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  • About Texas Rising Star
    • About TWC
    • Certification Levels
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    • Texas Rising Star Certification Guidelines
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    • 15 Behavior Strategies for Autistic Children
    • A Relationship-Based Approach to Family Engagement
    • About Circle Infant & Toddler Curriculum
    • About Circle Pre-K Curriculum
    • Accommodations for Families
    • Accommodations to the Physical Environment: Setting Up a Classroom for Students with Visual Disabilities
    • Act Early Texas!
    • 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 & P-FE-03: 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-IFAL-06: Data-Driven Instruction
      • 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: 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-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-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-02-10, P-CQT-01-04: Staff Education, Experience, and Training
      • S-DQT-03-06, P-DEQT-01-05: Director Education, Experience, and Training
      • S-FE-01: Written Policies and Procedures
      • S-FE-02: Developmental Milestone Checklists
      • 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
    • 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 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)
    • 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
    • Developmental Milestones Checklists for Infants, Toddlers, and Three-Year-Olds
    • Different Ways to Play
    • Different Ways to Play
    • Division of Interest Areas
    • 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 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
    • How’s Your Baby? Early Childhood Intervention Developmental Checklist
    • 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
    • Modelling and Recasting: Supporting Speech and/or Language Development
    • 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
    • Non-Stereotypical and Culturally Sensitive Portrayal
    • 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 Communication Log
    • 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
    • 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)
    • Selecting Students for Small-Group Instruction
    • Self-Regulation Materials (Toddler A)
    • Shadows and Light
    • Share with Me
    • Sharing Is Fun
    • Sharing Is Fun
    • Slot Drop
    • Small Grouping Tool in CLI Engage
    • 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
    • Texas Workforce Registry
    • 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 Indoor Environment: Designing and Organizing (Infant/Toddler)
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