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 Connected Parents course is produced for parents, families, and caregivers regarding the Coronavirus Disease 2019, also known as COVID-19. Centers for Disease Control https://www.cdc.gov/coronavirus/2019-nCoV/ U.S. Department of Health & Human Services, USA.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 Connected Parents course is 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.

This Connected Parents 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/

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

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) Connected Parents course 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 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 Connected Parents course is designed to help parents develop a greater awareness of Sextortion and how to protect children from victimization. Source: www.fbi.gov

FBI Child Exploitation and Human Trafficking Task Forces operate within nearly every FBI field office to collaborate with state and local law enforcement agencies in combating human trafficking. The ultimate goal of these task forces is to recover victims and investigate traffickers at the state and federal level. This course is designed to enable educators to develop a greater awareness of the common warning signs of Child Sex Trafficking.

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.

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

This Connected Parents course is designed to assist parents to Avoid COVID-19 Scams. Source: Federal Trade Commission, www.ftc.gov. Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

This training is designed to meet the requirement to assure that annual asthma education opportunities are made available for school physicians and all teaching staff.

This course is designed to meet the requirement 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 training is designed to meet the 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.

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 requirement 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 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.

Title IX of the Education Amendments Act of 1972 is a federal law that states: "No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance."

This training is designed to meet the training requirement regarding human growth and development; substance abuse and dependency, and human and intercultural relations; and formal inclusion into each endorsement holder’s PD plan. Source: HHS.gov Office of Adolescent Health.

The Right to Know Act requires public and private employers to provide information about hazardous substances at their workplaces. The Act: Informs public employees about chemical hazards at their workplace so they can work safely with these hazardous substances; Helps firefighters, police, and other emergency responders adequately plan for and respond to incidents such as fires, explosions or spills; Provides data for monitoring and tracking hazardous substances in the workplace and the environment. This course is designed to enable school employees to develop a greater awareness of general hazards in the school environment.

This training is designed to meet the requirement for Interscholastic Athletic Head Injury Safety Training Program for coaches. All public school district or nonpublic school interscholastic sport or cheerleading program coaches are required to complete training in head injury prevention and management. Source: Public Domain, https://www.cdc.gov/headsup/

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. 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 for School Leadership and Governance training.

Human trafficking is modern slavery. It involves exploiting a person through force, fraud, or coercion for the purpose of forced labor, commercial sex, or both. Victims of human trafficking include men, women, boys, girls, and transgender individuals lured by the promise of a better life in the United States and adults and children who were born and raised in the United States. Schools can and should be safe havens for students, and even more so for some students whose lives are otherwise characterized by instability and lack of safety or security. In these cases, school personnel are uniquely well positioned to identify and report suspected abuse and connect students to services—actions that can prevent trafficking and even save lives. Everyone who is part of the school community—administrators, teachers, bus drivers, maintenance personnel, food service staff, resource officers, and other school community members—has the potential to be an advocate for child victims of human trafficking, but, first, school community members must learn the indicators of the crime, its warning signs, and how to respond when a student is an apparent victim.

This training is designed to meet the NJ Department of Education requirement for Teen Dating Violence: N.J.S.A. 18A:35-4.23a, 18A:37-33, for school staff to develop a greater awareness of the signs and symptoms of teen dating violence and of the best practices for effective intervention and reporting of suspected acts of teen dating abuse and violence.

This training supports the requirement for LGBTQ Awareness for Educators. This training is designed to develop a greater awareness among educators in addressing common issues concerning the needs of transgender students and to assist schools in establishing policies and procedures that ensure a supportive and nondiscriminatory environment for transgender students. The intended purpose of this training is to help school and district administrators take steps to create an inclusive environment in which transgender and gender nonconforming students feel safe and supported and to ensure that each school provides equal educational opportunities for all students.

This training is designed to meet the requirement for Sexual Harassment Prevention Training for Educators.

Risk Factors for Adolescent Substance Use. 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 by Scott Rossig, M.Ed., BCBA, and presented by Jamie Edward Ciofalo, MA.

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.

The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Penn Translational Neuroscience Center Co-Director Dr. Frances Jensen developed a video and two discussion guides about research on adolescent brain development, functioning, and capacity. This course, The Power of the Adolescent Brain: A TAG Talk uses research to shine a light on adolescent brain development. Motivated by her personal experience of parenting two teenage boys, and drawing on clinical experience and research, neurologist Dr. Jensen shares what researchers have discovered about adolescent brain development, functioning, and capacity and provide practical suggestions for practitioners and families with adolescents. Public Domain Source: https://youth.gov/feature-article/power-adolescent-brain-tag-talk

The U.S. Department of Health and Human Services, Office of Adolescent Health, in collaboration with the Interagency Working Group on Youth Programs and Oregon State University Professor of Human Developmental and Family Sciences Richard Stettersten, Jr., developed a video about the transition to adulthood today, how it has changed over time, what skills and capacities are helpful for youth, and the roles of families, education, and employment in the process. The path from adolescence to adulthood has become a complicated journey filled with uncertainty, shifting social and cultural expectations, growing social inequalities, and difficult economic choices and constraints. Scientific evidence reveals that slower, strategic transitions to adulthood can be beneficial and that family and other types of support are crucial in determining how young people fare in the United States.

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/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

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/ Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

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.

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

This training is designed to support School Nurses Use of Nebulizer. 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. This training does not serve as the sole source of training.

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Behavior Management and includes Behavior Has Meaning, Redirecting Behaviors, Stating Behavioral Expectations, and Following Children's Lead. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed in support of the requirement for Career and Technical Education: Initial training on safety and health issues prior to working or participating in any career and technical education course or program. All content is sourced directly from OSHA.

This course is designed to meet the training requirements for school staff regarding Erin's Law | Child Sexual Abuse Prevention.

Too many children have been exposed to crime, abuse, and violence in their homes, schools, and communities. These experiences can lead to serious, long-term problems. Early identification, intervention, and treatment are key. The Federal Government has a responsibility to act, but our efforts cannot succeed without local law enforcement, child and family services, community leaders, educators, coaches, and parents. Everyone plays a role in identifying, protecting, and treating children exposed to violence. The videos in this course compel all of us to join our neighbors and the growing ranks of professionals who have made it their life’s work to help traumatized children heal and thrive. Public Domain Source: https://www.ovc.gov/pubs/ThroughOurEyes/

This training is designed for Career and Technical Education Program Coordinators and Administrators. All content is sourced directly from www.cte.ed.gov.

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.

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 Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

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 Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

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 Disclaimers: The views, thoughts, and opinions expressed by the video creators belong solely to the author, and not to Onspire. Onspire does not claim to own the copyright to any video content or any third-party content contained herein. Onspire provides the electronic platform that enables school districts and parents to share educational content with students and to measure comprehension through Onspire’s Exercises.

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Classroom Management and includes Creating Classroom Rules, Schedules & Routines, and Giving Children Responsibilities. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Instructional Best Practices and includes Making Learning Meaningful, Materials to Support Learning, Fostering Thinking Skills, Zoning to Maximize Learning, Scaffolding Learning, Using the Scientific Method, Providing Feedback to Children, Focusing Children on Learning Goals, and Materials to Support Learning. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations, and Teaching Novel Words. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Language Modeling and includes Language Modeling & Conversations, Asking Questions, and Engaging Children in Conversations. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed to support Early Childhood Education administrators, teachers, and teacher assistants. This training focuses on Building Relationships and includes Being Aware of Children's Needs and Creating a Caring Community. N.J.A.C.6A:13A-3.1(c)8. All content is made available through the Public Domain. Source: The Office of Head Start, https://eclkc.ohs.acf.hhs.gov/teaching-practices

This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for Athletic Trainers and Athletic Training Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program athletic trainers are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov

This Connected Parents course is designed to provide parents with information regarding concussion awareness and prevention for student-athletes. This training is part of the Onspire Interscholastic Athletic Head Injury Safety Training program. It ensures schools are able to provide parents/guardians with valuable information regarding concussion awareness and prevention for student-athletes. Source: Public Domain, https://www.cdc.gov/headsup/

This training is designed to meet the New Jersey requirement for Interscholastic Athletic Head Injury Safety Training Program for School Physicians and Medical Staff. As per N.J.S.A.18A:40-41.2 all public school district or nonpublic school interscholastic sport or cheerleading program school physicians are required to complete training in head injury prevention and management. Sources: Public Domain, https://www.cdc.gov/headsup/ and www.nih.gov

This training is designed to provide parents with information regarding concussion awareness and prevention for student-athletes. This training is part of the Onspire Interscholastic Athletic Head Injury Safety Training program. It ensures schools are able to provide student-athletes with valuable information regarding concussion awareness and prevention for student-athletes. Source: Public Domain, https://www.cdc.gov/headsup/