Help with Search courses

The Importance of Connectedness

How well do you know the importance of connections in school within the universal/core/Tier 1 setting for students and staff? Can you recognize how connectedness relates to different forms of prevention in schools as well as social-emotional learning? Are you interested in learning about a social-emotional screener that can be used for assessing connections in school?  This course is designed to build knowledge about the importance of connections, consider how it is addressed in your school and provide resources. For those who would like to learn more about the Connections Survey and its administration, this course is a prerequisite and required learning for anyone who is interested in the second course in this series, which will run as a facilitated course in the 2021-2022 school year.  

Learning Objectives: 

  • Understand the significance of school connectedness
  • Recognize the relationship between mental health/suicide prevention and perceived school connections 
  • Recognize the role that school connectedness plays in social-emotional learning
  • Learn about the relationship between connectedness and school culture/school safety
  • Consider the possibility of measuring connections in your school as a form of social-emotional screening
  • Assess the readiness of your school for implementation of a connections screener.



Intended Audiences

Middle and high school- and district-based educators, interventionists, support staff, and administrators

Course Type

Self-Paced

PLUs

1 PLU


Implementing an SEL Screener: Measuring Connections (2021-2022)

Connecting with students is more important than ever! But how can we measure whether we are actually forming connections, particularly at the middle and high school level? In this facilitated course, with Community of Practice (COP), participants will learn about a Rhode Island established Connections screener, the administration process, and how data from that screener has been traditionally utilized. Participants will then work to develop and pilot the administration of a screening process within each participant’s school context, taking into account the impacts COVID-19 has had on our educational settings. The course will have required synchronous meetings (along with optional additional meeting opportunities), self-paced course completion activities aligned with evolving research and resources on connectedness as a result of redesigned educational experiences due to COVID, and creation of action steps for a screening process within each participant’s school setting.
This course is designed to provide consultation, support, and assistance to individuals and/or school teams as they plan and consider the implementation of a Connections screening process. 
This course will run from October 2021 to March 2022 and enrollment is currently open. The enrollment window for this course ends 11/15/21. If you have any questions, please contact either Kim Pristawa, kpristawa@gmail.com, or Michele Walden-Doppke, mwalden-doppke@westbaycollaborative.org.

Requirements: 

  • There will be 5 required one-hour long online meetings which will be conducted after school hours (3:30-4:30pm). The first meeting will be November 16th.

  • You must either develop an action plan for how a Connections screening can or will take place in your building or implement a Connections screener in your building. This may be with a small group, classroom, grade-level or greater and may involve others in your building.

Prerequisite: All participants must have taken the one hour self-paced course “The Importance of Connectedness” prior to enrolling in this course. At the end of that course, after completing all required activities, an enrollment key for this course will be provided. If you have already taken that course or have difficulty obtaining an enrollment key, contact Michele Walden-Doppke for further assistance. 


Intended Audiences

Administrators, Grade 6-12 Educators, Related Service Providers, MTSS Teams/Members 

Course Type

Facilitated with a Community of Practice

Recommended # of PLUs

20 PLUs for full course completion


Introduction to Anxiety Management in Schools

This course is designed to provide a general introductory understanding of anxiety and the impact it has on children and teens. This is the initial course in a series of courses that will provide educators and other school professionals with skills for supporting students with anxiety across the tiers in a school setting. This introductory course is foundational for educators to understand the basics of anxiety. Subsequent course(s) will provide evidence-based interventions that can be utilized with students in the classroom.

Learning Objectives:

  • Learn facts about anxiety
  • Recognize what anxiety is and the physiology of anxiety
  • Understand the relationship among thoughts, feelings and behavior
  • Understand factors that impact and maintain anxiety (e.g., environment, influence of COVID-19 pandemic)


Intended Audiences

K-12 Educators, Administrators (of particular importance to Deans/Assistant Principals in charge of discipline), Registered School Nurses, Related Service Providers

Course Type

Self-Paced

Recommended # of PLUs

1 PLU







Course Contact: Michele Walden-Doppke

Managing Escalations

This short, self-paced course will give learners evidence-based strategies and steps to preventing and managing student behavioral escalations. Topics covered will include:
  • how managing behavioral escalations is part of the MTSS framework
  • the escalation cycle and how to manage escalations, and
  • the role of the adult in the escalation cycle. 


Intended Audiences

K-12 Educators

Course Type

Self-Paced

Recommended # of PLUs

1 PLU


Course Support Contact: Ellen Reinhardt, Lindsay Scarpaci

Understanding Trauma

Many school-age children have been exposed to adverse childhood experiences – violence, abuse, neglect, and more.  The result can be psychological trauma, which can affect learning and behavior.  This course lays essential foundational knowledge to prepare educators for future coursework addressing trauma-informed supports for students.  Participants in this course will be able to:

  • Describe the prevalence, characteristics and impact of trauma on children

  • Recognize behavior for signs of toxic stress response

  • Explain inter-relationships between adversity, toxic stress, trauma and illness

  • Explain the current science on Adverse Childhood Experiences (ACEs) 


Intended Audiences

K-12 Educators, Building Administrators

Course Type

Self-Paced

Recommended # of PLUs

1 PLU







Course Contact: Ellen Reinhardt

Classroom Management

Please note that this course is no longer open for enrollment. A new version is being updated to include topics such as distance learning and social-emotional well-being as it relates to classroom management. Please check back in April 2021 or sign up for our mailing list to be among the first to know when enrollment opens!
This short, self-paced course will give you evidence-based strategies and practices for effective classroom management. Topics covered will include:
  • the importance of classroom management
  • what effective classroom management looks and sounds like in action
  • a validated tool to assess your own classroom management
  • evidence-based strategies and resources for addressing different aspects of classroom management
  • action planning for improved classroom management
To successfully earn a course completion certificate and any corresponding PLUs, you must complete a self-assessment on your own classroom management, pick at least one area of improvement, and formulate an action plan to improve an aspect of your classroom management. To this end, you will need to stop throughout specific points in this course, complete a task, and then come back to the course when the task has been completed.


Intended Audiences

K-12 Educators

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs


Course Support Contact: Ellen Reinhardt, Lindsay Scarpaci

Implementing an SEL Screener: Measuring Connections within a COVID Context (2020-21)

This course has closed and is no longer enrolling new participants for the 2020-21 school year. Please check back for course enrollment for the 2021-22 school year in September 2021. In this facilitated course, with Community of Practice (COP), participants will learn about a Rhode Island established Connections screener, the administration process, and how data from that screener has been traditionally utilized. Participants will then work to develop and pilot the administration of a screening process within each participant’s COVID/post-COVID school context. The course will have required synchronous meetings (along with optional additional meeting opportunities), self-paced course completion activities aligned with evolving research and resources on connectedness as a result of redesigned educational experiences due to COVID, and creation of action steps for a screening process within each participant’s school setting.
This course is designed to provide consultation, support, and assistance to individuals and/or school teams as they plan and consider the implementation of a Connections screening process. The course ran from September 2020 to April 2021 and has closed; however, we will be opening a new course for enrollment in September 2021. If you have any questions, please contact either Kim Pristawa, kpristawa@gmail.com, or Michele Walden-Doppke, mwalden-doppke@westbaycollaborative.org.

Requirements: 

  • There will be 5 required hour long meetings which will be conducted after school hours (likely meeting time of 3:15pm-4:15pm). These may be adjusted based on participant feedback and there may be additional times available for these required meetings.

  • You must either develop an action plan for how a Connections screening can or will take place in your building or implement a Connections screener in your building. This may be with a small group, classroom, grade-level or greater and may involve others in your building.

Prerequisite: All participants must have taken the one hour self-paced course “The Importance of Connectedness” prior to the enrolling in this course. You can find that course under the home page tab Online Learning > Enroll in a course > Tier 1. At the end of that course, after completing all required activities, an enrollment key for this course will be provided. If you have already taken that course or have difficulty obtaining an enrollment key, contact Michele Walden-Doppke for further assistance. 


Intended Audiences

Administrators, Grade 6-12 Educators, Related Service Providers, MTSS Teams/Members 

Course Type

Facilitated with a Community of Practice

Recommended # of PLUs

15-20 PLUs for full course completion


Course Designer: Michele Walden-Doppke