DRC All Resources

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


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


bang curriculum


Bang Implementation Tool Child Care Licensing: Bag of Hammers


Bang Implementation Tool Child Care Licensing: Bag of Knives


Bang Implementation Tool Child Care Licensing: Bag of Tools


Bang PLR Child Care Licensing: Promoting Social and Emotional Development 5-course Series


Bang Warm and Responsive Resource


Bangs Child Care Licensing Resource 1


Bangs Child Care Licensing Resource 2


Bangs Child Care Licensing Resource Curriculum 3


Bangs Child Care Licensing Resource Implementation 4


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


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 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


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


Examples for Measure Bang


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 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 Environment Check (Category 4)


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


Label (Infant)


Label (Toddler)


Label Feelings (Infant)


Labels Feelings (Toddler)


Leadership Fundamentals


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 Environment Check (Category 4)


Outdoor Partial Shade


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


Practice Opp for Measuure – Bang


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)


Respectful and Responsive Relationships Are Key to Supporting Optimal Infant and Toddler Development


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 Practice Opportunities 2


S-DQT-03 Practice Opportunities 3


S-DQT-03 Video/Image Example 1


S-DQT-03 Video/Image Example 2


S-DQT-03: Promoting Social and Emotional Development 5-course Series for Test Purposes Only


S-DQT-03: Promoting Social and Emotional Development 5-course Series for Test Purposes Only


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 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?