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. 

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.

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.

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

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.

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

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

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.

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.

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

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.

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.

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.

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). 

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.

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.

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.

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.

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.

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.

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.

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.

This course is designed to assist NJ parents to develop a greater awareness of the Foundational Purpose of the NJ Anti-bullying Bill of Rights Act, to dispel the 4 Big Myths associated with the NJ Anti-bullying Bill of Rights Act, to develop a greater awareness of the 3 Criteria required for a behavior to meet the NJ definition of Harassment, Intimidation, and Bullying, and to shift parental focus from the stigmatization of HIB actors and targets to social-emotional learning.

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.

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.

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.

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.

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.

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.

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.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to remediate the alleged actor of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify behaviors according to the Behavior Color-Coded System. Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label students as bullies. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Recognize how Red Behavior (Bullying) Adversely Affects the Target. Recognize how Red Behavior (Bullying) Adversely Affects the Witness. Recognize how Red Behavior (Bullying) Adversely Affects the Aggressor. Identify the Characteristics of Red (Physical, Verbal, Cyber, or Relational) Behavior. Identify the Setting of the Behavior. Identify the Characters Involved in the Incident. Identify Personal Actions and Behaviors as the Aggressor. Identify Personal Feelings and Emotions as the Aggressor. Identify the Motivation of Personal Actions and Behaviors as the Aggressor. Demonstrate the 5 Steps to Avoid Red Behavior as the Aggressor. Demonstrate the 5 Steps for Witness of Red Behavior to Assist the Target. Demonstrate the ability to Be Green (Friendly) as a HIBster Hero. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to strengthen the confidence and interpersonal skills of the target of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify behaviors according to the Behavior Color-Coded System: Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label self as the target. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify Personal Feelings and Emotions as the Target. Identify Personal Strengths. Identify Personal Characteristics. Demonstrate the Use of “I Statements.” Demonstrate the Use of Positive Self-Talk. Demonstrate the 5 Steps to Protect Self as Target of Red Behaviors. Demonstrate the Ability to Engage in a Relaxation Exercise. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to remediate the alleged actor of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify behaviors according to the Behavior Color-Coded System. Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label students as bullies. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Recognize how Red Behavior (Bullying) Adversely Affects the Target. Recognize how Red Behavior (Bullying) Adversely Affects the Witness. Recognize how Red Behavior (Bullying) Adversely Affects the Aggressor. Identify the Characteristics of Red (Physical, Verbal, Cyber, or Relational) Behavior. Identify the Setting of the Behavior. Identify the Characters Involved in the Incident. Identify Personal Actions and Behaviors as the Aggressor. Identify Personal Feelings and Emotions as the Aggressor. Identify the Motivation of Personal Actions and Behaviors as the Aggressor. Demonstrate the 5 Steps to Avoid Red Behavior as the Aggressor. Demonstrate the 5 Steps for Witness of Red Behavior to Assist the Target. Demonstrate the ability to Be Green (Friendly) as a HIBster Hero. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to remediate the alleged actor of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify behaviors according to the Behavior Color-Coded System. Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label students as bullies. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Recognize how Red Behavior (Bullying) Adversely Affects the Target. Recognize how Red Behavior (Bullying) Adversely Affects the Witness. Recognize how Red Behavior (Bullying) Adversely Affects the Aggressor. Identify the Characteristics of Red (Physical, Verbal, Cyber, or Relational) Behavior. Identify the Setting of the Behavior. Identify the Characters Involved in the Incident. Identify Personal Actions and Behaviors as the Aggressor. Identify Personal Feelings and Emotions as the Aggressor. Identify the Motivation of Personal Actions and Behaviors as the Aggressor. Demonstrate the 5 Steps to Avoid Red Behavior as the Aggressor. Demonstrate the 5 Steps for Witness of Red Behavior to Assist the Target. Demonstrate the ability to Be Green (Friendly) as a HIBster Hero. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to remediate the alleged actor of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify behaviors according to the Behavior Color-Coded System. Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label students as bullies. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Recognize how Red Behavior (Bullying) Adversely Affects the Target. Recognize how Red Behavior (Bullying) Adversely Affects the Witness. Recognize how Red Behavior (Bullying) Adversely Affects the Aggressor. Identify the Characteristics of Red (Physical, Verbal, Cyber, or Relational) Behavior. Identify the Setting of the Behavior. Identify the Characters Involved in the Incident. Identify Personal Actions and Behaviors as the Aggressor. Identify Personal Feelings and Emotions as the Aggressor. Identify the Motivation of Personal Actions and Behaviors as the Aggressor. Demonstrate the 5 Steps to Avoid Red Behavior as the Aggressor. Demonstrate the 5 Steps for Witness of Red Behavior to Assist the Target. Demonstrate the ability to Be Green (Friendly) as a HIBster Hero. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to remediate the alleged actor of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify behaviors according to the Behavior Color-Coded System. Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label students as bullies. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Recognize how Red Behavior (Bullying) Adversely Affects the Target. Recognize how Red Behavior (Bullying) Adversely Affects the Witness. Recognize how Red Behavior (Bullying) Adversely Affects the Aggressor. Identify the Characteristics of Red (Physical, Verbal, Cyber, or Relational) Behavior. Identify the Setting of the Behavior. Identify the Characters Involved in the Incident. Identify Personal Actions and Behaviors as the Aggressor. Identify Personal Feelings and Emotions as the Aggressor. Identify the Motivation of Personal Actions and Behaviors as the Aggressor. Demonstrate the 5 Steps to Avoid Red Behavior as the Aggressor. Demonstrate the 5 Steps for Witness of Red Behavior to Assist the Target. Demonstrate the ability to Be Green (Friendly) as a HIBster Hero. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to strengthen the confidence and interpersonal skills of the target of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify behaviors according to the Behavior Color-Coded System: Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label self as the target. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify Personal Feelings and Emotions as the Target. Identify Personal Strengths. Identify Personal Characteristics. Demonstrate the Use of “I Statements.” Demonstrate the Use of Positive Self-Talk. Demonstrate the 5 Steps to Protect Self as Target of Red Behaviors. Demonstrate the Ability to Engage in a Relaxation Exercise. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to strengthen the confidence and interpersonal skills of the target of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify behaviors according to the Behavior Color-Coded System: Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label self as the target. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify Personal Feelings and Emotions as the Target. Identify Personal Strengths. Identify Personal Characteristics. Demonstrate the Use of “I Statements.” Demonstrate the Use of Positive Self-Talk. Demonstrate the 5 Steps to Protect Self as Target of Red Behaviors. Demonstrate the Ability to Engage in a Relaxation Exercise. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to strengthen the confidence and interpersonal skills of the target of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify behaviors according to the Behavior Color-Coded System: Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label self as the target. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify Personal Feelings and Emotions as the Target. Identify Personal Strengths. Identify Personal Characteristics. Demonstrate the Use of “I Statements.” Demonstrate the Use of Positive Self-Talk. Demonstrate the 5 Steps to Protect Self as Target of Red Behaviors. Demonstrate the Ability to Engage in a Relaxation Exercise. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

Post-Incident/Investigation Remediation. This course utilizes Social-Emotional Lessons, and Cognitive Behavior Therapy (CBT) exercises to strengthen the confidence and interpersonal skills of the target of aggressive behaviors including bullying. Instructional content is differentiated according to the student’s grade level. Course Objectives: At the conclusion of this course, participants will be able to Identify and Remediate Problematic Behaviors. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify behaviors according to the Behavior Color-Coded System: Red Behavior (Bullying), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral). Respond to and report problematic behaviors according to the Behavior Color-Coded System and not to label self as the target. Identify and Differentiate Behavior Colors in Action – Red Behavior (Bullying) versus Orange Behavior (Conflict) versus Blue Behavior (Neutral). Identify Personal Feelings and Emotions as the Target. Identify Personal Strengths. Identify Personal Characteristics. Demonstrate the Use of “I Statements.” Demonstrate the Use of Positive Self-Talk. Demonstrate the 5 Steps to Protect Self as Target of Red Behaviors. Demonstrate the Ability to Engage in a Relaxation Exercise. Responses to Exercises: Students respond directly to Exercise Prompts in the software. The software provides a Draw & Color Tool for pre- and emerging writers and Short Answer and Essay Test Tools for writers.

This unit introduces the definitions of Civility, Compassion and Culture; reviews Aggression in the forms of Conflict, Relational and HIB; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); introduces Red Physical, Verbal, Relational, and Cyber Behaviors; reviews feelings including feeling anger and frustrated; reviews Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Blue, Orange and Red Behaviors in Action (Red, Orange, or Neither?); and teaches the identification of Acts of Kindness (Kindness Received, Kindness Performed, and Kindness Witnessed). Grade 2 students use the software’s draw and color tool to respond to exercises. Grade 2 students respond to exercise prompts by drawing and coloring a picture story and writing complete sentences in the software.

This unit reviews the definitions of Civility, Compassion, and Culture; reviews Aggression in the forms of Conflict, Relational and HIB; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); reviews Red Physical, Verbal, Relational, and Cyber Behaviors; reviews feelings including feeling lonely and nervous; teaches how to identify HIB vs Conflict; reviews the 3 Requirements for HIB; reviews Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Blue, Orange, and Red Behaviors in Action (Red, Orange, or Neither?); and teaches the identification of Acts of Kindness (Kindness Received, Kindness Performed, and Kindness Witnessed). Grade 3 students respond to exercise prompts by writing complete sentences in the software.

This unit teaches Compassion related to a Student with Cancer, Compassion related to the Bullying of a Student Living in Poverty; teaches Opinion Writing and Narrative Fiction Writing. This unit reviews Peer Pressure, Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Red Physical, Verbal, Relational, and Cyber Behaviors; and teaches the identification of Acts of Kindness (Kindness Received, Kindness Performed, and Kindness Witnessed). Grade 4 students respond to exercise prompts by writing short answers in complete sentences in the software.

This unit teaches Civility related to the Bullying of a Student with Red Hair and Compassion related to the Bullying of New Student; teaches Opinion Writing; reviews Peer Pressure; Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Red Physical, Verbal, Relational, and Cyber Behaviors; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); and requires students to complete an Act of Kindness exercise. Grade 5 students write essays in the software in response to exercise prompts.

This unit teaches Civility related to a Student Experiencing Difficulty Facing Bullies, and Civility related to a Student Experiencing Difficulty Facing Peer Pressure; teaches Opinion Writing; reviews Peer Pressure; Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Red Physical, Verbal, Relational, and Cyber Behaviors; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); and requires students to complete an Act of Kindness exercise. Grade 6 students write essays in the software in response to exercise prompts.

This unit teaches Culture related to a Student Experiencing Bullying Because of Culture, and Civility related to a Student At-risk for Abduction; teaches Opinion Writing; reviews Peer Pressure; Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Red Physical, Verbal, Relational, and Cyber Behaviors; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); and requires students to complete an Act of Kindness exercise. Grade 7 students write essays in the software in response to exercise prompts.

This unit teaches Compassion related to Helping a Student Experiencing Domestic Violence, and Civility related to a Student Experiencing Bullying Because of Sexual Orientation; teaches Opinion Writing; reviews Peer Pressure; Strategies for the Target, Strategies for the Witness, and Strategies for the Aggressor; reviews Red Physical, Verbal, Relational, and Cyber Behaviors; reviews Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); and requires students to complete an Act of Kindness exercise. Grade 8 students write essays in the software in response to exercise prompts.

This unit reviews the fictional characters that represent C3’s Behavior Colors, Red Behavior (HIB), Orange Behavior (Conflict), Yellow Behavior (Anger), Green Behavior (Friendly), and Blue Behavior (Neutral); reviews the definition of Aggression, including Verbal Aggression, Physical Aggression, and Relational Aggression. Grade 1 students use the software’s draw and color tool to respond to exercises.

This unit introduces students to C3's Color-Coded Behavior Identification System; the 3 Requirements for Red Behavior (HIB); Orange Behavior (Conflict); Yellow Behavior (Anger); Green Behavior (Friendly); Blue Behavior (Neutral?); and teaches the identification of Acts of Kindness (Kindness Received, Kindness Performed, and Kindness Witnessed). K students use the software’s draw and color tool to respond to exercises.

This unit introduces students to the fictional characters that represent C3’s Behavior Colors; teaches students the definition of Aggression, including Verbal Aggression, Physical Aggression, and Relational Aggression. PK students use the software’s draw and color tool to respond to exercises.

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

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

This informational video series is produced for individuals, parents, and caregivers regarding emotional care and well-being during a viral outbreak that requires social distancing, quarantine, or isolation. This informational video series is made available courtesy of Educational Development Software, the parent company of Onspire, HIBster, and HIBsterVention. Sources: https://www.cdc.gov/coronavirus/2019-nCoV/index.html https://www.samhsa.gov/

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.

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

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.

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

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

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.

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.

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/

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/

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.

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.

This course contains 3 hours of IPM training content for school administrators courtesy of the Environmental Protection Agency.

This course contains 3 hours of IPM training content for school cafeteria staff made available courtesy of the Environmental Protection Agency.

This course contains 17 hours of IPM training content for School Custodians and Maintenance Staff made available courtesy of the Environmental Protection Agency.

This course contains 7.5 hours of IPM training content for School Grounds Staff made available courtesy of the Environmental Protection Agency.

This course contains 75 minutes of IPM Head Lice training content for school nurses made available courtesy of the Environmental Protection Agency.

This course contains 1 hour of IPM Bed Bugs training content for school nurses made available courtesy of the Environmental Protection Agency.

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). 

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.

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 3 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

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

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 4 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 5 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 6 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 7 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

Welcome to FBI-SOS Cyber Surf Island! Here you will learn all about cyber safety and digital citizenship. Grade 8 Safe Online Surfing includes 1. Safe Surfing 2. Personal Information 3. Crossing to Safety 4. Computer Health 5. Treasure Hunt 6. Word Search 7. Marine Matching. Source: Public Domain, https://sos.fbi.gov/en/third-grade.html

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 15-part (60-minutes) information session is designed to help parents protect their children from the hazards of cyberspace. This information session includes an Introduction to Internet Safety for Children, Importance of Communicating About Cyber Safety with Children of Different Ages, Talking to Tweens & Teens About Cyber Behaviors, Socializing Online Appropriately, Cyberbullying, Using Mobile Devices, Mobile Sharing and Networking, Making Computer Safety a Habit, Malware Protection, File Sharing & Wi-Fi, Everyday Sharing of Information, Public Wi-Fi, Phishing & Children's Online Privacy, Helpful materials are attached. Sources: www.ftc.gov; www.stopbullying.gov

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

This course contains 23 lessons and exercises designed to develop a greater awareness of bullying prevention. Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Source: StopBullying.gov. A federal government website managed by the U.S. Department of Health and Human Services, 200 Independence Avenue, S.W. Washington, D.C. 20201. https://www.stopbullying.gov/resources/kids/kid-videos

This course contains 23 lessons and exercises designed to develop a greater awareness of bullying prevention. Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Source: StopBullying.gov. A federal government website managed by the U.S. Department of Health and Human Services, 200 Independence Avenue, S.W. Washington, D.C. 20201. https://www.stopbullying.gov/resources/kids/kid-videos

This course contains 23 lessons and exercises designed to develop a greater awareness of bullying prevention. Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Source: StopBullying.gov. A federal government website managed by the U.S. Department of Health and Human Services, 200 Independence Avenue, S.W. Washington, D.C. 20201. https://www.stopbullying.gov/resources/kids/kid-videos

This course contains 23 lessons and exercises designed to develop a greater awareness of bullying prevention. Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Source: StopBullying.gov. A federal government website managed by the U.S. Department of Health and Human Services, 200 Independence Avenue, S.W. Washington, D.C. 20201. https://www.stopbullying.gov/resources/kids/kid-videos

This course contains 23 lessons and exercises designed to develop a greater awareness of bullying prevention. Watch these videos to learn how KB, Josh, Milton, and their friends deal with kids who bully. After watching each video, take a quiz to see how much you know about bullying. Source: StopBullying.gov. A federal government website managed by the U.S. Department of Health and Human Services, 200 Independence Avenue, S.W. Washington, D.C. 20201. https://www.stopbullying.gov/resources/kids/kid-videos

With the prevalence of remote learning, there is a concern that cyber predators will take advantage of the increased time students are online to target victims of sextortion. Sextortion is a serious crime that occurs when someone threatens to distribute your private and sensitive material if you don’t provide them images of a sexual nature, sexual favors, or money. This 8-part, 40-minute information session is designed to help parents develop a greater awareness of Sextortion and how to protect children from victimization. Source: www.fbi.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

This course is designed to enable students to develop a greater awareness of cyberbullying and incivility. Students will learn to identify, respond to, and prevent cyberbullying behaviors. Sources: www.stopbullying.gov; www.ftc.gov

With the prevalence of remote learning, there is a concern that cyber predators will take advantage of the increased time students are online to target victims of sextortion. Sextortion is a serious crime that occurs when someone threatens to distribute your private and sensitive material if you don’t provide them images of a sexual nature, sexual favors, or money. This informational session is designed to help high school students develop a greater awareness of Sextortion and how to protect themselves and friends from victimization. Source: www.fbi.gov

The Federal Trade Commission continues its work protecting consumers, providing guidance to businesses, and protecting competition in the marketplace throughout the pandemic. This information session contains 11 tips to Avoid Coronavirus Scams.

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/

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/

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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 to Students and includes How to Submit an Assignment in Google and Googel Drawing Tool. Source: horrycountyschools.net

10 Steps in 10 Minutes