Catalog

Catalogs

Title	Duration (hours)	Description
Guiding School-Age Children in Groups: Supervision and Boundaries	1.00	When large numbers of children are involved in the program, it is challenging to create and deliver school-age program activities that can meet the needs of all children. The key to success is taking a systematic approach to program planning. It is important for staff to understand how to select appropriate activity options and use effective management strategies that make it possible to offer a balanced variety of simultaneous activity options. This understanding will help staff plan and implement a program that effectively supports, nurtures, and guides individual differences and fosters positive interaction among children in groups.
GED: Social Studies - Unit 3: Economics	1.00	Welcome to Unit 3: Economics. Economics accounts for about 15% of the questions you'll see on the test. In this unit, we'll cover the basics of both micro and macroeconomics. We'll work with graphs, and we'll explore consumer economics.
GED: Social Studies - Unit 5: Post-Test	0.25	Welcome to Unit 5: Post-Test. This post-test covers civics and government, US history, economics, and world geography. At the end of this post-test is a table that matches each test question to the content it covers. Use it to review and content you haven't mastered.
GED: Math - Unit 5: Coordinate Plane	1.00	Welcome to Unit 5: Coordinate Plane. If you've ever graphed points, or read a graph, you've worked with the coordinate plane. In this unit, we'll learn about points, the lines that connect them, and the equations used to create them.
Providing Homework Support: Types of Homework Support	1.00	Research indicates there are many different ways to provide effective homework support in school-age programs. When planning a homework support program, it is important for school-age programs to develop a homework philosophy that is consistent with the program’s overall philosophy, and reflects current research on best practices for providing homework help. The homework philosophy should also reflect the needs of parents and children in the program, and strike a balance between homework needs and other experiences that help children grow and learn out-of-school. In this course, we will explore the various types of homework support.
A Student Guide to Fire Safety	0.50	Between January 2000 and May 2015, 85 fatal fires in dorms, fraternities, sororities, and off-campus housing took the lives of 118 people. This course offers students a refresher about fire safety, including the main causes of campus fires, the actions students can take to prevent fires, and the importance of working smoke alarms and knowing two ways out.
Leading with Head and Heart	2.00	Those in leadership positions have a responsibility to both lead and manage.During this course, participants will understand the differences between the leadership and management, and the steps we can take to cultivate both. Participants will explore how leaders create safe, supportive environments by modeling self-awareness, interpersonal skills and growth mindset in how we lead and manage.
Interviewing Skills: Evaluating and Deciding	0.67	When determining which candidate will be most successful in the job and your organization, you must complete two important steps. First, you should assess each candidate’s experience and past performance, and compare them to the job’s success factors. Then, you should compare candidates with one another to identify the one with the best fit for the job and culture. In this course you will learn to: identify the types of bias and the steps to evaluate a candidate, and identify several criteria for ranking candidates.
Correcting Performance Problems: Investigating Performance Problems	1.00	Before addressing a performance problem, you should confirm the existence of the problem itself. An interview is a useful method for doing this. During the interview, you might encounter facts that you were previously unaware of and excuses that you didn’t expect. It's important to follow a definite process, and expect the unexpected during the interview. In this course you will learn to: identify the causes for an employee’s performance problem by interviewing, and question an employee regarding attendance issues, describe the factors affecting achievement, and apply conduct investigation techniques.
Developing Effective Outdoor Environments and Interest Areas: Assessing Space and Planning Activities	1.00	School-age children need daily opportunities to exercise, relax, and participate in a wide range of outdoor activities. The hours children spend in after school programs are often the best hours of the day for getting fresh air and enjoying the outdoors while it's still daylight. School-age programs can provide safe, secure settings where children can enjoy the outdoors. In this course, we will explore how to assess space and plan activities in outdoor environment and interest areas.
Creating Community Collaborations	2.00	Across the country, more and more communities are forming community collaborations to address the out-of-school needs of children and youth of all ages. When different segments of the community join together, share ideas, and pool their resources and efforts to create out-of-school time initiatives, children and youth benefit. What one organization or program may not be able to accomplish alone is often achievable when partnerships and collaborations among diverse groups and individuals are formed. When school-age care professionals are knowledgeable about what it takes to create and sustain successful collaborations, they can play an important leadership role in creating out-of-school time initiatives and programs that will meet the needs of children and youth in their communities now and in the future.
Advanced Interpersonal Communication: Customers and Vendors	0.50	Your customers include anyone who uses your company or organization to obtain goods and services. Customers might be internal or external. An internal customer is a member of your organization and can be a supervisor, colleague, or subordinate. An external customer is someone from outside your organization. Each customer is of equal importance, regardless of the amount of business that customer provides to your organization. You should provide the same level of quality goods and services all your customers, and all are equally deserving of efficient and effective communication. In this course you will learn: to respond to customers’ complaints, and to reject a vendor’s contract without rejecting the vendor, and address a complaint to a vendor.
Making Plans and Developing Policies	2.00	Planning and policy-making are closely linked to the development of quality school-age care programs. When school-age staff are skilled as planners and policy-makers, they can use these skills to design and implement high quality programs that benefit children, youth, and families. It is essential for school-age care professionals to recognize that it is important for policies to grow out of a vision of quality, and a mission that supports that vision. Therefore, creating a vision for quality, developing a program philosophy, and writing a clear mission statement are the first steps in program planning. It is also important for school-age care professionals to use a systematic process to develop goals and objectives, set priorities for accomplishing goals and objectives, and develop goal-based action plans that will help the school-age program achieve its mission. High quality school-age programs are led by professionals who understand how to use effective strategies for creating a continuous cycle of planning and evaluation that supports ongoing program improvement.
Creativity and Innovation: Personal Creativity	1.34	Creativity is often considered a talent that some people have. Actually, creativity's a skill that everyone can nurture through exercise and practice. You can prepare yourself both mentally and physically to be creative. In this course you will learn to: prepare yourself mentally and physically to be creative, and use your experiences, innocence, intuition, and sense of adventure to increase your creativity.
Reducing Foodborne Illness Risk Factors in Food Service and Retail Establishments	0.50	This course covers different risk factors that are insufficiently controlled in institutions, retail food, and restaurants. Recommendations to help these places control these risk factors are also given.
Advanced Interpersonal Communication: Organizational Culture	1.34	An organizational culture is the personality of an organization. This personality is both determined and accepted by the organization’s members. For example, an organization might have a culture that is youthful, energetic, and fast-paced. In this type of culture, decisions are made quickly, and employees are empowered to take action in a wide variety of situations. Another organization might be more straight-laced and policy-oriented. This organization would be much more formal and serious in the way it does business. It is important to recognize and understand the culture of an organization, so that you can determine your fit with the organization. In this course you will learn: to determine the nature of an organization’s culture, to use the cultural network to your advantage, and identify the characteristics of the roles exhibited in the network, to identify the elements of physical culture that affect interpersonal communication, and to identify the ways in which managers can build a positive culture.
I Belong: Supporting Social Awareness and Interpersonal Skills	2.00	We all have lived full lives with varied experiences, both positive and negative. Whether we are aware or not, our experiences, including our social, political and cultural beliefs and background, affect our practice with youth. During this course, participants will learn about how culturally grounded beliefs and background affect our practice with youth, how to help raise our awareness of those factors, and reflect on current and new strategies that support the development young people’s social-awareness and interpersonal skills.
Understanding the Behavior of Children and Youth	2.00	The development of children and youth can cause them to behave in ways that can be trying for even the most knowledgeable and experienced staff. When staff understands what is driving the behavior, they can help to guide and encourage acceptable behaviors. This course will provide participants with the knowledge and skills necessary to prevent unwanted behavior by meeting the needs of children and youth before they act out.
Presentation Methods and Debriefing Activities	2.00	There is no "one size fits all" approach to working with children and youth, and this is especially true when it comes to how we present and debrief activities. During this course, participants will understand the importance of the delivery and debriefing of an activity to help children and youth make meaning, as well as some specific methods that can be incorporated into the program right away.
Expedition Ocean: Module 1 Teacher Version	1.00
GED: Reasoning Through Language Arts - Unit 7: The Extended Response	1.00	Welcome to Unit 7: The Extended Response. The last part of the RLA section is the Extended Response, or essay. Here's how it works. You'll be given something to read - a source text or texts - and asked to write an essay in response to a prompt related to the reading. In this unit, we'll learn about two types of essays and take a look at an example of each one.
Exploring Four Areas of School-Age Development: Physical Development	0.50	One of the most helpful ways to gain an understanding of the needs and interests of youth between 5 and 12 is to examine their development from four different perspectives: 1) Physical Development, 2) Cognitive Development, 3) Social Development, and 4) Emotional Development. In this course, we will explore the physical development perspective.
Effective Communication with Children and Youth	2.00	We are constantly communicating with the children and youth in our program through our words and actions. It's important for program staff to think critically about their communication skills and habits in order to communicate effectively. During this course, participants will learn about effective and dynamic communication tools, strategies to check for understanding, and activities that engage children and youth in communication.
Connection Planning in Long-Term Care	1.00	This module includes training for staff and providers in the importance of social connection and practical strategies learners can use to promote social connectedness in long-term care. The module explains how to implement Connection Planning, a brief, person-centered behavioral intervention for developing resident care plans that address social connection. Connection Planning includes evidence-informed, practical strategies to promote meaningful social connection among residents in long-term care.
School-Age Care as a Family Service: Emphasis on Planning Opportunities for Family Involvement	2.00	The foundation for getting parents involved in school-age programs is to keep parents well informed about what is happening in the program. Quality programs also provide parents with opportunities to make suggestions and give feedback on program services through suggestion boxes, feedback forms, and surveys. When parents are encouraged to have input in the program, they develop trust and confidence in the program, and feel a sense of pride and ownership. They are more likely to participate as resourceful partners with program staff when they know their ideas are welcome and valued. Finally, because parents are all different from each other, it's important to provide many different opportunities for them to connect with the program. Staff in quality school-age programs recognize that all parents don't have to be involved in the same way.