Pages
- #7906 (no title)
- About Texas Rising Star
- Contact Us
- CQI All Resource
- CSS Test
- Digital Resource Collection
- 15 Behavior Strategies for Autistic Children
- A Relationship-Based Approach to Family Engagement
- About CIRCLE Pre-K Curriculum
- Accommodations for Families
- Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
- Action Songs
- Action Songs
- Activities To Do At Home
- Adapting the Child Care Environment for Children with Special Needs
- Adjusts Own Behavior
- All the Feelings I Feel
- All the Feelings I Feel
- Allows Time to Respond
- Annual Feedback Survey
- Annual Professional Development Self-Reflection
- Around the World
- Ask Questions (Infant)
- Ask Questions (Toddler)
- Asking for What You Need and Want
- Asking for What You Need and Want
- Asking Questions
- Assists Children in Communicating with Peers
- Authentic Child Assessment
- Author’s Chair
- Babble Talk
- Babble Talk
- Back and Forth, Up and Down
- Back and Forth, Up and Down
- Balanced Instructional Activities
- Be a caregiver who supports the breastfeeding mother
- Be Predictable (Infant)
- Be Predictable (Toddler)
- Beginning Education: Early Childcare at Home
- Bird Nest Play
- Body Part Rhymes
- Breastfeeding Resources for Parents
- Browse Examples and Practice Opportunities
- P-FE-01: Family Orientation
- P-FE-02: Resources on Growth and Development
- P-FI-01: Parent Feedback
- P-FI-02: Family Conferences
- P-FI-03: Family Involvement in Program Activities
- P-IFAL-01: Intentional Instructional Activities
- P-IFAL-02: Balance of Activities
- P-IFAL-03: Incidental Learning
- P-IFAL-04: Planned Transition Times
- P-IFAL-05: Repeated Exposure of a New Concept
- P-ILE-01: Facilitate Division of Interest Areas
- P-ILE-02: Non-Stereotypical and Culturally Sensitive
- P-ILE-03: Materials Displayed at Eye Level
- P-ILE-04: Equipment and Materials Arrangement
- P-ILE-05: Access to Real Objects
- P-LFS-01: Listens and Responds Attentively
- P-LFS-02: Positive Encouragement and Reinforcement
- P-LFS-03: Adds Meaning or Expands on Interests
- P-LFS-04: Communicates throughout the Day
- P-LFS-05: Uses Descriptive Language
- P-LFS-06: Opportunities to Talk
- P-LFS-07: Allows for Response to Questions
- P-LFS-08: Engages in Conversations
- P-LFS-09: Expands on Children’s Understanding
- P-LFS-10: Extends or Models Language
- P-OLE-01: Activities Linked to Indoor Learning
- P-OLE-02: Natural Environment
- P-OLE-03: Equipment and Materials Encourage Activity
- P-OLE-05: Infants’ Outdoor Experiences
- P-PBIG-01: Supports a Playful Attitude
- P-PBIG-02: Participates in and Expands on Play
- P-PBIG-03: Provides Guidance
- P-PBIG-04: Provides Opportunities for Social Play
- P-PM-01: Compensatory Supports
- P-PM-02: Health and Nutrition Practices
- P-PM-03: Curriculum
- P-PM-04: Curriculum Planning Supports
- P-PM-05: Child Assessments
- P-PM-06: Child Assessment Policy
- P-SCR-01: Models and Encourages Emotional Expression
- P-SCR-02: Provides Short Explanations on Emotions
- P-SCR-03: Explains Logical Consequences
- P-SCR-04: Encourages Self-Regulation
- P-SCR-05: Flexibility for Minor Mishaps
- P-SCR-06: Recognizes Rising Tensions
- P-SCR-07: Assists in Peer Communications
- P-SCR-08: Self-Help Skill Building
- P-WRS-01: Warm Environment
- P-WRS-02: Positive Nonverbal Behaviors
- P-WRS-03: Patient, Relaxed Style
- P-WRS-04: Notices and Attends to Needs and Signals
- P-WRS-05: Responds Promptly to Signals
- P-WRS-06: Ability to Adjust Behavior
- S-COTQ-01: Staff Orientation
- S-COTQ-03-05, S-COTQ-08, P-CQT-01-02: Staff Education, Experience, and Training
- S-DQT-03-04, P-DEQT-01-05, S-COTQ-07: Director Education, Experience, and Training
- S-FE-01: Written Policies and Procedures
- S-FI-02: Collaboration Regarding Challenging Behaviors
- S-FI-03: Family Communication
- S-FI-04: Community Resources
- S-PM-01: Accommodating Families and Children
- Browse Professional Development and Implementation Tools
- Child Assessment
- Curriculum
- Director Qualifications and Training
- Family Education and Involvement
- Health and Nutrition
- Inclusive Classrooms
- Indoor Learning Environment
- Instructional Formats and Approaches to Learning
- Language Facilitation and Support
- Outdoor Learning Environment
- Play-Based Interactions and Guidance
- Staff Qualifications and Training
- Staff Retention Strategies
- Support for Children’s Regulation
- Warm and Responsive Style
- Build a Bridge
- Build Relationships with Children
- Build Relationships with Children
- Build Relationships with Children
- Building Language through the Dramatic Play Center
- Building Names
- Building positive relationships in the early childhood classroom
- Builds Self-Help Skills
- Business Coaching from TWC
- Camp Fire Early Education Apprenticeship
- CDC’s Developmental Milestones
- Challenging Behavior Policy
- Child Care Regulation Background Checks Overview
- Child Screening and Assessment
- Children and nature: Do you support the connection?
- Children and nature: Do you support the connection?
- Children’s Artwork (Example A)
- CIRCLE Activity Collection: Family
- CIRCLE Activity Collection: Infant and Toddler (Classroom)
- CIRCLE Activity Collection: Pre-K to Grade 2 (Classroom)
- CIRCLE Infant and Toddler Teacher Training – Connect with Me: Promoting Social and Emotional Development
- CIRCLE Infant and Toddler Teacher Training – Grow with Me: Understanding and Using Developmental Assessments
- CIRCLE Infant and Toddler Teacher Training – Learn with Me: Promoting Early Cognitive Development
- CIRCLE Infant and Toddler Teacher Training – Talk with Me: Promoting Early Language Development
- CIRCLE Pre-K Curriculum
- CIRCLE Pre-K Curriculum Start-Up Guide
- CIRCLE Pre-K Curriculum Teacher’s Manual
- CIRCLE Progress Monitoring Observables
- CIRCLE Progress Monitoring Offline Assessment
- CIRCLE Progress Monitoring System
- CIRCLE Progress Monitoring User Guide
- Classroom Environment Checklist
- Classroom Management – Consequences (Exemplar 1)
- Classroom Management – Consequences (Exemplar 2)
- Classroom Management – Consequences (Exemplar 3)
- Classroom Management – Consequences (Exemplar 4)
- Classroom Management – Consequences (Exemplar 5)
- Classroom Management – Consequences (Exemplar 6)
- Classroom Management – Consequences (Exemplar 7)
- Classroom Management – Helper Chart (Exemplar 1)
- Classroom Management – Helper Chart (Exemplar 2)
- Classroom Management – Setting Expectations
- Classroom Management – Transition (Exemplar 2)
- Classroom Management – Transition (Exemplar 3)
- Classroom Management – Transition (Exemplar 4)
- Classroom Management Tools
- Classroom Transitions
- Commissioner’s List of Approved Prekindergarten Assessment Instruments
- Communicates with Children
- Community Building
- Compare (Infant)
- Compare (Toddler)
- Compendium of Screening Measures for Young Children
- Continuous Quality Improvement
- Counting Transitions
- Crawling and Chasing
- Creating a peaceful environment for young children
- Creating a peaceful environment for young children
- Creating Equitable Early Learning Environments for Young Boys of Color
- Creating opportunities for English language learners: Four action plans
- Creating the Learning Environment: Establish Routines
- Culture: Make it an everyday part of your curriculum
- Curriculum Planning and Child Assessment
- Daily Talk
- Daily Talk
- Daily Talk
- DAP: Creating a Caring, Equitable Community of Learners
- DAP: Creating a Caring, Equitable Community of Learners
- Demonstrate and Explain How Things Work (Infant)
- Demonstrate and Explain How Things Work (Toddler)
- Demonstrates Flexibility and Tolerance for Mishaps
- Describe (Infant)
- Describe (Toddler)
- Developing Language and Communication in Infants and Toddlers
- Developmental Language Suggestions
- Developmental Milestones Checklists for Infants, Toddlers, and Three-Year-Olds
- Different Ways to Play
- Different Ways to Play
- Downward Scaffold (Infant)
- Downward Scaffold (Toddler)
- Dyslexia Referral Checklist Manuals
- Early Childhood Assessment
- Early Childhood Environments: Designing Effective Classrooms
- Early Childhood Intervention Services (ECI)
- Early Childhood: It’s a Family Thing
- Early Learning Matters (ELM) Curriculum
- eCIRCLE Professional Development
- eCIRCLE Professional Development Series – Building Vocabulary
- eCIRCLE Professional Development Series – Setting the Stage for Children’s Talk
- eCIRCLE Social and Emotional Learning
- Employee Retention Strategies that Work
- Encourage Imitation
- Encourages Children to Assist with Routines
- Encourages Self-Regulation
- Engages Children in Conversations
- Engaging Children in Meaningful Conversation
- Engaging Children in Meaningful Conversation: Build In Opportunities to Talk
- Engaging Children in Meaningful Conversation: Build In Opportunities to Talk
- Engaging Children in Meaningful Conversation: Build In Opportunities to Talk
- Engaging Children in Meaningful Conversation: Build In Opportunities to Talk
- Engaging Children in Meaningful Conversation: Model Conversation
- Engaging Children in Meaningful Conversation: Model Conversation
- Engaging Children in Meaningful Conversation: Model Conversation
- Engaging Children in Meaningful Conversation: Use Complex Language and Vocabulary
- Engaging Children in Meaningful Conversation: Use Complex Language and Vocabulary
- Engaging Children in Meaningful Conversation: Use Complex Language and Vocabulary
- Engaging Children in Meaningful Conversation: Use Complex Language and Vocabulary
- Environments That Invite Learning
- Environments That Invite Learning
- Examples and Non-Examples
- Expands on Children’s Understanding
- Explain (Toddler)
- Explain What Comes Next
- Explains Logical Consequences
- Express Warmth and Affection (Infant)
- Express Warmth and Affection (Toddler)
- Extends Language
- Extends Language (Toddler)
- Family & Community Learning
- Family and Teacher Goal-Setting Form
- Family Engagement Bag Message
- Family Engagement Ideas
- Family Engagement Professional Development
- Family Engagement Resources
- Family Engagement Toolkit
- Family Event Flyer
- Family Event Prep Checklist
- Family Handbook
- Family Invitation
- Family Observation Forms
- Family Orientation Form
- Feeling Faces
- Feeling Happy and Sad
- Feeling Happy and Sad
- Feeling Safe
- Feeling Wheel
- Feelings Are Fantastic
- Feelings Are Fantastic
- Feelings Are Important!
- Find a Picture
- Five Action Steps to Address Maternal Depression in Head Start Programs
- Flexibility in Thinking
- Follow Consistent Daily Schedules and Routines
- Following the Child’s Lead
- Following the Child’s Lead
- Following the Child’s Lead
- Following the Child’s Lead
- Food preparation for children with peanut allergies
- Fostering Healthy Social & Emotional Development in Young Children Tips for EARLY Childhood Teachers and Providers
- Fostering Healthy Social & Emotional Development in Young Children: Tips for EARLY Childhood Teachers and Providers
- Fostering Healthy Social & Emotional Development in Young Children: Tips for EARLY Childhood Teachers and Providers
- Fostering Healthy Social & Emotional Development in Young Children: Tips for EARLY Childhood Teachers and Providers
- Frequent Positive Nonverbal Behaviors
- Fun with Farm Animals
- Gathering and Sharing Child Assessment Data
- Get “In Tune”
- Get “In Tune”
- Getting a Clue: Observation and Assessment
- Gross Motor Play for Infants (Example A)
- Gross Motor Play for Toddlers (Example A)
- Guided Tour of Best Practice Indicators: Covenant Child Development Center
- Handwashing Routine
- Health and Nutrition Resources (Category 3)
- Healthy Living
- Helping Children With Autism Handle Everyday Transitions
- Helping children with sad times
- Helps Children Resolve Conflicts
- Helps Children Resolve Conflicts
- Helps Children Share Space
- Hide and Seek
- Hide and Seek
- High-Quality Language Support and Activities
- High-Quality Social-Emotional Support and Activities
- Hokey Pokey Shapes
- Hole in One
- Hosting Family Events
- How Do I Design Effective Training For My Staff?
- How to Support Self-Regulation Difficulties in Children
- Human Resources Systems to Recruit and Retain Responsive Staff
- I Can Make New Friends!
- I Can Make New Friends!
- I’m so mad! (Helping children deal with anger)
- Implement and use appropriate teacher-child ratios
- Incidental Learning
- Inclusion: Exploring the meaning and the mindset
- Indoor and Outdoor Environment Checklist
- Infant and Toddler Curriculum Checklist
- Infant Classroom Arrangement (Example B)
- Infant Daily Schedule
- Infant-Toddler Weekly Lesson Plan Template
- Infant, Toddler, & Three-Year-Old Early Learning Guidelines and Training
- Infant/Family Photos (Example A)
- Infection Control in Child Care Settings
- Injury Prevention and Child Safety in Child Care Settings
- Instructional Plan
- Intentional early language development
- Interactions matter: What research says and what you can do!
- Interactive Head Start Early Learning Outcomes Framework: Ages Birth to Five
- Invite Interest
- Invite Interest
- Invite Verbal and Nonverbal Participation
- Jump Start to Texas Rising Star
- Child Assessment
- Child Care Regulation
- Curriculum
- Family Education and Involvement
- Health and Nutrition
- Inclusive Classrooms
- Indoor Learning Environment
- Instructional Formats and Approaches to Learning
- Language Facilitation and Support
- Leadership and Management
- Maintaining Staff Records
- Outdoor Learning Environment
- Play-Based Interactions and Guidance
- Pre-K Partnerships
- Staff Retention Strategies
- Staff Training Plans
- Support for Children’s Regulation
- Warm and Responsive Style
- Label (Infant)
- Label (Toddler)
- Label Feelings (Infant)
- Labels Feelings (Toddler)
- Leadership Fundamentals
- Learn about Reflection
- Learning Environments Course from Virtual Lab School
- Learning Environments Planning Form
- Learning Environments Planning Form
- Learning through Play
- Link to Experiences (Toddler)
- Listens and Responds
- Look at Me!
- Maintaining Safe Staff-to-Child Ratios
- Make Connections Between Feelings, Actions, and Events
- Make Half Your Plate Fruits & Vegetables
- Management System for Centers and Independent Workstations
- Managing Common Childhood Illnesses in Child Care
- Material Labels – Family Child Care Home
- Material Labels – Infant
- Material Labels – Preschool
- Material Labels – School-Age
- Material Labels – Toddler
- Materials at Eye Level – Family Child Care Home
- Materials at Eye Level – Infant
- Materials at Eye Level – Preschool
- Materials at Eye Level – School-Age
- Materials at Eye Level – Toddler
- Materials to Support Learning
- Math – Transition
- Math Materials (Infant Example A)
- Model and Join in Pretend Play
- Model Problem Solving (Infant)
- Model Problem Solving (Toddler)
- Model Prosocial Behaviors
- Models and Encourages Emotional Expression
- More Than Baby Talk
- More Than Baby Talk
- More Than Baby Talk
- My Book About Me
- MyPlate, MyWins
- Narrate (Infant)
- Narrate (Toddler)
- Natural Materials (Example A)
- Natural Materials (Example B)
- Natural Materials (Example C)
- Natural Materials (Example D)
- Naturalistic Instruction Practices
- Naturalistic Instruction Practices
- Naturalistic Instruction Practices
- Nature Play
- Nature Walk
- Nature Walk
- Navigating Concerns about Your Child’s Development: A roadmap for families
- Notices Children’s Signals
- Nurturing and Responsive Relationships (Preschool Module 1)
- Oral Language Development
- Oral Language Development
- Oral Language Use – Act Out Words (Exemplar 1)
- Oral Language Use – Act Out Words (Exemplar 2)
- Oral Language Use – Compare (Exemplar 1)
- Oral Language Use – Compare (Exemplar 2)
- Oral Language Use – Compare (Exemplar 3)
- Oral Language Use – Compare (Exemplar 4)
- Oral Language Use – Describe (Exemplar 1)
- Oral Language Use – Describe (Exemplar 2)
- Oral Language Use – Elicit Responses (Exemplar 2)
- Oral Language Use – Examples and Non-Examples (Exemplar 2)
- Oral Language Use – Explain (Exemplar 1)
- Oral Language Use – Higher-Level Questions (Exemplar 1)
- Oral Language Use – Higher-Level Questions (Exemplar 2)
- Oral Language Use – Higher-Level Questions (Exemplar 3)
- Oral Language Use – Higher-Level Questions (Exemplar 4)
- Oral Language Use – Higher-Level Questions (Exemplar 5)
- Oral Language Use – Knowledge-Level Questions (Exemplar 1)
- Oral Language Use – Knowledge-Level Questions (Exemplar 2)
- Oral Language Use – Knowledge-Level Questions (Exemplar 3)
- Oral Language Use – Link (Exemplar 1)
- Oral Language Use – Link (Exemplar 2)
- Oral Language Use – Multiple-Turn Conversations (Exemplar)
- Oral Language Use – Name/Label (Exemplar 2)
- Oral Language Use – Name/Label (Exemplar 4)
- Oral Language Use – Name/Label (Exemplar 5)
- Oral Language Use – Name/Label (Exemplar 6)
- Oral Language Use – Name/Label (Exemplar 7)
- Oral Language Use – Say New Words (Exemplar 2)
- Oral Language Use – Scaffolding (Exemplar 2)
- Oral Language Use – Scaffolding (Exemplar 3)
- Oral Language Use – Talk About New Words (Exemplar 2)
- Outdoor Activities
- Outdoor Appreciation of Nature
- Outdoor Area for Infants (Example B)
- Outdoor Area for Toddlers (Example B)
- Outdoor Environment
- Outdoor Partial Shade
- P-WRS-01 Activities (Infant)
- Painting Pies
- Parent-Teacher Conference Record
- Participates in Child-Initiated Play
- Partnerships that Foster Development and Learning
- Patient, Relaxed Style
- PBS LearningMedia
- Pet Care
- Plan Activities for Peer Interactions
- Plan Activities to Help Children Understand Emotions
- Plan Activities to Promote Peer Interactions
- Plan Activities to Promote Positive Peer Interactions
- Planned Transition Times
- Play and Explore
- Play and Learning Strategies (PALS) Spotlights
- Play in Early Childhood: The Role of Play in Any Setting
- Playing Together
- Playing Together
- Pre-K Partnership in Action
- Preschool Curriculum Checklist
- Preschool Daily Schedule
- Preschool Weekly Lesson Plan Template
- Print Knowledge, Letter Knowledge and Early Reading – Transition (Exemplar 1)
- Print Knowledge, Letter Knowledge and Early Reading – Transition (Exemplar 2)
- Problem Solving Part 1
- Professional Development Profile Report – Administrator
- Professional Development Profile Report – Practitioner
- Professional Development Self-Assessment for Administrators
- Professional Development Self-Assessment for Practitioners
- Promote Flexibility in Thinking
- Promoting Social-Emotional Development: The Preschool Teacher
- Promoting Two-Way Conversations with Families to Individualize Student Support
- Provide Comfort to Children in Distress (Infant)
- Provide Comfort to Children in Distress (Toddler)
- Provide Verbal and Physical Cues for Self-Control
- Provides Guidance when Children are Working
- Provides Opportunities for Children to Make Choices
- Provides Opportunities for Social Interactions
- Provides Opportunities to Talk
- Provides Short Explanations of Feelings
- Public-Private Prekindergarten Partnerships
- Reading Gestures
- Recognizes Rising Tensions
- Reminders for Centers and Independent Workstations
- Repeated Exposure
- Representations of Diversity (Example A)
- Representations of Diversity (Example B)
- Responding with Families to Developmental Concerns
- Responds Promptly and Sensitively (Infant)
- Responds Promptly and Sensitively (Toddler)
- Responds to Cognitive and Affective Signals
- Responsive Caregiving as an Effective Practice to Support Children’s Social and Emotional Development
- Road Test
- Rocking and Rolling Promoting Inclusion in Infant and Toddler Settings
- Rocking and Rolling: It’s Never “Just Play”!
- Roll to a Friend
- Roll to a Friend
- S-DQT-03: School-Age Director Training
- S-FE-01: Written Policies and Procedures
- Sample Academic Transcript
- Sample Menu
- Sample Monthly Lesson Plan: School-Age Classroom
- Sample Preschool Lesson Plan
- Sample Resume – Director
- Sample Resume – Teacher
- Sample Staff Training Plan
- Sample Weekly Lesson Plan: School-Age Classroom
- Scaffold by Adding Challenge (Infant)
- Scaffold by Adding Challenge (Toddler)
- Scaffold by Simplifying (Infant)
- Scaffold by Simplifying (Toddler)
- Schedules and Routines
- School-Age Classroom Monthly Lesson Plan Template
- School-Age Classroom Weekly Lesson Plan Template
- School-Age Curriculum Checklist
- School-Age Daily Schedule
- Science Materials
- Science Materials (Example B)
- Self-Regulation Materials (Toddler A)
- Shadows and Light
- Share with Me
- Sharing Is Fun
- Sharing Is Fun
- Slot Drop
- Social and Emotional Development – Communicate Feelings (Exemplar 1)
- Social and Emotional Development – Communicate Feelings (Exemplar 2)
- Social and Emotional Development – Communicate Feelings (Exemplar 3)
- Social and Emotional Development – Praise (Exemplar 2)
- Social and Emotional Development – Praise (Exemplar 3)
- Social and Emotional Development – Praise (Exemplar 4)
- Social and Emotional Development – Self-Regulation (Exemplar 1)
- Social and Emotional Development – Self-Regulation (Exemplar 2)
- Social and Emotional Development – Sensitivity (Exemplar 1)
- Social and Emotional Development – Specific Feedback (Exemplar 1)
- Social and Emotional Development – Specific Feedback (Exemplar 2)
- Social and Emotional Development – Specific Feedback (Exemplar 3)
- Social and Emotional Development – Specific Feedback (Exemplar 4)
- Social and Emotional Development – Specific Feedback (Exemplar 5)
- Social and Emotional Development – Specific Feedback (Exemplar 6)
- Sound, Speech, and Listening Materials
- Sound, Speech, and Listening Materials (Example D)
- Sponge Play
- Stack and Nest
- Staff Orientation Checklist
- Staff Performance Evaluation
- Staff Training Checklist
- Staff Training Plan Template
- Starting a Home-Based Child Care Business, Part 1: Getting Started
- Starting a Home-Based Child Care Business, Part 2: Health and Safety
- Starting a Home-Based Child Care Business, Part 3: Teaching and Learning
- Starting a Home-Based Child Care Business, Part 4: Resources and Support
- Stir, Scoop, and Bake
- Supervision: Quality Practices
- Supervision: Ratios and Group Sizes
- Support breastfeeding in your home child care
- Support Turn-Taking
- Supporting Children’s Social and Emotional Development Remotely
- Supporting Families with Understanding and Tracking Children’s Development
- Supporting Infant/Toddler Families Through Inclusion
- Supporting Older Infants’ Learning
- Supporting Older Infants’ Learning
- Supporting Older Infants’ Learning
- Supporting Older Infants’ Learning
- Supporting Older Infants’ Learning
- Supporting Sensory Needs of Young Children in Your Care
- Supporting the Development of Self-Regulation in Young Children
- Supporting the Development of Self-Regulation in Young Children
- Supporting the Development of Self-Regulation in Young Children
- Supporting the Development of Self-Regulation in Young Children (Toddler Version)
- Supporting Young Infants’ Learning
- Supporting Young Infants’ Learning
- Supporting Young Infants’ Learning
- Supporting Young Infants’ Learning
- Supports a Playful Attitude
- Table Talk
- Table Talk
- Taking the fear out of food allergies
- Talk About Feelings (Infant)
- Talk About Feelings (Toddler)
- Talk About Pictures in Books
- Talk About Sequence
- Talk, Read and Sing Together Every Day! Tips For Infant & Toddler Teachers and Caregivers
- Talk, Read and Sing Together Every Day! Tips For Preschool Teachers & Other Early Childhood Education Program Providers
- Talk, Read and Sing Together Every Day! Tips For Preschool Teachers & Other Early Childhood Education Program Providers
- Talk, Talk, Talk
- Talking about Depression with Families: A Resource for Early Head Start and Head Start Staff
- Talking Food
- Talking Food
- Teacher Education and Compensation Helps (TEACH) Early Childhood® Texas Scholarship Program
- Teacher Referral Form
- Teaching Social-Emotional Skills (Preschool Module 3)
- TECPDS for Texas Rising Star
- TECPDS for Texas Rising Star Checklist
- TECPDS for Texas Rising Star Checklist
- Telephone
- Temperament – What is it?
- Texas A&M AgriLife Extension
- Texas Child Care Provider Cost of Quality Calculator
- Texas Core Competencies for Administrators Training
- Texas Core Competencies for Administrators Training
- Texas Core Competencies for Practitioners and Administrators
- Texas Core Competencies for Practitioners Training
- Texas ECE Career Pathways
- Texas Essential Knowledge and Skills (TEKS)
- Texas Infant, Toddler, and Three-Year-Old Early Learning Guidelines (ITELG)
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Early Language and Communication Development
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Early Physical Health and Motor Development
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Early Social and Emotional Development
- Texas Prekindergarten Guidelines (TPG)
- Texas Prekindergarten Guidelines Training – Domain 2: Language and Communication (Self-Instructional)
- Texas WIC
- Texture Touch
- The Environment: Schedules and Routines for Infants and Toddlers
- The Environment: Schedules and Routines for Preschoolers
- The Environment: Schedules and Routines for School-Age Students
- The Importance of Peer Interaction and Social Pretend Play
- The Indoor Environment: Designing and Organizing (Infant/Toddler)
- The Outdoor Environment: Designing for Learning Preschool
- The Power of Play: How Fun and Games Help Children Thrive
- The Roots of Early Learning
- The Roots of Early Learning
- Think Aloud (Infant)
- Think Aloud (Toddler)
- Toddler Books
- Toddler Classroom Arrangement (Example B)
- Toddler Daily Schedule
- Tools for Your Toolbox: Strategies to Meet Challenging Behaviors
- Tools of Autonomy for Three-Year-Old Classes
- Top Ten Activity Settings For Outdoor Learning
- Transitions for Letter Knowledge
- TWC’s Prekindergarten Partnerships Website
- Understanding and Adapting to Individual Temperaments
- Understanding Children’s Behavior as Communication
- Understanding Developmental Screening & Early Intervention
- Use Appropriate Pacing (Infant)
- Use Appropriate Pacing (Toddler)
- Use Praise to Encourage Positive Behavior (Infant)
- Use Praise to Encourage Positive Behavior (Toddler)
- Use Rhythm and Rhyme
- Use your words: Facilitating learning
- Use your words: Facilitating learning
- Uses Descriptive Language
- Uses Language to Expand
- Uses Positive Verbal Responses
- Using Student Achievement Data to Support Instructional Decision Making
- Visual Daily Schedule (Example A)
- Walk the Line
- Warm, Safe, Nurturing Environment
- Ways Child Care Providers Can Teach Young Children to Resolve Conflicts
- Welcoming and Supporting Dual Language Learners
- What Do You Think?
- What Do You Think?
- What makes a quality curriculum?
- Where’s Teddy?
- DRC All Resources
- DRC Search Tool
- Examples and Practice Opportunities
- Examples and Practice Opportunities by Measures
- Find A TRS Provider2
- Home
- Providers
- Benefits of Texas Rising Star
- Child Care and Early Learning Program Frequently Asked Questions
- Child Care and Early Learning Program Resources
- Enhanced Reimbursement Rates
- Entry Level Designation
- Getting Ready for Assessment
- Texas Rising Star Categories
- Texas Rising Star Continuous Quality Improvement
- Texas Rising Star Eligibility
- Texas Rising Star Program Assessments
- Search
- Sitemap
- Texas Rising Star Screening Form Report Statewide
- Texas Rising Star Tools
- twc
- Alamo WDB – 20
- Borderplex WDB – 10
- Brazos Valley WDB – 16
- Cameron WDB – 24
- Capital Area WDB – 14
- Central Texas WDB – 26
- Central Texas WDB -26
- Coastal Bend WDB – 22
- Concho Valley WDB – 12
- Dallas WDB – 06
- Deep East Texas WDB – 17
- East Texas WDB – 08
- Golden Crescent WDB – 19
- Greater Dallas WDB – 06
- Gulf Coast WDB – 28
- Heart of Texas WDB – 13
- Lower Rio Grande Valley WDB – 23
- Middle Rio Grande WDB – 27
- North Central Texas WDB – 04
- North East Texas WDB – 07
- North Texas WDB – 03
- Panhandle WDB – 01
- Permian Basin WDB – 11
- Rural Capital Area WDB – 15
- South Plains WDB – 02
- South Texas WDB – 21
- Southeast Texas WDB – 18
- Tarrant County WDB – 05
- Texoma WDB – 25
- TWC
- West Central Texas WDB – 09
- Welcome Parents and Families!