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ACES

(GBR) "This Child Makes Me Want to Quit My Job" A Closer Look at Adverse Childhood Experiences - Part 1

(GBR) Adverse Childhood Experiences (ACEs)

Adverse Childhood Experiences

GBR) "This Child Makes Me Want to Quit My Job" A Closer Look at Adverse Childhood Experiences - Part 2

CPR/First Aid

CPR/First Aid

Curriculum Implementation

(GBR) Do You See What I See?

(GBR) Creative Curriculum: Understanding, Implementing, Merging with TS Gold

(GBR) Explore Frog Street 3s Theme 2 Week 1

(GBR) Explore Frog Street Toddlers Theme 1 Week 2

(GBR) Explore Frog Street Toddlers Theme 2 Week 1

(GBR) FCC Frog Street Intant

(GBR) FCC Frog Street Pre-K

(GBR) Frog Street 3s/Pre K

(GBR) Frog Street Curriculum Pre-K

(GBR) Frog Street Infant - Toddler

(GBR) Frog Street Infant - Toddler Training

(GBR) Frog Street Infant Training CDA#7

(GBR) Frog Street Pre K

(GBR) Frog Street Toddler Training

(GBR) Frog Street Toddler Training CDA# 7

(GBR) Frog Street: Infants Overview CDA#7 & 8

(GBR) Frog Street: Toddler Curriculum Overview CDA # 7 & 8

(GBR) Let’s get into the Frog Street Curriculum- Infant

(GBR) Let’s get into the Frog Street Curriculum- Toddler

(GBR) Making Every Moment Count CDA#7 & 8

(GBR) We Have A Curriculum: Now what do we do?

(GBR) We Have a Curriculum, Now What Do We Do?

(GBR) We Have a Curriculum: Now What Do We Do?

Deeper Dive into Frog Street Threes

Frog Street Toddler

Jumping Into Frogstreet Toddler

Early Childhood Tools and Standards

"I Spy" Observation of Children's Physical & Intellectual Development

(EBR) An Overview of CLASS Pre-K, Toddler, Infant

(East Baton Rouge) Westminster Academy (TS Gold)

(GBR) TS Gold Training

(GBR) " I think their family is in denial" - Emotional and Behavior Support and Alignment to the CLASS tool.

(GBR) "I SPY" Observation of Children' s Behavior and Development

(GBR) "I Wish We Were on the Same Page with The Family" Ages and Stages Training

(GBR) "Why do they keep doing that? - Emotional and Behavior Support in Alignment to the CLASS tool

(GBR) A CLASS ACT!

(GBR) A CLASS Act Set the Stage

(GBR) Be encouraged In/Out of CLASS

(GBR) CLASS 101 (Infant, Toddler, and Pre - K)

(GBR) CLASS: Classroom Organization: Integrating Productivity and Instructional Learning Formats in a Preschool Classroom

(GBR) CLASS® Classroom Organization: Integrating Productivity and Instructional Learning Formats in a Preschool Classroom

(GBR) Child Development and DAP

(GBR) Classrooms that Work Safe and Effective

(GBR) Conducting In-House Professional Development using Video Self-Assessment

(GBR) Connecting the Pieces Using Standards with Infants and Toddlers

(GBR) Connecting the Pieces: Using Standards With Infants - KTM

(GBR) Connecting the Pieces: Using Standards with Infants & Toddlers

(GBR) Connecting the Pieces: Using Standards with Preschool

(GBR) Connecting the Pieces: Using Standards with Preschoolers

(GBR) Connecting the Pieces: Using Standards with Preschoolers

(GBR) Connecting the pieces Using Standards with Preschoolers, Agenda

(GBR) Deep Dive Into Early Language Support (Infant CLASS Tool) CDA # 7

(GBR) Developmental Milestones CDA# 1

(GBR) Do You See What I see?

(GBR) Emerging Writers

(GBR) Expanding Young Children's Cognitive Development

(GBR) Give Me Some Quality of Feedback

(GBR) Greaux Healthy: Screen Time

(GBR) Handwashing, Diapering, Cleanliness and more

(GBR) Healthy Choices For Young Children

(GBR) Integrated Approaches: Putting Together Best Practices for Teaching and Learning

(GBR) Intro to Teaching Strategies

(GBR) KTM-Do You See What I See?

(GBR) Kids Can Count Too!

(GBR) Kids Can Count!

(GBR) Kids can Count Too

(GBR) Linking Curriculum and Assessment to Support Developmental Learning

(GBR) Make and Take Scheduling and More CDA# 7

(GBR) Managing Effective Programs Through TS Gold

(GBR) Managing Writing Development

(GBR) Mapping Children’s Progress

(GBR) New Year, New You!

(GBR) Observing Children: Do You See What I See?

(GBR) Outdoor Play and Learning

(GBR) Processing Art in the Making

(GBR) Providing Engaged Instructional Support for Learning: Focus on Language and Early Literacy

(GBR) Providing Engaged Support for Learning: Focus on Toddler Language and Emergent Literacy

(GBR) Providing Engaged Support for Learning; Focus on Toddler Language and Emergent Literacy

(GBR) Putting it Together Standards, Curriculum and Assessments

(GBR) T.S. Gold 101 - Using Observations and Assessments to Drive Instruction

(GBR) TS Gold

(GBR) TS Gold Training

(GBR) Taking a Closer Look at Early Childhood Development & Learning: A Standards - Based Approach

(GBR) Taking a Closer Look at Early Childhood Development & Learning: A Standards-Based Approach

(GBR) Talk to Me Baby!

(GBR) The Big Three of School Readiness: Standards, Curriculum and Assessment

(GBR) The Big Three of School Readiness: Standards, Curriculum, and Assessment

(GBR) The Domains and Dimensions of CLASS, Infant & Toddler (FCC Providers)

(GBR) The Parallel Process

(GBR) The Parallel Process: Modeling CLASS KTM

(GBR) The Parallel Process: Modeling CLASS® in Adult-Adult Workplace Interactions

(GBR) The Parallel Process: Modeling CLASS® in Adult-Adult Workplace Interactions

(GBR) The big Three

(GBR) Toddler Instructional Support

(GBR) Understanding CLASS Toddler

(GBR) Understanding Louisiana’s Use of CLASS®: Supporting Administrators’ Teacher Improvement Efforts

(GBR) Understanding Louisiana’s Use of CLASS®: Supporting Administrators’ Teacher Improvement Efforts

(GBR) Understanding and Using the ELDS

(GBR) Understanding and Using the Early Learning Development Standards

(GBR) Using Assessment To Guide Children's Learning and Development-KTM

(GBR) Using Assessment To Support Development And Learning - KTM

(GBR) Using Assessment to Support Development and Learning

(GBR) We have a Curriculum now what?

(GBR) What's the Difference?: Exploring the CLASS Dimensions Concept Development and Quality of Feedback

(GBR)* Navigating through Teaching Strategies GOLD

(GBR)*Connecting The Pieces Using Standards With Preschoolers

(GBR)*Putting it All Together: Standards, Curriculum and Assessment

(GBR)Taking A Closer Look At Early Childhood Development and Learning-KTM

Creating an Effective Classroom Environment (Teacher Institute Only)

Dealing With Documentation

Do You See What I See?

Effective Classroom Management

Establishing Effective Learning Centers

Introduction to LA Early Learning & Development Standards (Teacher Institute Students Only)

Teaching Strategies Training

Teaching Strategies: TS Gold Checkpoint Tip & Tricks

Toddlers 101

Using Assessment to Support Development and Learning

Using CLASS® to Promote Positive Social and Emotional Behavior for Young Learners

Effective Adult Child-Interactions

(GBR) Making Every Moment Count: Creating High-Quality Adult-Child Interactions Throughout the Day

(GBR) Deep Dive Into Engaged Support for Learning (Toddler CLASS Tool) CDA # 7

(GBR) High-Quality Adult-Child Interactions that Facilitate Children’s Development and Learning

(GBR) * The Domains & Dimensions of CLASS, Pre-K

(GBR) *Are we in a Relationship?

(GBR) *Early Brain Development: Nurtured by Language, Impaired by Trauma

(GBR) *Learning Through Play

(GBR) *Open the Door to Outdoor Learning

(GBR) A Deeper Dive Into Facilitation of Learning and Development

(GBR) Addressing Diverse Learning Styles to Meet Children's Needs

(GBR) Adverse Childhood Experiences

(GBR) Adverse Childhood Experiences - KTM

(GBR) Ain't Misbehavin'

(GBR) Becoming An Art Smart Teacher

(GBR) Becoming Trauma-informed to be Transformed as An Educator

(GBR) Becoming a Sensory Smart Teacher

(GBR) Behavior Management and Emotional Support in the Toddler and Prek K Classrooms

(GBR) Brain Building though Play Activities

(GBR) Building Relationships and Creating Supportive Environments

(GBR) CLASSroom Organization

(GBR) Children and Family Violence

(GBR) Conquering Social Emotional Responses in the Classroom

(GBR) Cultural Factors that influence Child Development

(GBR) Dealing with Tantrums

(GBR) Diversity Encourages Unity

(GBR) Doing the “Most” with What You Already Have in Your Classroom

(GBR) Early Brain Development: Nurtured by Language, Impaired by Trauma

(GBR) Early Childhood Expectations

(GBR) Effective Practices for Misbehavior

(GBR) Encouragement & Affirmations, In & Out of CLASS

(GBR) Encouraging the Genius In Each Child

(GBR) Fall into Learning: Facilitate of Learning

(GBR) Generation Alpha

(GBR) Give Me Some Quality of Feedback

(GBR) Greaux Healthy: Indoor Play

(GBR) Greaux Healthy: Outdoor Play

(GBR) Growing Professionally in Early Childhood Education

(GBR) Growth and Development: The More You Know, the More You Help Children Grow

(GBR) High-Quality Adult-Child Interactions that Facilitate Children’s Development and Learning

(GBR) I'm striving for a Higher CLASS-score, HELP!

(GBR) Infant/Toddler Challenging Behaviors

(GBR) Intro to CLASS, Infant/Toddler FCC only

(GBR) Introduction to CLASS

(GBR) Is My Classroom Organized?

(GBR) KTM High Quality Adult- Child Interactions that Facilitate Learning and Development

(GBR) KTM: Adverse Childhood Experiences

(GBR) KTM: Brain Power: How Language Nurtures and Trauma Impairs

(GBR) Language Modeling

(GBR) Look what I can do with a Book!

(GBR) Making Every Moment Count

(GBR) Making Every Moment Count

(GBR) Making Every Moment Count: Creating High- Quality Adult-Child Interactions Throughout the Day

(GBR) Making Everyday a GREAT Day!

(GBR) Managing Challenging Behaviors

(GBR) Physical & Intellectual Development of Young Children

(GBR) PreK 101

(GBR) Preventing and Responding to Problem Behavior

(GBR) Providing Engaged Support for Learning; Focus on Language and Early Literacy

(GBR) Quality Talk, Quality Time: Language Modeling in the Early Childhood Classroom

(GBR) Routines & Relationships

(GBR) Save The Children Training - Strong from The Start

(GBR) Save The Children Training - Strong from The Start

(GBR) Scaffolding - Just what is that?

(GBR) Shh! Stop, Wait a Minute!

(GBR) Social Emotional Development: Helping Children Increase Their Emotional Intelligence

(GBR) Social Emotional Learning Support and Material Distribution

(GBR) Spring into Learning - Looking at Facilitation of Learning

(GBR) Supporting Positive Behaviors

(GBR) Talk to Me Baby! Early Language Support for Infants

(GBR) Talk to Me, Baby! Early Language Support for Infants

(GBR) The Who, What and Why Questions

(GBR) Thermostat verses Thermometer

(GBR) Top Language Model

(GBR) Understanding CLASS Infant

(GBR) Understanding Concept Development

(GBR) Unpacking Analysis and Reasoning

(GBR) What to do with the MAD you feel

(GBR) What’s the Difference?: Exploring the CLASS Dimensions Concept Development and Quality of Feedback

(GBR) Writer's Workshop

(GBR)* Engaged Instructional Support for Learning: Focus on Language and Early Literacy

(GBR)* Integrated Approaches, Putting Together Best Practices For Teaching And Learning

(GBR)* Pre-K CLASS

(GBR)* Surviving Instructional Support

(GBR)Talk to Me Baby! CDA #7

Brushing Up on Instructional Support

Communication in the Classroom

Engaged Support for Learning and Instructional Support

Every Little Thing Will Be Alright

Extra, Extra! Read All About It!

FCC: Understanding CLASS and Working with Mixed Age Groups

Finding Questions Worth Asking

Implementing What Works

Improving Quality of Feedback and Language Modeling-COVID-19 Impacts CLASS

It's All About Choices

KTM: Making Every Moment Count

Let's Focus on Steam

Making Learning Meaningful

Managing Challenging Behaviors

Nurturing Relationships (Teacher Institute Students Only)

Preventing Problems in the Classroom

Promoting Social Emotional Development

Seeing the World Through My Eyes

Structured For Success

Taking the Stress Out of Discipline

Taming Temper Tantrums

Teacher Child Interactions

The Power of Play

The Role of Play in Any Setting

Trauma in the Early Childhood Setting

Using Books to Enhance Literacy

Winter Circle Time Activities for Toddler and Preschool

You've Got To Move It, Move It!

Family Engagement

(GBR) Focusing on Families: The importance of Family Engagement in High-Quality Early Childhood

(GBR) "It's A Whole Vibe"

(GBR) Focusing on Families

(GBR) Focusing on Families

(GBR) Focusing on Families: The Importance of Family Engagement in High Quality Early Childhood Programs

(GBR) Focusing on Families: The importance of Family Engagement in High-Quality Early Childhood

(GBR) Parental Interactions

(GBR) Partnering with Families

(GBR) Professionalism - Parental Interaction

(GBR)* Family Engagement

(GBR)*Communicating with Families

(GBR)Adverse Childhood Experiences (ACEs)

It Takes A Village

Positive Partnerships with Families

Health Department

(GBR) First Aid and CPR

(GBR) First Aid and CPR

(GBR) Health & Safety

(GBR) Medication Administration

Food Safety

Health and Safety

Health and Safety

Medication Administration

Medication Administration

Infant/Toddler

(GBR) "Baby Shower" A Closer Look At The Infant Tool

(GBR) *The Domains & Dimensions of CLASS, Infant - Toddler

(GBR) ACES

(GBR) Addressing Diverse Learning Styles to Meet Children's Needs

(GBR) Addressing Diverse Learning Styles to Meet Children's Needs

(GBR) Behavior Has Meaning

(GBR) Early Childhood Experiences

(GBR) Frog Street Infant Training

(GBR) How to Facilitate Exploration & Support Early Language

(GBR) Join the Baby Shower Part II

(GBR) Managing Writing Development Among Teachers that Impacts Children’s Writing Development

(GBR) Not You Throwing a Tantrum

(GBR) Providing Engaged Instructional Support for Learning: Focus on Language and Early Literacy

(GBR) Providing Engaged Support for Learning: Focus on Toddler Language and Emerging Literacy

(GBR) Remaining Engaged in Support For Learning

(GBR) Talk to Me, Baby! Early Language Support for Infants

(GBR) The Domains and Dimensions of CLASS- Infant

(GBR) Toddlers 101

(GBR) “I Just Can’t Put My Finger On It, But....” Ages and Stages Social Emotional Training

Brain Building Through Play Activities for Infants, Toddler and Children

Hello Baby!

Management and Leadership

(GBR) Basic Business Management – Record Keeping

(GBR) Check it for Safety

(GBR) Conducting In-House Professional Development using Video Self-Assessment

(GBR) FCC ED Link Essentials

(GBR) FCC Professional Learning

(GBR) Instructional Leadership Guidebook (KTM)

(GBR) KTM-Program Operations - Little Doves Only

(GBR) Managing Effective Program Operations

(GBR) Managing Effective Program Operations

(GBR) Managing Effective Program Operations

(GBR) Managing Program Operations

(GBR) Professionalism

(GBR) Professionalism - Back to the Basics

(GBR) Putting Yourself First: Creating a Self-Care Plan

(GBR) Teamwork

(GBR) Teamwork

(GBR) Teamwork

(GBR) Teamwork

(GBR) Teamwork

(GBR) Teamwork

(GBR) Teamwork Make the Learning Work

(GBR)*Managing Writing Development Among Teachers that Impacts Children’s Writing Development

Basic Principles of Care (Teacher Institute Students Only)

Being Your Best Professional Self

Director's Meeting

Director's Meeting - Greater Baton Rouge

Director's Meeting-Acadiana

Professionalism in the Early Childhood Setting

Proud to be a Professional

Proud to be a Professional (Teacher Institute Only)

Taking Care of the Caregiver During a Crisis

Other

(GBR) Choose Self-Care, Be Selfish!

(GBR) Conducting In-House Professional Development using Video Self-Assessment

(GBR) Family Childcare Network Meeting

(GBR) Finding Your Life's Purpose Through Stillness

(GBR) Growing as a Professional

(GBR) Inclusion, Diversity, and Equity with the Littles CDA# 8

(GBR) Managing Stress, Avoiding Burnout

(GBR) Music and Movement

(GBR) Outdoor Learning & Play

(GBR) Professionalism - Child Care Professional CDA# 5&6

(GBR) Teamwork - Southside Training

(GBR) Teamwork makes the Dream Works

(GBR) Understanding ACES

(GBR)*Always Professional

Effective Program Management

FCC Business Practices-A Look at Marketing

FCC Licensing, Health & Safety, and CCAP

Family Child Care Network Meeting

For The Culture

Getting Started (Teacher Institute Students Only)

Let's Play it Safe

Safety Resources & Professional Philosophy (Teacher Institute Students Only)