as a critical social and health issue, noting that 84% of Americans are chronically stressed and the body cannot distinguish between real and perceived threats. She categorized stress into acute, chronic, and cumulative forms, highlighting that while Distress is paralyzing, Eustress (positive stress) can be intentionally sought out to build resilience and ability. The core of the talk explains the physiological response: the sympathetic nervous system activates to a perceived threat, resulting in one of five learned F-responses: Fight, Flight, Freeze, Fawn, or Fix. The ultimate goal of stress management is to stop reacting from the primal "toddler brain" and to build emotional regulation and personal capacity to respond consciously, taking personal responsibility for one's own thoughts, feelings, and actions.

 ⏰ 01:00

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The official YouTube channel of the Missouri Department of Health and Senior Services.

6 Hidden Sources of Stress (and How to FIX them!)

Six Hidden Sources of Stress and How to Fix Them," is the second part of a series by Dr. Amber Curtis, an expert in behavioral science and life coaching. Dr. Curtis encourages listeners to reframe stress not as a flaw, but as an invitation to improve resilience and become stronger, like a diamond formed under pressure. She then explores the first two hidden stressors, starting with Decision Fatigue, which drains mental energy and stems from a fear of making the wrong choice. The solution is to use core values to filter decisions and automate routines. The second stressor is Procrastination, which is framed not as a time management issue, but as an emotional regulation problem driven by a fear of pain or failure associated with the task.

⏰ 01:20

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The official YouTube channel of the Missouri Department of Health and Senior Services.

Reclaiming Agency: What You Can Control When the World Feels Out of Control

This final session of Dr. Amber Curtis's three-part series, "Reclaiming Agency," focuses on managing stress that arises from uncontrollable external circumstances. Dr. Curtis emphasizes that while you cannot control anything or anyone outside of yourself—such as world events, other people's actions, or the past—you always retain control over your thoughts, feelings, and actions. She introduces "The Model" (Circumstance-Thought-Feeling-Action-Result) as a tool to consciously shift from an automatic, reactive state to an intentional, responsive one. By changing the thoughts you choose to have about a circumstance, you change your resulting feelings, which leads to different actions, ultimately producing different results that align with your true values.

⏰ 01:20