CES+TAP Hot Topic On Demand Library Pre-recorded Webinars

CES+TAP Hot Topic On Demand Library Pre-recorded Webinars

Course Modules

Autism Toolbox Series

Autism Toolbox Series
Module Completed Module In Progress Module Locked
Autism Toolbox Series 147  
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    Educating Students with Autism: Basics and Beyond Presented: 8.28.25 Educating Students with Autism: Basics and Beyond Presented: 8.28.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Visual Supports | Presented: 11.2.23 Visual Supports | Presented: 11.2.23
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Classroom “Fixer-Upper”: Setting your classroom up for success! Presented 9.19.24 Classroom “Fixer-Upper”: Setting your classroom up for success! Presented 9.19.24
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    School Social Supports – ADOLESCENT - Presented: 11.7.24 School Social Supports – ADOLESCENT - Presented: 11.7.24
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Sensory Self-Regulation in the Educational Setting 2.21.2024 Sensory Self-Regulation in the Educational Setting 2.21.2024
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Challenging Behaviors Toolkit – PART 1 Presented:1.9.25 Challenging Behaviors Toolkit – PART 1 Presented:1.9.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Challenging Behaviors Toolkit – PART 2 Presented: 1.23.25 Challenging Behaviors Toolkit – PART 2 Presented: 1.23.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    EXECUTIVE FUNCTIONING SKILLS: The brain’s “Air Traffic Controller” Presented: 2.6.25 EXECUTIVE FUNCTIONING SKILLS: The brain’s “Air Traffic Controller” Presented: 2.6.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Artificial Intelligence (AI) for Special Education

Artificial Intelligence (AI) for Special Education
Module Completed Module In Progress Module Locked
Artificial Intelligence (AI) for Special Education 280  

Assitive Technology

Assitive Technology
Module Completed Module In Progress Module Locked
Assitive Technology 277  
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    Chromebook Assistive Technology Features: Promoting Independence for Students in all Academic Settings Presented: 1.15.25 Chromebook Assistive Technology Features: Promoting Independence for Students in all Academic Settings Presented: 1.15.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Behavior

Behavior
Module Completed Module In Progress Module Locked
Behavior 148  
  • External Url
    Supportive Environments for Behavioral Health Part 2: Teaching Skills and Responding to Needs Supportive Environments for Behavioral Health Part 2: Teaching Skills and Responding to Needs
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    Bringing the Calm: De-Escalation and Regulation Strategies Bringing the Calm: De-Escalation and Regulation Strategies
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    How to Teach Emotional Self-Awareness and Self-Management Skills in the Classroom How to Teach Emotional Self-Awareness and Self-Management Skills in the Classroom
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    The Framework for Increasing Learning Behaviors and Decreasing Challenging Behaviors The Framework for Increasing Learning Behaviors and Decreasing Challenging Behaviors
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    *Teaching Calm All Day Long: Introduction to Cognitive Self-Regulation *Teaching Calm All Day Long: Introduction to Cognitive Self-Regulation
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    Managing Behavior from August ‘til May, Part 1 Managing Behavior from August ‘til May, Part 1
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    Managing Behavior from August ‘til May, Part 2 Managing Behavior from August ‘til May, Part 2
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Working with Students with Emotional Disturbance - Part 1 Working with Students with Emotional Disturbance - Part 1
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Working with Students with Emotional Disturbance - Part 2 Working with Students with Emotional Disturbance - Part 2
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Managing Behaviors for Student Success Managing Behaviors for Student Success
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Supporting Students Mental Health Part 1 Identifying Needs and Positive Strategies Supporting Students Mental Health Part 1 Identifying Needs and Positive Strategies
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Supporting Students Mental Health Part 2 Defusing Anger and Teaching Alternatives Supporting Students Mental Health Part 2 Defusing Anger and Teaching Alternatives
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Supporting Students Mental Health Part 3 Listening So They Talk and Talk So They Listen. Presented: 1.14.25 Supporting Students Mental Health Part 3 Listening So They Talk and Talk So They Listen. Presented: 1.14.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Cultivating Behavior Needs: Self-Regulation Strategies to Support Students with BIG Emotions and Challenging Behaviors Cultivating Behavior Needs: Self-Regulation Strategies to Support Students with BIG Emotions and Challenging Behaviors
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Trauma-Informed Practices to Utilize in Preparation for the Holiday Break Trauma-Informed Practices to Utilize in Preparation for the Holiday Break
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Learn to Think Like a Behavior Specialist: Decrease Challenging Classroom Behaviors Presented: 2.5.25 Learn to Think Like a Behavior Specialist: Decrease Challenging Classroom Behaviors Presented: 2.5.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Prevent Compassion Fatigue and Burnout: Implement Mindfulness-Based Practices in Your Classroom or School Presented: 1.30.25 Prevent Compassion Fatigue and Burnout: Implement Mindfulness-Based Practices in Your Classroom or School Presented: 1.30.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Teach Self-awareness, Self-management & Calming Strategies Presented: 2.26.2025 Teach Self-awareness, Self-management & Calming Strategies Presented: 2.26.2025
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Supporting Student Movement in New Activities, Environments and Settings Presented: 4.1.25 Supporting Student Movement in New Activities, Environments and Settings Presented: 4.1.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Transitioning to Summer: Strategies for Students & Their Parents Presented:4.30.25 Transitioning to Summer: Strategies for Students & Their Parents Presented:4.30.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    “Attention !!” - Understanding Attention and How It Affects Learning and Behavior Presented: 3.5.25 “Attention !!” - Understanding Attention and How It Affects Learning and Behavior Presented: 3.5.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Bullying Prevention

Bullying Prevention
Module Completed Module In Progress Module Locked
Bullying Prevention 279  
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    Research-Based Approaches to Prevent Bullying Relevant & Timely Information for ALL Educators Research-Based Approaches to Prevent Bullying Relevant & Timely Information for ALL Educators
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Compliance

Compliance
Module Completed Module In Progress Module Locked
Compliance 150  
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    Compliance Reliance A Review of Rules, Regulations and Processes Regarding Special Education Presented: 9.28.24 Compliance Reliance A Review of Rules, Regulations and Processes Regarding Special Education Presented: 9.28.24
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Discipline

Discipline
Module Completed Module In Progress Module Locked
Discipline 153  
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    Special Education Discipline Rules Presented AM Presented: 2.4.25 Special Education Discipline Rules Presented AM Presented: 2.4.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Behavioral Interventions to Prevent the Need for Discipline Presented PM Presented: 2.4.25 Behavioral Interventions to Prevent the Need for Discipline Presented PM Presented: 2.4.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Early Childhood Education

Early Childhood Education
Module Completed Module In Progress Module Locked
Early Childhood Education 398  
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    IDEA Part C to Part B Compliance Guidelines Presented: 4.2.25 IDEA Part C to Part B Compliance Guidelines Presented: 4.2.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Bridging the Gap: Seamless Transitions from Part C to Part B Presented: 8.26.25 (Indicator 12 Part C to B) Bridging the Gap: Seamless Transitions from Part C to Part B Presented: 8.26.25 (Indicator 12 Part C to B)
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Evaluation/Re-evaluation Processes & Timelines

Evaluation/Re-evaluation Processes & Timelines
Module Completed Module In Progress Module Locked
Evaluation/Re-evaluation Processes & Timelines 154  
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    Updates to New Mexico’s Special Education Evaluation, Eligibility, and Response Timelines 3.21.24 Updates to New Mexico’s Special Education Evaluation, Eligibility, and Response Timelines 3.21.24
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Learning Strategies to Improve Memory and Other Executive Function Skills Presented:4.23.25 Learning Strategies to Improve Memory and Other Executive Function Skills Presented:4.23.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Educator Resources for Individuals with Autism Spectrum Disorders & Other Needs Sensory Self-Regulation Strategies and Supports Presented:3.6.25 Educator Resources for Individuals with Autism Spectrum Disorders & Other Needs Sensory Self-Regulation Strategies and Supports Presented:3.6.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
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    Review Existing Evaluation Data (REED) and Reevaluation Processes: An overview of legal requirement, data collection process, and key points and timelines that must be considered Presented: 2.28.24 Review Existing Evaluation Data (REED) and Reevaluation Processes: An overview of legal requirement, data collection process, and key points and timelines that must be considered Presented: 2.28.24
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Executive Functioning

Executive Functioning
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Executive Functioning 499  
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    Students Are Stressed and Angry How to Avoid Conflicts and Power Struggles 4.1.25 Students Are Stressed and Angry How to Avoid Conflicts and Power Struggles 4.1.25
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Gifted Education

Gifted Education
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Gifted Education 157  
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    Gifted Programming Options for Elementary, Middle and High School Presented: 3.13.24 Gifted Programming Options for Elementary, Middle and High School Presented: 3.13.24
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    Deep Dive into the NAGC Standards Presented: 1.18.24 Deep Dive into the NAGC Standards Presented: 1.18.24
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  • Page
    Effective Gifted Case Management in High School Effective Gifted Case Management in High School
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  • Page
    National & New Mexico Gifted Education Standards Presented: 9.28.23 National & New Mexico Gifted Education Standards Presented: 9.28.23
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  • Page
    The Gifted Individual Education Plan The Gifted Individual Education Plan
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    Gifted Program Plan Presented: 1.22.25 (LEA) Gifted Program Plan Presented: 1.22.25 (LEA)
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  • Page
    Unleashing Potential: Understanding the Overlap Between Neurodiversity & Giftedness Presented: 2.19.25 Unleashing Potential: Understanding the Overlap Between Neurodiversity & Giftedness Presented: 2.19.25
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  • Page
    Gifted LEA Program Plan Part II Presented: 3.4.25 Gifted LEA Program Plan Part II Presented: 3.4.25
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  • Page
    The New Gifted IEP Spotlight on Schedule of Service and Specially Designed Instruction Presented: 4.9.25 The New Gifted IEP Spotlight on Schedule of Service and Specially Designed Instruction Presented: 4.9.25
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  • Page
    Gifted Teacher Toolkit: Beginning of the Year Edition Presented: 8.27.25 Gifted Teacher Toolkit: Beginning of the Year Edition Presented: 8.27.25
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IEP & Special Education Topics

IEP & Special Education Topics
Module Completed Module In Progress Module Locked
IEP & Special Education Topics 158  
  • External Url
    From IEP Goals to Instruction How to Match Instructional Methods, Materials, and Classroom Schedules to IEP Goals From IEP Goals to Instruction How to Match Instructional Methods, Materials, and Classroom Schedules to IEP Goals
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • Page
    Day 1: Facilitating and Developing Compliant IEPs Presented: 2.12.25 Day 1: Facilitating and Developing Compliant IEPs Presented: 2.12.25
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  • Page
    Day 2 : Facilitating and Developing Compliant IEPs Presented: 2.13.25 Day 2 : Facilitating and Developing Compliant IEPs Presented: 2.13.25
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  • Page
    Instructional Methods to Meet the Needs of Special Education English Language Learners 4.24.25 Instructional Methods to Meet the Needs of Special Education English Language Learners 4.24.25
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Inclusion Series for ALL Educators

Inclusion Series for ALL Educators
Module Completed Module In Progress Module Locked
Inclusion Series for ALL Educators 155  
  • External Url
    Inclusion: Creating Opportunities for Students with Special Needs to Learn Alongside Their Non-Disabled Peers Inclusion: Creating Opportunities for Students with Special Needs to Learn Alongside Their Non-Disabled Peers
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  • Page
    Instructional Strategies- That Work in Inclusive Settings Presented: 1.28.25 Instructional Strategies- That Work in Inclusive Settings Presented: 1.28.25
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Instruction

Instruction
Module Completed Module In Progress Module Locked
Instruction 156  
  • External Url
    Functional Communication Strategies for the Classroom Teacher Functional Communication Strategies for the Classroom Teacher
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  • External Url
    Evidence Based Instructional Practices: Prompting Evidence Based Instructional Practices: Prompting
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  • External Url
    Learning Strategies to Improve Memory, Attention, Organization, and Other Executive Function Skills Learning Strategies to Improve Memory, Attention, Organization, and Other Executive Function Skills
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • Page
    Literature and Read Alouds for Students with Moderate to Severe Disabilities: Beautiful Benefits and Meaningful Methods Presented: 1.29.25 Literature and Read Alouds for Students with Moderate to Severe Disabilities: Beautiful Benefits and Meaningful Methods Presented: 1.29.25
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete

Multi-Layered System of Support (MLSS)

Multi-Layered System of Support (MLSS)
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Multi-Layered System of Support (MLSS) 159  
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    Relationships and MLSS Presented: 1.24.24 Relationships and MLSS Presented: 1.24.24
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  • Page
    Multi-Layered System of Supports (MLSS) What is it and what should it look like Presented: 4.15.25 Multi-Layered System of Supports (MLSS) What is it and what should it look like Presented: 4.15.25
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Section 504

Section 504
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Section 504 161  
  • Page
    Section 504 Presented: 9.17.24 Section 504 Presented: 9.17.24
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Social Emotional Learning (SEL)

Social Emotional Learning (SEL)
Module Completed Module In Progress Module Locked
Social Emotional Learning (SEL) 162  
  • External Url
    Social Emotional Learning (SEL) in the Classroom: Learn Self-Awareness and Self-Management Skills Social Emotional Learning (SEL) in the Classroom: Learn Self-Awareness and Self-Management Skills
    Score at least   Must score at least   to complete this module item Scored at least   Module item has been completed by scoring at least   Score at least  % Must score at least  % to complete this module item Scored at least  % Module item has been completed by scoring at least  % View Must view in order to complete this module item Viewed Module item has been viewed and is complete Mark done Must mark this module item done in order to complete Marked done Module item marked as done and is complete Contribute Must contribute to this module item to complete it Contributed Contributed to this module item and is complete Submit Must submit this module item to complete it Submitted Module item submitted and is complete
  • External Url
    Resilience and Healing in Our Schools Resilience and Healing in Our Schools
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  • External Url
    Review and Renew: High Points of this Year's Top Strategies Supporting SEL Review and Renew: High Points of this Year's Top Strategies Supporting SEL
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Structured Literacy

Structured Literacy
Module Completed Module In Progress Module Locked
Structured Literacy 163  
  • External Url
    The Wonderful World of Words: Vocabulary Instruction Strategies The Wonderful World of Words: Vocabulary Instruction Strategies
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  • Page
    The Science of Reading: A Structured Literacy Approach to Reading Instruction Presented: 1.16.25 1 of 2 The Science of Reading: A Structured Literacy Approach to Reading Instruction Presented: 1.16.25 1 of 2
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  • Page
    Strategies For Struggling Readers: Focusing on Fluency, Vocabulary Development, and Comprehension Presented: 1.16.25 2 of 2 Strategies For Struggling Readers: Focusing on Fluency, Vocabulary Development, and Comprehension Presented: 1.16.25 2 of 2
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Transition Services

Transition Services
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Transition Services 164  
  • Page
    Transition Planning 101 Presented 10.3.24 Transition Planning 101 Presented 10.3.24
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  • Page
    Preparing Students for Life after Graduation Presented: 4.11.24 Preparing Students for Life after Graduation Presented: 4.11.24
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  • Page
    Transition Planning 101: Developing Quality Transition Plans & Overview on Changes to the Graduation Date: 4.10.25 Transition Planning 101: Developing Quality Transition Plans & Overview on Changes to the Graduation Date: 4.10.25
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Universal Design in Learning (UDL)

Universal Design in Learning (UDL)
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Universal Design in Learning (UDL) 165  
  • Page
    What is Universal Design for Learning? What is Universal Design for Learning?
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minimum score must view must submit must contribute
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