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Hose Competency (Instructor Guide) |
1.00 |
This is the Instructor Guide for Hose Competency. This competency evaluates the ability of assigned companies to perform hose tasks including stretching, advancing, and operating fire hose streams. This competency may also be conducted as an independent drill or evolution. |
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Honest Jobs |
0.25 |
This course is designed to assist learners in creating and using an Honest Jobs account to help secure post-incarceration employment. |
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Homework Assistance |
2.00 |
Supporting children and youth with their homework is a basic element of nearly all out-of-school time programs, yet it is something that can be challenging for many OST professionals. During this course, participants examine the importance of homework assistance, as well as strategies and skills to provide effective homework assistance. |
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High-Leverage Practices for Teachers |
1.25 |
Welcome to High-Leverage Practices for Teachers. This course covers the fundamental components of high-leverage practices and how to implement them in the classroom to support student success. |
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High-Leverage Practices for Paraprofessionals |
1.00 |
Welcome to High-Leverage Practices for Paraprofessionals. This course covers the four fundamental components of high-leverage practices and how to implement them in the classroom to support student success. |
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HEPA Standards 2.0 and the Self-Assessment Tool |
1.00 |
In 2011 the National AfterSchool Association adopted standards for healthy eating and physical activity (HEPA) in out-of-school time. In 2018, the HEPA Standards were updated to Version 2.0.
This interactive e-learning course, commissioned by the Kentucky Out-of-School Alliance (KYOSA) and designed by CypherWorx, will explain how the HEPA Standards were created and how they should be used, as well as presenting the Standards in their entirety. We will also cover the HEPA Standards 2.0 Self-Assessment Tool and how to use it. |
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Helping Students with ADD Succeed for Paraprofessionals |
1.50 |
Children with Attention Deficit Disorder (ADD) regularly experience struggles and challenges at home, in school, and in the community. Paraprofessionals are in a unique position to make a positive difference in the lives of students with ADD. Armed with important information and management tools, they can help reverse the cycle of failure and frustration that results in low self-esteem in these students. They can make life easier, happier, and more satisfying for students with ADD, their parents, other children in the class, and themselves. |
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Helping Children with ADD Succeed In School-Age Programs: Strategies and Techniques for Staff |
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 examine strategies and techniques that staff can use when working with children with ADD. |
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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. |
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Helping Children with ADD Succeed In School-Age Programs (Collection) |
2.00 |
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. Typically, they lack the self-confidence that stems from learning how to do things well. Their lack of social skills and self-control makes it hard for them to make friends with schoolmates and children they meet in program activities. By the school-age years, many of these children do not feel good about themselves. They feel lonely and ostracized. Their self-esteem sinks a little lower every day.
Staff in school-age programs are in a position to make a positive difference in the lives of children with ADD. Armed with important information and management tools, they can help reverse the cycle of failure and frustration that results in low self-esteem in these children. They can make life easier, happier, and more satisfying for children with ADD, their parents, other children in the program, and themselves.
IMPORTANT NOTE: ADD stands for Attention Deficit disorder. Many professionals refer to this disorder as ADHD, which stands for Attention Deficit Hyperactivity Disorder. Some professionals use these terms simultaneously or interchangeably. In this module, the term ADD is used to refer to the basic form of the disorder and recognizes that the basic pattern of inattention associated with ADD often includes the component of hyperactivity related to extremes in temperament. |
