Other Online Training

Colorado Department of Human Services (CDHS) Mandatory Reporter Training

Online training for mandatory reporters from (CDHS) Mandatory reporters are required by law to report suspected child abuse and neglect. Under Colorado law, nearly 40 professions are required to report suspected child abuse and neglect. The training educates mandatory reporters on what constitutes abuse and/or neglect; when to call for assistance; and how to make a report. It also explains the process undertaken when a call is received. List of Mandatory Reporters. Section 19-3-304 of the Colorado Revised Statues (C.R.S.)


ADA National Network/FEMA Webinar Series

  • The Pacific ADA Center is providing the following webinars on behalf of the ADA National Network. The aim of these webinars is to improve the implementation of the Americans with Disabilities Act (ADA).
  • List of Avialable Webinar Series: Schedule 2019-20.

Online Trainings

Active Shooter Situations: Describing Unique Challenges Involved in Preparing for, Responding to and Recovering from a School-Based or Postsecondary Institution Shooting

  • Webinar recorded August 15, 2013
  • Presented by the U.S. Department of Education Readiness and Emergency Management for Schools (REMS) Technical Assistance (TA) Center.
  • This presentation will provide information on active shooter situations to enhance the development and implementation of the Emergency Operations Plans (EOP) for schools and institutions of higher education (IHE). The webinar will emphasize the unique challenges involved in preparing for, responding to and recovering from a shooting at a school or an IHE.

Adolescent Trauma and Substance Abuse

Anti-Defamation League (ADL)

  • Building Respectful School Climates, ADL Webinar Series
    • Bullying on Campus in the Electronic Age
    • The December Dilemma: Navigating Religious Holidays in the Public Schools
    • Empowering Students to Combat Bullying
    • Facing Bias and Bullying: Educational Responses
    • Using Current Events to Teach about Bias, Diversity and Social Justice

Bullying Prevention Training Course from stopbullying.gov

  • This Bullying Prevention Training Course provides guidance on how to take a public health approach to bullying prevention through the use of long-term, community-wide prevention strategies. Take the course, earn continuing education and make a difference today!

Center on Brain Injury Research and Training (CBIRT)

  • CBIRT is a center under the office of Research, Innovation and Graduate Education (RIGE) at the University of Oregon.  CBIRT conducts research and training to improve the lives of children and adults with traumatic brain injury (TBI). CBIRT’s research focuses on developing interventions to improve outcomes related to education, employability, and quality of life. Our training activities promote the use of best practices among educators and other professionals who serve individuals with TBI. 
  • In the Classroom Online Learning - create a free account, log in, and explore the training options

Crisis Management for School-Based Incidents: Partnering Rural Law Enforcement and the Local School Systems (AWR-148)

  • Developed and delivered by the Rural Domestic Preparedness Consortium (RDPC)
  • This self-paced, Web-based course will educate rural law enforcement personnel as well as school administrators, teachers and staff to effectively respond to an emergency in a K-12 environment. The training will provide representatives of rural law enforcement departments and school systems with a foundation of knowledge and skills that will enable them to progressively establish a school-based emergency response plan and crisis management team through information-sharing and training.

Developing Emergency Operations Plans (EOPs) 101 online training, September 2014

Overview of the Guide for Developing High-Quality School Emergency Operations Plans

  • Webinar from the U.S. Department of Education, Office of Safe and Drug-Free Schools, Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center), recorded on 6/27/13.
  • The guide will help schools develop and implement high-quality emergency operations plans (EOPs), and describes the principles and processes that will help ensure planning efforts are aligned with the emergency planning practices at the national, state, and local levels.
  • These webinars were conducted in collaboration with all of the Federal agencies that worked together to develop the guides, and provided an overview of:
    • the key principles for developing a comprehensive EOP for a school;
    • the planning process for developing, implementing, and refining an EOP for a school;
    • the form, function, and content of a school EOP plan; and
    • topics that support emergency operations planning including, but not limited to, information sharing, school climate, active shooter situations, and psychological first aid for schools.
  • Slides
  • Support Resources

Overview of the Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education

  • Webinar from the U.S. Department of Education, Office of Safe and Drug-Free Schools, Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center), recorded on 6/27/13.
  • The guide will help institutions of higher education develop and implement high-quality emergency operations plans (EOPs), and describes the principles and processes that will help ensure planning efforts are aligned with the emergency planning practices at the national, state, and local levels.
  • These webinars were conducted in collaboration with all of the Federal agencies that worked together to develop the guides, and provided an overview of:
    • the key principles for developing a comprehensive EOP for an IHE;
    • the planning process for developing, implementing, and refining an EOP for an IHE;
    • the form, function, and content of an IHE EOP plan; and
    • topics that support emergency operations planning including, but not limited to, information sharing, school climate, active shooter situations, and psychological first aid.
  • Slides
  • Support Resources

Developing Emergency Operations Plans (EOPs) 101 for Institutes of Higher Education (IHEs) online training, September 2014

  • A high-quality school EOP is adequate, feasible, acceptable, complete, and compliant with state and local requirements. To ensure that EOPs meet these criteria, school planning teams must work collaboratively to determine EOP goals and objectives. That’s why the planning process is so important. Although processes should be adapted based on the unique characteristics of the school, district and situation, teams can use this course to learn about all aspects of plan development, assessment, review, implementation, and maintenance.
  • Plan for 90-120 minutes to complete this course.

Overview of the Guide for Developing High-Quality Emergency Operations Plans for Institutions of Higher Education

  • Webinar from the U.S. Department of Education, Office of Safe and Drug-Free Schools, Readiness and Emergency Management for Schools Technical Assistance Center (REMS TA Center), recorded on 6/27/13.
  • The guide will help institutions of higher education develop and implement high-quality emergency operations plans (EOPs), and describes the principles and processes that will help ensure planning efforts are aligned with the emergency planning practices at the national, state, and local levels.
  • These webinars were conducted in collaboration with all of the Federal agencies that worked together to develop the guides, and provided an overview of:
    • the key principles for developing a comprehensive EOP for an IHE;
    • the planning process for developing, implementing, and refining an EOP for an IHE;
    • the form, function, and content of an IHE EOP plan; and
    • topics that support emergency operations planning including, but not limited to, information sharing, school climate, active shooter situations, and psychological first aid.
  • Slides
  • Support Resources

Emergency Management Institute

  • The Emergency Management Institute was created to support the Department of Homeland Security and FEMA’s goals by improving the competencies of the U.S. officials in Emergency Management at all levels of government to prepare for, protect against, respond to, recover from, and mitigate the potential effects of all types of disasters and emergencies on the American people.
  • Contains access to several online and distance learning courses.
  • School Emergency Management Training Programs
    • The U.S. Departments of Homeland Security and Education recommend all key personnel involved in school emergency management and incident response take the NIMS, ICS, and NRF training courses and support the implementation of NIMS.
  • IS-100.C: Introduction to the Incident Command CS 100
    • Introduction to the Incident Command System, introduces the Incident Command System (ICS) and provides the foundation for higher level ICS training. This course describes the history, features and principles, and organizational structure of the Incident Command System. It also explains the relationship between ICS and the National Incident Management System (NIMS).

  • IS-120.C: An Introduction to Exercises
    • This course introduces the basics of emergency management exercises. It also builds a foundation for subsequent exercise courses, which provide the specifics of the Homeland Security Exercise and Evaluation Program (HSEEP) and the National Standard Exercise Curriculum (NSEC).
  • IS-200.C: ICS for Single Resources and Initial Action Incidents
    • ICS 200 is designed to enable personnel to operate efficiently during an incident or event within the Incident Command System (ICS). ICS-200 provides training on and resources for personnel who are likely to assume a supervisory position within the ICS.
  • IS-360: Preparing for Mass Casualty Incidents: A Guide for Schools, Higher Education, and Houses of Worship
    • This course provides leading practices and resources to assist elementary and secondary schools, institutions of higher education, and houses of worship in developing emergency plans for preparing for, responding to, and recovering from mass casualty incidents.
  • IS-362.a: Multi-Hazard Emergency Planning for Schools
    • This course covers basic information about developing, implementing, and maintaining a school emergency operations plan (EOP). The goal of this course is to provide students with an understanding of the importance of schools having an EOP and basic information on how an EOP is developed, exercised, and maintained.
  • IS-1300: Introduction to Continuity of Operations 
    • This course is intended to lay the foundation of knowledge for students who wish to increase their understanding of continuity and building a comprehensive continuity program in their organization or jurisdiction.

  • IS-366.A: Planning for the Needs of Children in Disasters
    • The purpose of this course is to provide guidance for Emergency Managers and implementers of children’s programs about meeting the unique needs that arise among children as a result of a disaster or emergency.
  • IS-660: Introduction to Public-Private Partnerships
    • This course provides an introduction to the role of public-private partnerships in emergency preparedness and planning. The goal of this training is to establish a common vocabulary for public sector agencies and private sector organizations interested in utilizing partnerships to improve response, recovery, and resilience.
  • IS-662: Improving Preparedness and Resilience through Public-Private Partnerships
    • Public-private partnerships enhance all aspects of emergency management: preparedness, protection, response, recovery, and mitigation. They do so by engaging in activities such as information sharing, emergency planning, emergency communications, and resource sharing. This course describes how to establish and sustain public-private partnerships, as well as how to communicate and share resources in a partnership.
  • IS-700.B: National Incident Management System (NIMS) An Introduction
    • This course introduces and overviews the National Incident Management System (NIMS). NIMS provides a consistent nationwide template to enable all government, private-sector, and nongovernmental organizations to work together during domestic incidents.
  • IS-800.C: National Response Framework, An Introduction
    • The course introduces participants to the concepts and principles of the National Response Framework.
  • IS-2900.A: National Disaster Recovery Framework (NDRF) Overview
    • This course provides individuals supporting disaster recovery efforts with a foundation in National Disaster Recovery Framework (NDRF) key concepts, core principles and roles and responsibilities of NDRF leadership (including those of individuals and households to governmental entities at the local, State, tribal, and Federal levels, and between public, private and nonprofit sectors).

End Violence Against Women International (EVAWI) Online Training Institute: Successfully Investigating and Prosecuting Sexual Assault

  • Presented by End Violence Against Women International (EVAWI), this is a series of free courses offered to anyone who is interested in the topic of criminal justice response to sexual assault. The OLTI provides the opportunity for interested professionals to expand their knowledge of cutting edge developments in the criminal justice and community response to sexual assault, with particular emphasis on those crimes committed by someone who is known to the victim (i.e., non-strangers).
  • Participants in the OLTI can work through the various training modules to learn and review new information and then apply this newly acquired knowledge in realistic and interactive scenarios, as well as assessment methods such as quizzes, tests, and case studies.
  • For professionals who successfully complete OLTI courses, continuing education is available for nurses, counselors, and law enforcement officers.


  • eNetLearning is a project of the Centennial Board of Cooperative Educational Services (CBOCES) in partnership with the Colorado BOCES Association (CBA). CBOCES serves as the fiscal agent for eNetLearning (formally eNetColorado).
  • eNetLearning has built a partnership of 75 participating school districts, 14 BOCES, and over 20 educational and community based organizations. This partnership works together to identify and provide high-quality free and inexpensive resources to districts and teachers by leveraging locally developed content and shared access strategies. This type of partnership providing shared services and resources is particularly essential in the financial challenging times that all school districts face today.
  • Online Learning

Getting Serious: A Best Practice Approach to Bullying Prevention

  • National Center for School Engagement (NCSE) online course focusing on bullying prevention.
  • This course provides an overview of bullying concepts and trends, highlights the links between school climate and bullying, and introduces best practices in bullying prevention.

Higher Education Webinar Series

  • Presented by the U.S. Department of Education Office of Safe and Healthy Students National Center on Safe Supportive Learning Environments.
  • Community Coalitions Working Collaboratively Across Secondary and Postsecondary Education to Address Underage Drinking
    • This webinar will review successful collaborative approaches for preventing underage drinking in communities with both high school and college students to 1) enforce the minimum legal drinking age; 2) enact and enforce policies to reduce youth commercial access to alcohol; 3) enact and enforce policies to reduce youth social access to alcohol; and 4) create comprehensive changes in institutional policies (e.g., of alcohol establishments, media outlets, and schools) and public policies aimed at reducing youth access to alcohol.
  • Safer Campuses and Communities: Tools for Implementing Evidence-based Interventions to Reduce Alcohol Problems
    • In this webinar, Dr. Bob Saltz, Senior Research Scientist at the Prevention Research Center, reviewed the latest research-based approaches to reducing alcohol-related problems among college students and considered how to apply the Safer Campuses and Communities resources recently developed. Then Karen Hughes, Coordinator ofPartySafe@Cal at UC Berkeley, and Genie Cheng, Outreach and Education Coordinator at UC Santa Barbara, shared how their colleges have been implementing evidence-based interventions to reduce alcohol problems on their campuses and in their communities.

Implementing Psychological First Aid (PSA) in School and Postsecondary Settings

International Association of Chiefs of Police School Safety Online Trainings

National Center for Mental Health Promotion and Youth Violence Prevention, Promote Prevent

  • The National Center for Mental Health Promotion and Youth Violence Prevention (National Center) provides training and technical assistance (TA) to Safe Schools/Healthy Students (SS/HS) and Project LAUNCH grantees. The mission of the National Center is to strengthen grantees’ capacity in achieving their goals by offering services to improve the effectiveness, efficiency, and sustainability of their work.
  • Information Sharing E-Learning Activities
  • Positive School Discipline Interactive Course

National Child Traumatic Stress Network Learning Center for Child and Adolescent Trauma

  • Create a free account to take online courses covering topics related to child and adolescent trauma. Training provided by the National Child Traumatic Stress Network (NCTSN), with funding from the Substance Abuse and Mental Health Services Administration (SAMHSA).
  • Secondary Traumatic Stress Speaker Series
    • Archived presentations by the National Child Traumatic Stress Network (NCTSN) in 2012.
    • Courses are free to access after creating a free account.
  • Skills for Psychological Recovery (SPR)
    • Launched in July 2014, SPR is an evidence-informed modular intervention that aims to help survivors gain skills to manage distress and cope with post-disaster stress and adversity. SPR is appropriate to use in the Recovery Phase by mental health professionals and other disaster recovery workers. It can be delivered in a variety of settings (e.g., schools, clinics, hospitals, assisted living facilities, houses of worship, community centers, libraries, and homes).
    • SPR is intended to help survivors identify their most pressing current concerns and teach them the skills so they can better address those needs. The skills used in SPR include en­hancing problem-solving abilities, increasing positive activities, managing distressing reactions, promoting helpful thinking, and building healthy social connections.

School Climate Surveys Webinar Series

  • Presented by the U.S. Department of Education Office of Safe and Healthy Students National Center on Safe Supportive Learning Environments.
  • Analysis of Survey Data
    • This session addressed the analysis of school climate survey data. Data analysis methods and issues included: an overview of survey data analysis methods and presentation; items vs. scales (issues of interpretation); simple to complex (cross-tabs, factor analysis, IRT scaling); reports/presentation to various audiences; “School safety score”—issues; subgroup analyses; and data security and confidentiality.
  • Effective Strategies for Assessing Bullying, Violence, and Substance Abuse
    • In this webinar participants will learn strategies to design and conduct surveys to measure bullying, violence, and substance abuse. Links to appropriate resources and examples of such assessments will be provided.
  • Evaluating the Reliability of Surveys and Assessments
    • School climate surveys typically include sets of questions or scales that are designed to measure their underlying constructs or concepts. Once data have been collected, it is important to evaluate the reliability of those scales to determine if they appropriately measure the underlying constructs. During this Webinar, Dr. Lorin Mueller, Principal Research Scientist at the American Institutes for Research, focused on evaluating the reliability of surveys and other assessments.
  • Increasing Staff and Family Survey Response Rates
    • During this Webinar, Eric Hirsch, Chief Officer, External Affairs for the New Teacher Center; Trina Osher, President of Huff Osher Consulting, Inc.; and Dr. Sarah Lindstrom Johnson, Assistant Director for Research and Evaluation of the Maryland Safe and Supportive Schools project and Research Associate at Johns Hopkins University, co-presented on engaging families, staff, and special populations in school climate efforts and increasing survey response rates for these respondents.
  • Reporting and Dissemination
    • This session addressed reporting/disseminating school climate data. Content focused on: consideration of audience; content of message; delivery (hard copy media, online, listservs, etc); interpreting the data (including cautions); connecting survey and outcome (achievement) data; connecting survey results with interventions; then, choosing and implementing appropriate intervention(s).
  • Survey Administration
    • During this Webinar, Dr. Sally Ruddy, Principal Research Analyst at the American Institutes for Research and Lead Survey Specialist for the Safe and Supportive Schools TA Center, focused on the administration of school climate surveys.
  • Survey Development
    • This Webinar focused on the development of school climate surveys/measures. Content included extant measures/surveys; vetted measures vs. pre-testing new items; individual items vs. scales; and creating and using table shells up-front, for later data population.
  • Survey Management
    • During this Webinar, Drs. Kimberly Kendziora and Chris Boccanfuso introduced survey management and planning specific to school climate. Specific areas addressed include: connecting survey items with research questions; fielding surveys to various respondent groups, including best-practices in survey administration; connecting survey results with interventions and/or outcome (achievement) data; involving stakeholders; coordinating efforts of schools, including resistance/defensiveness; data quality issues; confidentiality and anonymous vs. non-anonymous responses.

School Climate Webinar Series

  • Presented by the U.S. Department of Education Office of Safe and Healthy Students National Center on Safe Supportive Learning Environments.
  • Addressing Risk Behavior through Positive Youth Development Strategies
    • This session highlighted features of strength-based strategies to enhance the positive development of students at various developmental stages. Evidence was shared on how these strategies both enhance thriving behaviors in students (e.g. exhibiting leadership, valuing diversity) and reduce health-compromising risky behaviors (e.g. alcohol and other drug use, acts of violence). Practical every day strategies for integration of the strategies into the school environment were featured.
  • Building Meaningful Relationships Between Parents/Families and Schools
    • This webinar reviewed the importance of engaging parents with schools; specifically, the webinar highlighted effective strategies for increasing parental engagement (at the elementary, middle, and high school levels). The webinar also reviewed strategies for engaging parents and families both when students are doing well and when they are struggling, and it addressed the common barriers to involving hard-to-reach parents and families. Accompanying the webinar content were real-world perspectives from school administrators and/or staff who are currently in the field, including their challenges, successes, and lessons learned regarding parent/family engagement.
  • Bullying Prevention
    • This session focused on strategies for preventing bullying, with a focus on enhancing overall school climate to minimize bullying behavior. In addition, participants explored practical approaches for recognizing the signs of potential bullying onset, risk analysis, support and interventions when such behavior does occur. Best practice guidelines for a comprehensive approach to addressing this issue were also explored.
  • Enhancing Peer-to-Peer Relationships to Strengthen School Climate
    • Positive relationships are central to a safe and supportive school climate. In this Webinar used the latest information to focus on the power of student-to-student relationships; how these relationships impact school climate; and the role of school adults in nurturing healthy, respectful relationships among students in the classroom, hallway, cafeteria, school bus, and school grounds before and after school. Participants received detailed strategies and best practice principles that will inform efforts to strengthen student relationships. Presenters offer “real world,” practical solutions for strengthening student relationships in our nation’s schools.
  • Establishing Supportive Relationships between Teachers, Staff, Students, and Families
    • During this Webinar, Clay Roberts, senior trainer from Vision Training Associates, presented on how to promote a more supportive school community; build strong, more caring relationships between and among everyone in the school; and intentionally build the developmental strengths of students. This session asserted that establishing a positive climate and enhancing relationships sets the foundation for minimizing conflict. It also moved beyond “zero tolerance” to strategies and skills that increase the school’s effectiveness in managing conflict.
  • Integrating Social-Emotional Learning into State and District Policies
    • Educators recognize the important role social-emotional learning (SEL) plays for student success in school, work, and life. In a recent national study, the majority of educators stated that giving SEL a greater emphasis in schools will help improve academic achievement, student interest in schools, and student behavior (Bridgeland, Bruce, & Hariharan, 2013).
  • Making the Case for the Importance of School Climate and Its Measurement in Turnaround Schools
    • A growing body of evidence has demonstrated how school climate is important to making schools work, especially in turnaround schools. When collecting data on school turnaround progress, measures of school climate are often leading indicators for progress!
  • The Relationship Between Bullying and Other Forms of Youth Violence and Substance Use
    • The issue of bullying is of growing concern in schools across the United States. Recent research highlights the overlap between bullying and other forms of youth violence, including gang involvement, as well as behavioral health risks, such as substance use. Bullying not only creates a poor school climate for students, but also negatively affects the work environment for school staff. In this Webinar we will review recent research linking bullying involvement, as both a target and a perpetrator, with other forms of youth violence and substance use. We will discuss different sources of data that may be informative in assessing bullying and related behavioral and mental health risks in schools. We will also summarize different research-based strategies and resources that schools can use to address the inter-related concerns of bullying, youth violence, and substance use.
  • School Based Climate Teams (Part 1)
    • This session provided detailed guidance for management and design of structures of support to address school climate. Based on the latest evidence in the field, participants explored all aspects of promoting healthy school climate, such as a three tiered model of promotion, prevention, and intervention. Content included establishing internal structure for referrals, triage, support systems and interventions (individual and group) and routine review of student progress. Particular attention was paid to how such efforts positively impact student achievement and behavioral outcomes.
  • School Based Climate Teams (Part 2)
    • This session builds on the information presented in the May 2011 webinar “School Based Climate Teams (Part 1)”. In this session, participants deepened their knowledge and skills to strengthen a school climate team. Practical strategies to sustain the effort were shared, with the overall goal being to improve overall school climate and student academic results.
  • Student Engagement
    • This session provided practical strategies and proven principles for enhancing student engagement. Student academic performance and socially appropriate behavior increase as they are meaningfully engaged in the educational setting. This session explored specific ways to assess their programs, increase opportunities for engagement and bolster efforts to connect with students, including those typically disenfranchised with educational settings.
  • Substance Abuse Prevention
    • This session explored the latest information on effective practice in the field of substance abuse prevention. It provided detailed guidance for the management and design of an alcohol and other drug prevention and intervention effort. The content focused on strategies that improve overall school climate and, as a result, student academic results.
  • Violence Prevention
    • This session provided detailed guidance for the management and design of an education system’s violence prevention strategy. While exploring best practice in the field, the session also featured specific, practical strategies for implementing and sustaining a school’s violence prevention efforts. The impact of positive school climate and relational strength on student violence was explored.

Sensible Steps to Healthier School Environments Webinar Series

  • Recorded in 2013 and 2014
  • In today’s challenging financial climate, the ability to identify and take simple, affordable steps to protect the health of students and staff in our schools has never been more important. This webinar series, hosted by the U.S. Environmental Protection Agency (EPA), will outline sensible, low- or no-cost steps that school communities can take to create healthier environments in their buildings. Each webinar will feature school district personnel from across the country presenting their real-life examples and solutions.
  • Designed for: facility managers, custodial staff, district administrators, principals, school nurses, teachers, support staff, school board memebers.

STRYVE: Striving to Reduce Youth Violence Everywhere

  • STRYVE is a guide for communities, states and the country to use in developing and implementing evidence-informed strategies, programs, and policies for stopping violence before it occurs using a public health approach. STRYVE articulates a multidisciplinary, multi-component, and coordinated strategic plan of action to increase the potential effectiveness and efficacy of youth violence prevention.
  • STRYVE Online Training is designed to help individuals, groups, organizations, and communities become acquainted with the key concepts and strategies of youth violence prevention.

Suicide Prevention Resource Center (SPRC) Online Training

  • Provided by the Suicide Prevention Resource Center (SPRC)
  • The SPRC mission is to train service providers, educators, health professionals, public officials, and community-based coalitions to develop effective suicide prevention programs and policies. All courses are available free of charge and can be completed at your own pace.
  • Courses include:
    • A Strategic Planning Approach to Suicide Prevention
    • Locating and Understanding Data for Suicide Prevention
    • Counseling on Access to Lethal Means
    • Choosing and Implementing a Suicide Prevention Gatekeeper Training Program
    • The Research Evidence for Suicide as a Preventable Public Health Issue

Supportive School Discipline Webinar Series

  • Continuing the efforts of the Federal Supportive School Discipline Initiative, the U.S. Departments of Justice, Education, and Health and Human Services are pleased to announce the Supportive School Discipline (SSD) Webinar Series. The Series is designed to increase awareness and understanding of school disciplinary practices that push youth out of school and many times into the justice system, and provide practical examples of alternative approaches that maintain school safety while ensuring academic engagement and success for all students.
  • Addressing Truancy: Innovative Approaches to Systematically Increasing Attendance and Reducing Chronic Truancy
    • After years of study, the research is clear: (1) The impact of truancy on students, schools, communities and society is profound and (2) It is critical to take a multi-faceted approach to prevent and reduce truancy. This webinar will feature positive and collaborative approaches to addressing truancy. Specifically, it will showcase characteristics of effective truancy prevention and intervention programs that have encouraged students to attend school consistently and take increased ownership in their education.
  • Alternatives to Traditional School Discipline: The Multi-Tiered Behavioral Health Prevention Framework
    • This archived webinar will focus on how the use of discretionary discipline practices focused on prevention and early intervention can transform schools into supportive learning environments for all students. Presenters will describe the multi-tiered behavioral health prevention framework and share community examples of how schools and secure care facilities are applying the framework to create more supportive discipline policies and practices.
  • At the Intersection of School Safety and Supportive Discipline: Navigating the Roles and Responsibilities of School Resource Officers
    • Leading up to the most recent school tragedy and the subsequent call for increasing the number of school resource officers (SROs), growing evidence indicates the need for (1) improved school climate and (2) supportive school discipline policies and practices. It is critical, then, that we take what the field has learned and apply it to the development of high quality partnerships between SROs and America’s schools via thoughtful planning, training and practice.
  • Making the Case for Positive Approaches to Discipline
    • This archived webinar will examine the impact of punitive and exclusionary school discipline approaches and identify traditional school discipline practices that are known to be ineffective. It will also showcase community examples of positive alternatives to school discipline that reduce student alienation, increase student engagement, and decrease justice system involvement.
  • Stemming the School-to-Prison Pipeline: Applying Restorative Justice Principles to School Discipline Practices
    • This Webinar provided the knowledge that school, district, residential facility, and court staff; law enforcement and legal personnel; youth; families; and other community stakeholders need to better understand how restorative justice principles, when applied to school discipline practices, can stem the school-to-prison pipeline. With the potential of teaching conflict resolution skills, fostering understanding and empathy, and building stronger relationships in schools and communities, restorative justice has proven to be an effective alternative to punitive and exclusionary responses to problem student behavior.
  • Transforming School Climate Through Trauma Informed Practices
    • This Webinar will provide the knowledge that school, district, and court staff, law enforcement and legal personnel, youth, families, and other community stakeholders need to better understand the impact of exposure to trauma on youth behavior, how some discipline responses can traumatize or re-traumatize youth, and trauma-informed alternatives. In addition, the behavioral impact of trauma on youth with disabilities will be explained. By better understanding the impact of trauma, and the inter-relationship of trauma and disability, schools can use discipline practices that support students, foster their success, and keep them out of the justice system.
  • Using Youth Courts as a Supportive School Discipline Practice
    • The webinar will provide the knowledge participants need to better understand how the use of youth courts in schools can ensure offender accountability while offering fair and restorative consequences for discipline infractions. By directing lower level cases away from the formal justice system, youth courts can be an integral part of a school’s supportive disciplinary process, serving as an alternative to traditional disciplinary measures such as suspension and detention.

Treating the Invisible Wounds of War: Understanding Military Family Issues

  • This 3 hour course is offerened by the Citizen Soldier Support Program (CSSP) at no charge.
  • This course is intended for behavioral health providers in all disciplines; psychologists; social workers; counselors; and other interested health care providers. 
  • Do you understand the issues military families face throughout the deployment cycle of a loved one? This course will address common issues of military families and provide resources to support military families and maximize their resiliency.

Truancy and Dropout: Mending the Cracks in the Graduation Pipeline

Understanding and Planning for School Bomb Incidents (UPSBI)

  • Online course for emergency responders and school staff that addresses the issues involved in formulating safe and effective response plans for school bomb incidents.
  • Developed by the U.S. Department of Homeland Security, Office of Domestic Preparedness in conjunction with the Energetic Material Research and Testing Center at the University of New Mexico Institute of Mining and Technology.  Because the course is sponsored by the U.S. Department of Homeland Security, it is offered at no charge.
  • This is a four-hour online course consisting of five modules - participants may start and stop the course at their convenience.
  • Course methodology includes study text, multimedia participant activities, and end-of-module assessments.

Youth Suicide Prevention Community of Practice: Special Populations in Youth Suicide Prevention: Rural and LGBTQ Youth

  • Created by the Children's Safety Network in March, 2012
  • The guest speakers presented about two populations at increased risk for youth suicide and shared strategies to reduce these risks.


Web Link Disclaimer: The Colorado School Safety Resource Center (CSSRC) provides links from this site to external websites because of their potential interest or usefulness to the safe and positive school environment, an education community or the general public. It attempts to monitor such sites on a regular basis. However, the CSSRC cannot be responsible for the content of any site external to its own. Further, by linking to other sites, the CSSRC is not endorsing any particular product, practice, service, provider or institution, nor does it necessarily endorse views expressed or facts presented on these sites. In addition, neither the CSSRC nor any of its employees, makes any warranty, expressed or implied, or assumes any legal liability for the accuracy, completeness, or usefulness of any information linked to from this site.