Catalog

Catalogs

Title	Duration (hours)	Description
GED: Science - Unit 1: Science Practices	1.00	Welcome to Unit 1: Science Practices. Science practices describe the ways we collect, process, and analyze information. Each question on the science test will incorporate science practice within the content area being tested. In this unit, we'll explore some of those science practices. We'll define scientific method, describe variables, and learn about sampling techniques. We'll also explore some of the ways scientists represent and analyze the data they collect.
Focus on Health and Stress Management	2.00	Every day OST professionals dedicate themselves to caring for and nurturing children, youth, and families. Often OST professionals are so dedicated to serving others, they neglect their own needs. When this happens, OST staff can experience stress that causes them to become overwhelmed, exhausted, frustrated, dissatisfied with job responsibilities, and unappreciated. When OST professionals maintain a healthy balanced lifestyle, they are in a much better position to face the challenges of supporting and nurturing children and families with positive energy, enthusiasm, patience, and empathy. By developing self-awareness; linking their personal and professional goals; developing a healthy balanced lifestyle; and identifying and managing stressors effectively, OST staff can create and maintain a positive sense of well-being that allows them to maximize their ability to build positive relationships with children, parents, colleagues, and others.
Family-Teacher Relationships (CDA 4)	2.00	How do you view the families of the children in your classroom? If you were to generate a list of words to describe families, what kinds of positive and negative feelings would they convey? When we see ourselves as partners with the families we serve, the quality of care and nurturing children receive is greatly enhanced. Establishing such partnerships and building relationships is our responsibility. Communication strategies, such as practicing active listening, are key to this process. In this course, participants will describe the importance and benefits of establishing meaningful relationships with families and identify strategies for establishing meaningful relationships. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 4: Strategies to Establish Productive Relationships with Families. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
Business Communication	1.00	Business communication is best described as the process of sharing information for the benefit of a business. It's generally categorized as being either internal or external. Internal communication, as the name suggests, is when a business shares information within its organization. External communication is when a business shares information outside of its organization, either to clients, customers or vendors. In this course, you'll learn about the influence of body language, the essentials of business writing, and more, as they relate to communicating in the business world.
E-Mail Etiquette: E-Mail Effectiveness	0.50	In this unit, you will learn the importance of considering the recipient before writing an e-mail; the factors to be considered before writing a message, such as your relationship with the recipient, the subject, and the purpose of writing the message; and how to effectively compose messages, anticipating negative recipient reactions such as skepticism and apathy. Finally, you will learn about managing your e-mail, checking your e-mail, handling large volumes of e-mail, helping others manage their e-mail volume, and setting the e-mail program to respond automatically.
Ground Ladder Competency (Instructor Guide)	1.00	This is the Instructor Guide for Ground Ladder Competency. This competency evaluates the ability of assigned companies to perform ground ladder tasks including carrying, raise, climb, and rescue. This competency may also be conducted as an independent drill or evolution. This competency is based on the Paxton Drill, a drill developed to improve ground ladder skills following the Paxton Hotel fire that killed fifteen people in Chicago Illinois on March 16, 1993.
SIDS and Safe Sleep (CDA 1)	2.00	Based on national standards representing the best evidence, expertise, and experience on health and safety policies and practices, and, focused on the American Academy of Pediatrics’ best practice recommendations, this course provides information on reducing the risk of Sudden Infant Death Syndrome (SIDS) and Sudden Unexpected Infant Death (SUID) and for promoting safe sleep in infant care settings. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1: Planning a Safe, Healthy Environment to Invite Learning. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
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.
GED: Math - Unit 6: Polynomials	1.00	Welcome to Unit 6: Polynomials. We first learned about polynomials in Unit 3 when we learned how to simplify expressions. We'll work with them again in this unit, where we'll learn how to perform more complex operations with them.
Exploring Developmental Needs and Characteristics of Different Age Groups	2.00	Certain developmental needs and traits are associated with younger school-age children, while others are typical of older school-age children and youth. While the differences between school-age children of different ages are not clear-cut, there are some general traits and tasks that are often associated with younger (ages 5 – 7), middle (ages 8 – 10), and older (ages 11 – 12) school-age children and youth. Understanding these differences helps staff plan appropriate activities and guidance strategies for children of different ages.
Strengthening Relationships for Families with the Community (CDA 4)	2.00	This course empowers early care and education (ECE) professionals to become champions of community resources for families and children. Discover how connecting families with vital services, from healthcare to educational opportunities, becomes possible through knowledge of your community's offerings. Learn to build strong relationships with families, fostering effective communication and collaboration that unlocks doors to essential information and support.
CompTIA A+ Certification, Core 1 - Exam 220-1101	24.00	CompTIA A+ Certification, Core 1 - Exam 220-1101 provides the basic knowledge needed to install, configure, and support computer hardware and networking equipment. This includes: - Applying troubleshooting skills - Installing, configuring and maintaining PCs and devices for end users - Understanding the basics of network protocols and infrastructure - Properly and safely diagnosing, resolving, and documenting common hardware and network issues - Understanding the basics of virtualization, desktop imaging, and deployment. This course maps to CompTIA A+ Core 1: Exam 220-1101. You can download an objective map for the course from www.30bird.com. This course assumes that you have basic computer knowledge.
E-Mail Etiquette: E-Mail Messages	0.50	In this course, you will learn how to take advantage of the headers in e-mail messages. You will learn about the “To” field, in which you should type the recipient’s e-mail address. You will also learn when to send carbon copies and blind carbon copies of messages. You will learn the importance of writing a proper subject field for e-mail messages and that the header also includes the date and time of sending messages. Finally, you will learn how to construct the body of an e-mail message, add a personal touch to your messages by including a proper greeting, relay information by placing it in the appropriate order, and use different types of lists effectively. You learned the correct way to write long e-mail messages to keep recipients interested in the information and how to effectively close e-mail messages.
Learner Development and Individual Learning Differences	2.00	This course covers the different characteristics of students and their unique learning needs. It highlights the impact of disabilities on the development of individual students and their families and how best to support them. This course will help you develop new knowledge about students and help you understand your role as a paraprofessional. It is just one of the many paraprofessional courses we offer.
Project-Based Learning for Teachers	1.75	This course is designed to provide educators with the knowledge, skills, and tools to implement project-based learning (PBL) in their classrooms. The advantages of using PBL along with some ways to zero in on selecting topics and projects will be discussed. This course will help you develop new knowledge about using project-based learning effectively.
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: Reasoning Through Language Arts - Unit 8: Post-Test	0.25	Welcome to Unit 8: Post-Test. This post-test covers reading comprehension, writing, and editing. At the end of this post-test is a table that matches each question to the content it covers. Use it to review any content that you haven't mastered.
Exploring Four Areas of School-Age Development	2.00	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. It is important for staff to keep all four of these areas in mind when planning and implementing program activities and experiences. Keeping the four areas of development in mind leads staff to design a balanced set of experiences that nurture and growth and development of the “whole child.”
Safe Apparatus Response	0.50	More than four thousand firefighters are injured each year in the United States while responding to and returning from emergency scenes. Response injuries account for roughly 7% of all fireground related injuries, however, they accounted for 29% of the line of duty deaths in 2020. This statistic exhibits the severity potential of unsafe apparatus response to and from emergencies. This course will identify hazards and risks associated with apparatus response and describe methods for reducing those risks.
Coping with Crying (CDA 1 & 3)	2.00	Babies cry to communicate. In fact, sometimes it's the only way babies can communicate. Coping with crying can be a challenge, especially for people who have little or no experience care for infants. Learning to cope with crying is critical, as infant crying is the number one trigger for shaking a baby. In this course, we will learn about Shaken Baby Syndrome, and about ways to cope with a crying infant. This course is designed to be part of a Child Development Associate (CDA) Credential™ curriculum. It covers CDA Subject Area 1, Planning a Safe and Healthy Environment and CDA Subject Area 3: Supporting Children's Social and Emotional Development. This course can also be taken as a stand-alone learning event, or as part of a broader early childhood education curriculum.
Size-up Introduction #1412 (Instructor Guide)	1.00	This is the Instructor Guide for Lesson #1412 Size-up. This instructor guide provides the instructor with lesson background, key points, and delivery methods. Required lesson materials including lesson plan, presentation, and evaluation quiz with answer key. The lesson is also accompanied by a learning aid that can be used a handout to lesson participants. Included in this guide is an explanation video of the presentation that describes each slide of the lesson.
Job Applications	1.00	In this course, you will learn the basics of completing a job application, including how to choose and secure references, tips for completing applications online, strategies for dealing with background checks with a criminal record, and more.
Advanced Interpersonal Communication: Supervisors	0.75	When you think of a supervisor, you probably think of your immediate boss. However, in the workplace, most people have several supervisors. Your workplace might be divided into teams, departments or divisions. Within each level, there is a supervisor to whom you are accountable, even if you do not deal with that person on a day-to-day basis. Company executives and board members can also be considered supervisors because they might have the power to make decisions regarding your employment, salary, promotions, and work assignments. It is important to communicate effectively with all of your supervisors to maintain an efficient workplace and to be able to promote your own ideas for improvements. In this course you will learn to: identify the types of ineffective supervisors and ways to interact with them, and negotiate a raise with a supervisor and offer an effective resignation.
Helping Children with ADD Succeed In School-Age Programs: Characteristics and Needs of Children	1.00	Children with ADD regularly experience struggles and challenges at home, in school, and in the community. Without the help of knowledgeable, understanding, and supportive people, they often experience multiple failures and frustrations on a daily basis. In this course, we will explore characteristics and needs of children with ADD.
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.