This asynchronous course has been created to support SAUSD staff when encountering situations where individuals demonstrate escalated emotional, verbal or physical behaviors. You must complete the course on Canvas. As soon as you enroll, the link to the Canvas course will become visible and you can click on it to sign into Canvas and complete the coursework there. At the end of the course is a Google Form you must complete in order for your status to change from "enrolled" to "completed."

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This asynchronous course has been created to support SAUSD staff when encountering situations where individuals demonstrate escalated emotional, verbal or physical behaviors. You must complete the course on Canvas. As soon as you enroll, the link to the Canvas course will become visible and you can click on it to sign into Canvas and complete the coursework there. At the end of the course is a Google Form you must complete in order for your status to change from "enrolled" to "completed."

This training is a voluntary, unpaid professional development opportunity. Participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

This course provides all the basic skills necessary to properly operate and appropriately use the district radios (walkie talkies). By the end of this module, you will be able to:

Properly operate a district radio

Use proper etiquette when operating a district radio.

Use the appropriate terminology to communicate with a radio.

This training is a voluntary, unpaid professional development opportunity. Participation must be on your own time or through the approval of your super

This course provides all the basic skills necessary to properly operate and appropriately use the district radios (walkie talkies). By the end of this module, you will be able to:

Properly operate a district radio

Use proper etiquette when operating a district radio.

Use the appropriate terminology to communicate with a radio.

This training is a voluntary, unpaid professional development opportunity. Participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

This course has been created to support SAUSD staff when interactive with students. You will learn positive strategies for engaging with students and addressing common behavioral challenges using a strategy known as Positive Behavior Interventions and Supports or PBIS.

You will be asked to watch content, read content and then respond to prompts that support deeper reflection on the topic. You must work through the modules in order, completing reflections and checks for understanding along the

This course has been created to support SAUSD staff when interactive with students. You will learn positive strategies for engaging with students and addressing common behavioral challenges using a strategy known as Positive Behavior Interventions and Supports or PBIS.

You will be asked to watch content, read content and then respond to prompts that support deeper reflection on the topic. You must work through the modules in order, completing reflections and checks for understanding along the way.

Once you complete all the content Modules, a final module will be available: "Summary and Course Verification Form." You must complete these form in order to receive credit for completing the course.

Este curso ha sido creado para apoyar al personal de SAUSD cuando interactúa con los alumnos. Usted aprenderá estrategias positivas para interactuar con los alumnos y abordar los desafíos comunes de comportamiento usando una estrategia conocida como Intervenciones y Apoyos para Comportamiento Positivo o PBIS (por sus siglas en inglés).

Se le pedirá que vea el contenido, que lea el contenido y que luego responda a las indicaciones que apoyan una reflexión más profunda sobre el tema. Deberá trabajar a través de los módulos en orden, completando las reflexiones y revisiones de comprensión a lo largo del camino.

Una vez que haya completado todos los módulos de contenido, estará disponible un módulo final: "Resumen y formulario de verificación del curso". Debe completar este formulario para recibir los créditos por haber completado el curso.

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 5 of GATE certification, participants will learn about the diversity of gifted learners and how to differentiate components of curriculum, instruction, and assessment to effectively meet the learning needs of diverse gifted populations.

GATE c

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 5 of GATE certification, participants will learn about the diversity of gifted learners and how to differentiate components of curriculum, instruction, and assessment to effectively meet the learning needs of diverse gifted populations.

GATE certification is available to all K-12 district staff (classroom teachers, resource teachers, counselors, administrators). This training is a voluntary, unpaid professional learning opportunity. Your participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

Level 1 certification modules and extension activities should be completed before enrolling in level 2 certification.

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 6 of GATE certification, participants will learn to focus instruction and curriculum around central ideas of universal themes, generalizations and content imperatives to facilitate connections across content areas.

GATE certification is availa

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 6 of GATE certification, participants will learn to focus instruction and curriculum around central ideas of universal themes, generalizations and content imperatives to facilitate connections across content areas.

GATE certification is available to all K-12 district staff (classroom teachers, resource teachers, counselors, administrators). This training is a voluntary, unpaid professional learning opportunity. Your participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

Level 1 certification modules and extension activities should be completed before enrolling in level 2 certification.

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 7 of GATE certification, participants will engage in layered differentiation strategies to create multiple pathways for student input, processing and expression.

GATE certification is available to all K-12 district staff (classroom teachers, r

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 7 of GATE certification, participants will engage in layered differentiation strategies to create multiple pathways for student input, processing and expression.

GATE certification is available to all K-12 district staff (classroom teachers, resource teachers, counselors, administrators). This training is a voluntary, unpaid professional learning opportunity. Your participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

Level 1 certification modules and extension activities should be completed before enrolling in level 2 certification.

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 8 of GATE certification, participants will engage in practices to facilitate conversations to support critical thinking and thoughtful dialogue through rounded views, voice and decision making tools via philosophical chairs and socratic seminars.

This course is part of a series for completion of county-wide GATE certification. Due to requisites provided by the OC GATE collaborative, completion of a post-session evidence of application of content is required to receive certification.

In Module 8 of GATE certification, participants will engage in practices to facilitate conversations to support critical thinking and thoughtful dialogue through rounded views, voice and decision making tools via philosophical chairs and socratic seminars.

GATE certification is available to all K-12 district staff (classroom teachers, resource teachers, counselors, administrators). This training is a voluntary, unpaid professional learning opportunity. Your participation must be on your own time or through the approval of your supervisor if you are participating during normal working hours.

Level 1 certification modules and extension activities should be completed before enrolling in level 2 certification.

This professional development (PD) provides a foundation on the scope and purpose of DIBELS, as well as training on the administration and scoring procedures for each of the DIBELS 8th Edition measures. Additionally, this PD provides an overview of the DIBELS Amplify Data Management System. Lessons Include: Introduction, Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Word Reading Fluency (WRF), Oral Reading Fluency (ORF) for educators supporting s

This professional development (PD) provides a foundation on the scope and purpose of DIBELS, as well as training on the administration and scoring procedures for each of the DIBELS 8th Edition measures. Additionally, this PD provides an overview of the DIBELS Amplify Data Management System. Lessons Include: Introduction, Letter Naming Fluency (LNF), Phonemic Segmentation Fluency (PSF), Nonsense Word Fluency (NWF), Word Reading Fluency (WRF), Oral Reading Fluency (ORF) for educators supporting students in grades kindergarten, first, second, and third grade.

All sections are comprised of the same content so please just sign-up for one.

There are 2 Professional Learning Community dates for theatre and dance educators in grades 6 -12. Dates: October 10 & March 13. For this PLC the goal is to leverage healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating with a team of content specific teachers, the goals is to

There are 2 Professional Learning Community dates for theatre and dance educators in grades 6 -12. Dates: October 10 & March 13. For this PLC the goal is to leverage healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating with a team of content specific teachers, the goals is to address achievement and success in various metrics, and to utilize the expertise of the room.

There are 2 Professional Learning Community dates for music educators in grades 6 -12. Dates: October 17 & March 18. For this PLC the goal is to leverage universal ways to engage students and audience in our art form through healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating wit

There are 2 Professional Learning Community dates for music educators in grades 6 -12. Dates: October 17 & March 18. For this PLC the goal is to leverage universal ways to engage students and audience in our art form through healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating with a team of content specific teachers, the goals is to address achievement and success in various metrics, and to utilize the expertise of the room.

There are 2 Professional Learning Community dates for visual arts and media arts educators in grades 6 -12. Dates: October 24 & March 27. For this PLC the goal is to leverage healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating with a team of content specific teachers, the goals i

There are 2 Professional Learning Community dates for visual arts and media arts educators in grades 6 -12. Dates: October 24 & March 27. For this PLC the goal is to leverage healing centered engagement strategies in the arts classroom so all students have equitable access to the content, learning, and opportunities in the classroom, campus, and community. Utilizing trauma informed practices, identifying specific strategies, and collaborating with a team of content specific teachers, the goals is to address achievement and success in various metrics, and to utilize the expertise of the room. The goal is to look at adaptive technologies, approaches and increase the reach of the arts through engaging, experiential, and multiple means of expression.

In this course, you’ll discover how to make others feel valued and improve your workplace relationships with better emotional self-control. You’ll improve your results in dealing with difficult people and conflict by better understanding them, as well as being able to break out of your comfort zone to feel more at ease in unfamiliar settings and activities. You’ll also learn how to improve your communication techniques and build the essential people skills that make all the difference to a

In this course, you’ll discover how to make others feel valued and improve your workplace relationships with better emotional self-control. You’ll improve your results in dealing with difficult people and conflict by better understanding them, as well as being able to break out of your comfort zone to feel more at ease in unfamiliar settings and activities. You’ll also learn how to improve your communication techniques and build the essential people skills that make all the difference to an organization’s success.

Professional relationships require rapport, emotional intelligence and working together. • Define emotional intelligence and discuss how it affects personal and professional success. • Identify personal behaviors and characteristics that are important when building strong professional relationships. • Identify ways to build rapport and trust with peers and leaders.