I. Teaching Social, Emotional, and Behavioral Skills to Improve Student Engagement, Self-Control, and Achievement
[CLICK HERE for a FREE 46-Minute Introductory Webinar from this Course]
[0 Social Skills Course Brief Syllabus March 2022.pdf]
This fifteen-session (with an additional Bonus Session) on-line/on-demand video-course is for administrators, general and special education teachers, related service professionals (counselors, educational/school psychologists, social workers), and other interested educators or clinicians.
This comprehensive course gives you everything that you need--at the school, staff, and (preschool through high school) student levels--to plan and implement an effective, evidence-based, multi-tiered SEL/Positive Behavioral Support system that produces real student outcomes relative to their social, emotional, and behavioral interactions.
The Course specifically teaches you how to teach students social, emotional, and behavioral skills--through an evidence-based social skills program that was identified by CASEL as a Key Model Program in 2005, and it described in detail elements within the five science-to-practice components needed by any effective SEL/PBSS system, along with the multi-tiered services, supports, and interventions needed by challenging students.
The Course comes with over 15 hours of presentations, numerous readings and monographs, quizzes and discussion questions, and it provides a 25-hour Certificate of Attendance.
Learn how to teach your students the interpersonal, social problem-solving, conflict prevention and resolution, and emotional awareness, control, communication, and coping skills that they need to be academically and behaviorally successful.
II. Implementing Effective Multi-Tiered Systems of Supports: Academic and Social-Emotional Prevention, Assessment, and Intervention
[CLICK HERE for a FREE 35-Minute Introductory Webinar from this Course]
[0 0 MTSS Course Syllabus 2021.pdf]
This seven-session (with two Bonus Sessions) professional development video-course provides everything that districts and schools need to evaluate, redesign, and implement their own successful multi-tiered systems of support. Designed for district and school administrators, student service and special education directors, and related services personnel, this is accomplished by providing field-tested tested, step by step information on how (a) to implement a sequential MTSS process with decision rules on involving consultants, early intervention specialists, the MTSS Building-level Team, and services for students with disabilities; (b) to establish a well-functioning MTSS Building-level Team; (c) use a science-to-practice data-based problem-solving process to analyze struggling students; and (d) how to link functional assessment results to high probability of success academic or social, emotional, and behavioral interventions.
Here's What You Receive with this Course:
- Over 16 Hours of Video Expertise from Dr. Howie Knoff (On-demand and Available to View Anytime and Forever)
- Audiofiles of Each Presentation
- Powerpoint Handouts for Each Presentation
- Additional Readings and Field-tested Implementation Tools
- INCLUDED IN THE COURSE: Project ACHIEVE Monographs (written by Dr. Howie)--
A Multi-Tiered Service and Support Implementation Guidebook for Schools: Closing the Achievement Gap
The Get-Go Process: Transferring Students’ Multi-Tiered Information and Data from One School Year to Staff and Prepare for the Next
[CLICK HERE to View these Two Monographs]
- Quizzes and 25-Hour Certificate of Attendance
III. Coping with Stress in a Stressful World: Teaching Students How to Manage Their Emotions, Thoughts, and Behavior
[CLICK HERE for a FREE 30-Minute Introductory Webinar from this Course]
[0 Stress Course Syllabus 2021.pdf]
This four-session video-course is for administrators, general and special education teachers, related service professionals (counselors, educational/school psychologists, social workers), and other interested educators or clinicians.
The course differentiates between anxiety, stress, and trauma, and discuss how students’ emotional “triggers” result in fight, flight, or freeze responses. We talk about ways to teach students emotional self-regulation in the classroom so that they learn how to prevent and prepare for stressful situations. And, we address how to analyze why some students still have difficulties, and what cognitive-behavioral interventions our mental health professionals may need to consider. All of this is adapted for both general and special education classrooms.