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- About CIRCLE Pre-K Curriculum
- Adjusts Own Behavior
- All Ages Daily Schedule
- Allows Time to Respond
- An In-Depth Understanding of Phonological Awareness
- Ask Questions (Infant)
- Ask Questions (Toddler)
- Assists Children in Communicating with Peers
- Balanced Daily Schedule
- Balanced Instructional Activities
- Be Predictable (Infant)
- Be Predictable (Toddler)
- Beginning Education: Early Childcare at Home
- Beginning Education: Early Childcare at Home (English) – Module 1: Strategies for Responsive Caregiving that Help Build Language
- Beginning Education: Early Childcare at Home (English) – Module 2: Responsive Caregiving: Building Behavior, Language, and Literacy Skills
- Beginning Education: Early Childcare at Home (English) – Module 3: Support Children’s Progress in Cognitive and Social-emotional Development
- Beginning Education: Early Childcare at Home (English) – Module 4: Build Learning into All Parts of the Day
- Beginning Education: Early Childcare at Home (Español) – Módulo 1: Estrategias para Cuidado Receptivo que Ayudan a Desarrollar Lenguaje
- Beginning Education: Early Childcare at Home (Español) – Módulo 2: Cuidado Sensible : Comportamiento de construcción , idioma y habilidades de alfabetización
- Beginning Education: Early Childcare at Home (Español) – Módulo 3: Progreso de apoyo de los niños en el desarrollo cognitivo y socio-emocional
- Beginning Education: Early Childcare at Home (Español) – Módulo 4: Construir el aprendizaje en todas las partes del Día
- CAC: Bebés y niños pequeños – actividades de Desarrollo Cognitivo
- CAC: Bebés y niños pequeños – actividades de Desarrollo Social y Emocional
- CAC: Bebés y niños pequeños – actividades de Lenguaje y Comunicación
- CAC: Infant & Toddler – Cognitive activities
- CAC: Infant & Toddler – Language activities
- CAC: Infant & Toddler – Social and Emotional activities
- CAC: K-2 – actividades del subdominio Actividad física y movimiento
- CAC: K-2 – actividades del subdominio Aliteración
- CAC: K-2 – actividades del subdominio Análisis de datos
- CAC: K-2 – actividades del subdominio Arte
- CAC: K-2 – actividades del subdominio Autoconcepto
- CAC: K-2 – actividades del subdominio Autorregulación
- CAC: K-2 – actividades del subdominio Composición escrita
- CAC: K-2 – actividades del subdominio Comprensión de texto
- CAC: K-2 – actividades del subdominio Comprensión emocional
- CAC: K-2 – actividades del subdominio Conceptos de libros e impresión
- CAC: K-2 – actividades del subdominio Conocimiento fonético
- CAC: K-2 – actividades del subdominio Convenciones escritas
- CAC: K-2 – actividades del subdominio Economía
- CAC: K-2 – actividades del subdominio Escuchar y hablar
- CAC: K-2 – actividades del subdominio Expresión dramática
- CAC: K-2 – actividades del subdominio Fluidez en la lectura
- CAC: K-2 – actividades del subdominio Fonemas
- CAC: K-2 – actividades del subdominio Geografía
- CAC: K-2 – actividades del subdominio Geometría y medición
- CAC: K-2 – actividades del subdominio Gobierno y ciudadanía
- CAC: K-2 – actividades del subdominio Historia y cultura
- CAC: K-2 – actividades del subdominio Ingeniería y tecnología
- CAC: K-2 – actividades del subdominio Inicio-terminación
- CAC: K-2 – actividades del subdominio La Tierra y el espacio
- CAC: K-2 – actividades del subdominio Materia, fuerza, movimiento y energía
- CAC: K-2 – actividades del subdominio Música
- CAC: K-2 – actividades del subdominio Números y operaciones
- CAC: K-2 – actividades del subdominio Organismos y medio ambientes
- CAC: K-2 – actividades del subdominio Ortografía
- CAC: K-2 – actividades del subdominio Razonamiento algebraico
- CAC: K-2 – actividades del subdominio Relaciones con los demás
- CAC: K-2 – actividades del subdominio Rimas
- CAC: K-2 – actividades del subdominio Salud y seguridad personal
- CAC: K-2 – actividades del subdominio Sílabas
- CAC: K-2 – actividades del subdominio Vocabulario
- CAC: K-2 – Algebraic Reasoning activities
- CAC: K-2 – Alliteration activities
- CAC: K-2 – Art activities
- CAC: K-2 – Comprehension activities
- CAC: K-2 – Data Analysis activities
- CAC: K-2 – Dramatic Expression activities
- CAC: K-2 – Earth and Space activities
- CAC: K-2 – Economics activities
- CAC: K-2 – Emotional Understanding activities
- CAC: K-2 – Engineering and Technology activities
- CAC: K-2 – Geography activities
- CAC: K-2 – Geometry and Measurement activities
- CAC: K-2 – Government and Citizenship activities
- CAC: K-2 – Health and Personal Safety activities
- CAC: K-2 – History and Culture activities
- CAC: K-2 – Listening and Speaking activities
- CAC: K-2 – Matter, Force, Motion, and Energy activities
- CAC: K-2 – Music activities
- CAC: K-2 – Number and Operations activities
- CAC: K-2 – Onset-Rime activities
- CAC: K-2 – Organisms and Environments activities
- CAC: K-2 – Phonemes activities
- CAC: K-2 – Phonetic Knowledge activities
- CAC: K-2 – Physical Activity and Movement activities
- CAC: K-2 – Print Concepts activities
- CAC: K-2 – Reading Fluency activities
- CAC: K-2 – Relationships with Others activities
- CAC: K-2 – Rhyming activities
- CAC: K-2 – Self-Concept activities
- CAC: K-2 – Self-Regulation activities
- CAC: K-2 – Spelling activities
- CAC: K-2 – Syllables activities
- CAC: K-2 – Vocabulary activities
- CAC: K-2 – Words in Sentences activities
- CAC: K-2 – Writing Composition activities
- CAC: K-2 – Writing Conventions activities
- CAC: Pre-K – Art activities
- CAC: Pre-K – Citizenship activities
- CAC: Pre-K – Classification and Patterns activities
- CAC: Pre-K – Compound Words activities
- CAC: Pre-K – Comprehension and Retelling activities
- CAC: Pre-K – Conventions in Writing activities
- CAC: Pre-K – Dramatic Expression activities
- CAC: Pre-K – Earth and Space activities
- CAC: Pre-K – Economics activities
- CAC: Pre-K – Emotional Understanding activities
- CAC: Pre-K – Engineering and Technology activities
- CAC: Pre-K – Environmental Print activities
- CAC: Pre-K – Fine Motor activities
- CAC: Pre-K – Geography activities
- CAC: Pre-K – Geometry and Spatial Sense activities
- CAC: Pre-K – Gross Motor activities
- CAC: Pre-K – Health and Personal Safety activities
- CAC: Pre-K – Letter Recognition activities
- CAC: Pre-K – Letter Sounds activities
- CAC: Pre-K – Life Science activities
- CAC: Pre-K – Listening activities
- CAC: Pre-K – Listening Comprehension activities
- CAC: Pre-K – Measurement activities
- CAC: Pre-K – Motivation to Read activities
- CAC: Pre-K – Motivation to Write activities
- CAC: Pre-K – Music activities
- CAC: Pre-K – Number and Operations activities
- CAC: Pre-K – Onset-Rime activities
- CAC: Pre-K – People, Culture, and Events activities
- CAC: Pre-K – Phonemes activities
- CAC: Pre-K – Physical Science activities
- CAC: Pre-K – Print Concepts activities
- CAC: Pre-K – Relationships with Others activities
- CAC: Pre-K – Rhyming activities
- CAC: Pre-K – Self-Concept activities
- CAC: Pre-K – Self-Regulation activities
- CAC: Pre-K – Speaking activities
- CAC: Pre-K – Syllables activities
- CAC: Pre-K – Vocabulary activities
- CAC: Pre-K – Words in Sentences activities
- CAC: Pre-K – Writing Process activities
- CAC: Pre-K Alliteration activities
- CAC: Prekínder – actividades del subdominio Aliteración
- CAC: Prekínder – actividades del subdominio Arte
- CAC: Prekínder – actividades del subdominio Autoconcepto
- CAC: Prekínder – actividades del subdominio Autorregulación
- CAC: Prekínder – actividades del subdominio Ciencias biológicas
- CAC: Prekínder – actividades del subdominio Ciencias físicas
- CAC: Prekínder – actividades del subdominio Ciudadanía
- CAC: Prekínder – actividades del subdominio Clasificación y patrones
- CAC: Prekínder – actividades del subdominio Comprensión al escuchar
- CAC: Prekínder – actividades del subdominio Comprensión emocional
- CAC: Prekínder – actividades del subdominio Comprensión y expresión
- CAC: Prekínder – actividades del subdominio Conceptos de impresión
- CAC: Prekínder – actividades del subdominio Convenciones en la escritura
- CAC: Prekínder – actividades del subdominio Economía
- CAC: Prekínder – actividades del subdominio Escuchar
- CAC: Prekínder – actividades del subdominio Expresión dramática
- CAC: Prekínder – actividades del subdominio Fonemas
- CAC: Prekínder – actividades del subdominio Geografía
- CAC: Prekínder – actividades del subdominio Geometría y sentido espacial
- CAC: Prekínder – actividades del subdominio Hablar
- CAC: Prekínder – actividades del subdominio Ingeniería y tecnología
- CAC: Prekínder – actividades del subdominio Inicio-terminación
- CAC: Prekínder – actividades del subdominio La tierra y el espacio
- CAC: Prekínder – actividades del subdominio Medición
- CAC: Prekínder – actividades del subdominio Motivación para escribir
- CAC: Prekínder – actividades del subdominio Motivación para leer
- CAC: Prekínder – actividades del subdominio Motricidad fina
- CAC: Prekínder – actividades del subdominio Motricidad gruesa
- CAC: Prekínder – actividades del subdominio Música
- CAC: Prekínder – actividades del subdominio Números y operaciones
- CAC: Prekínder – actividades del subdominio Palabras compuestas
- CAC: Prekínder – actividades del subdominio Palabras en oraciones
- CAC: Prekínder – actividades del subdominio Palabras impresas del entorno
- CAC: Prekínder – actividades del subdominio Personas, cultura y eventos
- CAC: Prekínder – actividades del subdominio Proceso de escritura
- CAC: Prekínder – actividades del subdominio Reconocimiento de letras
- CAC: Prekínder – actividades del subdominio Relaciones con los demás
- CAC: Prekínder – actividades del subdominio Rimas
- CAC: Prekínder – actividades del subdominio Salud y seguridad personal
- CAC: Prekínder – actividades del subdominio Sílabas
- CAC: Prekínder – actividades del subdominio Sonidos de las letras
- CAC: Prekínder – actividades del subdominio Vocabulario
- CDA Professional Learning Sessions – Functional Area 1: Safe Session
- CDA Professional Learning Sessions – Functional Area 10: Guidance Session
- CDA Professional Learning Sessions – Functional Area 11: Families (Part 1)
- CDA Professional Learning Sessions – Functional Area 11: Families (Part 2)
- CDA Professional Learning Sessions – Functional Area 12: Program Management Session
- CDA Professional Learning Sessions – Functional Area 13: Professionalism Session
- CDA Professional Learning Sessions – Functional Area 5: Cognitive Session
- CDA Professional Learning Sessions – Functional Area 8: Self Session
- CDA Professional Learning Sessions – Functional Area 9: Social Session
- CDA Professional Learning Sessions – Introduction: CDA Professional Learning Sessions
- CDA Training Program Facilitator Guide – Functional Area 05: Cognitive
- Centers/Independent Workstation Activities – Choices (Exemplar)
- Centers/Independent Workstation Activities – Management System (Exemplar)
- Centers/Independent Workstation Activities – Model Activities (Exemplar)
- Centers/Independent Workstation Activities – Reminders (Exemplar)
- Centers/Independent Workstation Activities – Themes (Exemplar)
- Challenging Behavior Policy
- Child Trends Hispanic Institute
- CIRCLE Activity Collection: Family
- CIRCLE CDA Training Program – CDA Building Your Professional Portfolio
- CIRCLE CDA Training Program – CIRCLE CDA Families (Part 1)
- CIRCLE CDA Training Program – CIRCLE CDA Families (Part 2)
- CIRCLE CDA Training Program – CIRCLE CDA Fostering Creativity in the Early Childhood Classroom
- CIRCLE CDA Training Program – CIRCLE CDA Professionalism
- CIRCLE CDA Training Program – CIRCLE CDA Safe
- CIRCLE CDA Training Program (SI): CIRCLE CDA Health
- CIRCLE CDA Training Program (SI): CIRCLE CDA Physical
- CIRCLE CDA Training Program: CIRCLE CDA Program Management
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Connect with Me: Preventing and Responding to Challenging Behaviors (Part 5)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Connect with Me: Promoting Social and Emotional Development (Part 1)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Connect with Me: Promoting Social and Emotional Development (Part 2)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Connect with Me: Promoting Social and Emotional Development (Part 3)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Connect with Me: Promoting Social and Emotional Development (Part 4)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Grow with Me: Understanding and Using Developmental Assessments
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Learn with Me: Promoting Early Cognitive Development (Part 1)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Read with Me: Promoting Early Literacy Development (Part 1)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Read with Me: Promoting Early Literacy Development (Part 2)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Talk with Me: Promoting Early Language Development (Part 1)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Talk with Me: Promoting Early Language Development (Part 2)
- CIRCLE Infant and Toddler Teacher Training: “Play with Me” – Talk with Me: Promoting Early Language Development (Part 3)
- CIRCLE Pre-K Curriculum Start-Up Guide
- CIRCLE Pre-K Curriculum Teacher’s Manual
- CIRCLE Pre-K Curriculum: Training Module 1
- CIRCLE Pre-K Curriculum: Training Module 2
- CIRCLE Pre-K Curriculum: Training Module 3
- CIRCLE Progress Monitoring Accommodations Guide for Special Populations
- CIRCLE Progress Monitoring Administration Videos
- CIRCLE Progress Monitoring Benchmarks
- CIRCLE Progress Monitoring Observables
- CIRCLE Progress Monitoring Offline Assessment
- CIRCLE Progress Monitoring Portfolio
- CIRCLE Progress Monitoring PreK Assessment Training
- CIRCLE Progress Monitoring Scoresheets
- CIRCLE Progress Monitoring User Guide
- CIRCLE STEM Lab Family Guide
- CIT Professional Learning Sessions – English Language Learners
- CIT Professional Learning Sessions – Using Responsive Teaching to Support Social and Emotional Growth
- CIT Professional Learning Sessions: Practical Scaffolding Techniques
- CIT Professional Learning Sessions: Using Effective Language Building Strategies: Labeling and Describing
- Classroom Cheers
- Classroom Environment Checklist How-To-Guide (CEC)
- Classroom Environment Checklist: Infant and Toddler
- Classroom Environment Checklist: Pre-K
- Classroom Management – Community Building (Exemplar 1)
- Classroom Management – Community Building (Exemplar 2)
- 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 – Routines (Exemplar)
- Classroom Management – Setting Expectations (Exemplar)
- Classroom Management – Transition (Exemplar 1)
- Classroom Management – Transition (Exemplar 2)
- Classroom Management – Transition (Exemplar 3)
- Classroom Management – Transition (Exemplar 4)
- Colección de Bebés y niños pequeños
- Colección de Prekínder hasta segundo grado
- Communicates with Children
- Compare (Infant)
- Compare (Toddler)
- Culturally Sensitive Materials – Infant
- Culturally Sensitive Materials – Preschool
- Culturally Sensitive Materials – Toddler
- Currículo CIRCLE de prekínder
- Currículo CIRCLE de prekínder – La Guía para comenzar
- Currículo CIRCLE de prekínder – Manual para los maestros
- Demonstrate and Explain How Things Work (Infant)
- Demonstrate and Explain How Things Work (Toddler)
- Demonstrates Flexibility and Tolerance for Mishaps
- Describe (Infant)
- Describe (Toddler)
- Developmental Milestones Checklists for Infants, Toddlers, and Three-Year-Olds
- Division of Interest Areas – Infant
- Division of Interest Areas – Preschool
- Division of Interest Areas – Toddler
- Downward Scaffold (Infant)
- Downward Scaffold (Toddler)
- Dual Language Learners
- Dyslexia Referral Checklist
- Dyslexia Referral Checklist Manuals
- ECE Professionals Resources
- eCIRCLE Professional Development Series – Building Vocabulary
- eCIRCLE Professional Development Series – Classroom Management
- eCIRCLE Professional Development Series – Discovering Early Childhood Science
- eCIRCLE Professional Development Series – Early Childhood Mathematics
- eCIRCLE Professional Development Series – English Language Learners: Culture, Language, Instruction
- eCIRCLE Professional Development Series – Letter Knowledge
- eCIRCLE Professional Development Series – Phonological Awareness
- eCIRCLE Professional Development Series – Read Aloud
- eCIRCLE Professional Development Series – Read Aloud
- eCIRCLE Professional Development Series – Setting the Stage for Children’s Talk
- eCIRCLE Professional Development Series – Social and Emotional Learning
- eCIRCLE Professional Development Series – Understanding Special Needs
- eCIRCLE Professional Development Series – Written Expression
- Encourage Active Participation (Infant)
- Encourage Active Participation (Toddler)
- Encourage Back-and-Forth Play
- Encourage Continued Effort and Persistence (Infant)
- Encourage Continued Effort and Persistence (Toddler)
- Encourage Conversation
- Encourage Imitation (Infant)
- Encourage Imitation (Toddler)
- Encourage Observation (Infant)
- Encourage Observation (Toddler)
- Encourages Back-and-Forth Play (Toddler)
- Encourages Children to Assist with Routines
- Encourages Self-Regulation
- Engage in Math Activities
- Engages Children in Conversations
- Expands on Children’s Understanding
- Explain (Infant)
- Explain (Toddler)
- Explain What Comes Next
- Explains Logical Consequences
- Express Warmth and Affection (Infant)
- Express Warmth and Affection (Toddler)
- Extends Language (All Ages)
- Extends Language (Toddler)
- Family and Teacher Goal-Setting Form
- Family Engagement Bag – Carta para familias
- Family Engagement Bag Message
- Family Engagement Resources
- Family Engagement Teacher Strategy Checklist (Infant & Toddler)
- Family Engagement Teacher Strategy Checklist (Pre-K)
- Family Event Preparation Checklist
- Family Handbook
- Family Invitation
- Family Lesson Form
- Family Survey
- Family Toolkit
- Family Workbook
- Flexibility in Thinking
- Flexibility in Thinking (Toddler)
- Follow Consistent Daily Routines and Schedules (Infant)
- Follow Consistent Daily Schedules and Routines (Toddler)
- Frequent Positive Nonverbal Behaviors
- Getting Children Ready for Reading
- Getting Started with the Texas Early Childhood Professional Development System (TECPDS)
- Hands-On Manipulation of Real Objects – Infant
- Hands-On Manipulation of Real Objects – Preschool
- Hands-On Manipulation of Real Objects – Toddler
- Help Children Share Space
- Helps Children Resolve Conflicts
- Helps Children Share Space
- Herramientas para familias
- Hosting Family Events to Support Children’s Development
- How to Access the Texas ITELG Online Training
- How to Navigate an eCIRCLE Course
- Infant and Toddler Collection
- Infant Daily Schedule
- Infant Lesson Plan
- Invite Interest (Infant)
- Invite Interest (Toddler)
- Invite Verbal and Nonverbal Participation
- Label (Infant)
- Label (Toddler)
- Label Feelings
- Labels Feelings (Toddler)
- Learning During Routine and Transition Times
- Libro de actividades para familias
- Link (Infant)
- Link (Toddler)
- Link to Experiences (Infant)
- Link to Experiences (Toddler)
- List of Online Degree Programs
- Lista de preparativos para evento familiar
- Listens Attentively and Responds Appropriately
- Maintain Attention (Infant)
- Maintain Attention (Toddler)
- Make Connections Between Feelings, Actions, and Events (Infant)
- Make Connections Between Feelings, Actions, and Events (Toddler)
- Material Labels – Infant
- Material Labels – Toddler
- Materials at Eye Level – Infant
- Materials at Eye Level – Toddler
- Math – Daily Routines
- Math – Transition
- Math – Vocabulary (Exemplar 1)
- Math – Vocabulary (Exemplar 2)
- Math – Vocabulary (Exemplar 3)
- Mathematical and Scientific Development in Early Childhood: A Workshop Summary
- Model and Join in Pretend Play
- Model Problem Solving (Infant)
- Model Problem Solving (Toddler)
- Model Prosocial Behaviors (Infant)
- Model Prosocial Behaviors (Toddler)
- Model Writing
- Models and Encourages Emotional Expression
- Narrate (Infant)
- Narrate (Toddler)
- Notices Children’s Signals
- Oral Language Use – Act Out Words (Exemplar 1)
- Oral Language Use – Act Out Words (Exemplar 2)
- Oral Language Use – Act Out Words (Exemplar 3)
- Oral Language Use – Child-Friendly Definitions (Exemplar 1)
- Oral Language Use – Child-Friendly Definitions (Exemplar 2)
- Oral Language Use – Child-Friendly Definitions (Exemplar 3)
- Oral Language Use – Child-Friendly Definitions (Exemplar 4)
- Oral Language Use – Child-Friendly Definitions (Exemplar 5)
- 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 1)
- Oral Language Use – Elicit Responses (Exemplar 2)
- Oral Language Use – Elicit Responses (Exemplar 3)
- Oral Language Use – Examples and Non-Examples (Exemplar 1)
- Oral Language Use – Examples and Non-Examples (Exemplar 2)
- Oral Language Use – Explain (Exemplar 1)
- Oral Language Use – Explain (Exemplar 2)
- 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 – Infer (Exemplar)
- 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 – Multiple-Turn Conversations (Exemplar)
- Oral Language Use – Name/Label (Exemplar 1)
- Oral Language Use – Name/Label (Exemplar 2)
- Oral Language Use – Name/Label (Exemplar 3)
- 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 1)
- Oral Language Use – Say New Words (Exemplar 2)
- Oral Language Use – Say New Words (Exemplar 3)
- Oral Language Use – Say New Words (Exemplar 4)
- Oral Language Use – Say New Words (Exemplar 5)
- Oral Language Use – Scaffolding (Exemplar 1)
- Oral Language Use – Scaffolding (Exemplar 2)
- Oral Language Use – Scaffolding (Exemplar 3)
- Oral Language Use – Scaffolding (Exemplar 4)
- Oral Language Use – Scaffolding (Exemplar 5)
- Oral Language Use – Talk About New Words (Exemplar 1)
- Oral Language Use – Talk About New Words (Exemplar 2)
- P-WRS-01 Activities (Infant)
- Parent-Teacher Conference Record
- Participates in Child-Initiated Play
- Patient, Relaxed Style
- Plan Activities for Peer Interactions
- Plan Activities to Help Children Understand Emotions
- Plan Activities to Promote Peer Interactions (Toddler)
- Plan Activities to Promote Positive Peer Interactions (Infant)
- Plan Activities to Promote Positive Peer Interactions (Toddler)
- Planned Transition Times
- Point Out Print and Alphabet
- Practice Fine Motor
- Pre-K to Grade 2 Collection
- Preschool Daily Schedule
- Preschool Lesson Plan
- Print Knowledge, Letter Knowledge and Early Reading – Scaffolding (Exemplar 1)
- Print Knowledge, Letter Knowledge and Early Reading – Scaffolding (Exemplar 2)
- Print Knowledge, Letter Knowledge and Early Reading – Transition (Exemplar 1)
- Print Knowledge, Letter Knowledge and Early Reading – Transition (Exemplar 2)
- Promoting Two-Way Conversations with Families Remotely
- 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 (Infant)
- Provides Opportunities for Children to Make Choices (Toddler)
- Provides Opportunities for Social Interactions
- Provides Opportunities to Talk
- Provides Short Explanations of Feelings
- Read with Enthusiasm (Infant)
- Read with Enthusiasm (Toddler)
- Recognizes Rising Tensions
- Redirect Undesired Behaviors (Infant)
- Redirect Undesired Behaviors (Toddler)
- Remotely Incorporating Family Engagement to Support Children’s Development
- Repeated Exposure
- Rephrase
- Responds Promptly and Sensitively (Infant)
- Responds Promptly and Sensitively (Toddler)
- Responds to Cognitive and Affective Signals
- Resume Template
- Sample Academic Transcript
- Sample Resume – Director
- Sample Resume – Teacher
- Scaffold by Adding Challenge (Infant)
- Scaffold by Adding Challenge (Toddler)
- Scaffold by Simplifying (Infant)
- Scaffold by Simplifying (Toddler)
- Scaffolding for Success
- School Age Daily Schedule
- Scope and Sequence for Remote Instruction
- SEEDS Course 1: Environmental checklist for your classroom
- SEEDS Course 1: Setting Up a Learning Environment
- SEEDS Course 1: Setting Up a Learning Environment (Video 1)
- SEEDS Course 1: Setting Up a Learning Environment (Video 2)
- SEEDS Course 1: Setting Up a Learning Environment (Video 3)
- SEEDS Curso 1: Lista de control del ambiente
- Share Control of a Book (Infant)
- Share Control of a Book (Toddler)
- 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 1)
- 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 – Sensitivity (Exemplar 2)
- 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)
- Social and Emotional Training for Adult Stress and Coping
- Staff Orientation Checklist
- Steps for Communicating Data in Family-Friendly Ways
- Summer Learning
- Support Turn-Taking (Infant)
- Support Turn-Taking (Toddler)
- Supporting Children’s Social and Emotional Development
- Supporting Families with Understanding and Tracking Children’s Development
- Supports a Playful Attitude
- T.E.A.C.H. Texas College Directory Search Tool
- T.E.A.C.H. Texas University Directory Search Tool
- Talk About Feelings (Infant)
- Talk About Feelings (Toddler)
- Talk About Pictures in Books (Infant)
- Talk About Pictures in Books (Toddler)
- Talk About Sequence
- TECPDS Professional Development Self-Assessments: Practitioners
- Texas Core Competencies Administrator Training – Core Competency Area 1: Establishing and Maintaining an Effective Organization
- Texas Core Competencies Administrator Training – Core Competency Area 2: Business and Operations Management
- Texas Core Competencies Administrator Training – Core Competency Area 3: Human Resource Leadership and Development
- Texas Core Competencies Administrator Training – Core Competency Area 4: Maintaining a Healthy and Safe Environment
- Texas Core Competencies Administrator Training – Core Competency Area 5: Implementing a Developmentally Appropriate Curriculum and Environment
- Texas Core Competencies Administrator Training – Core Competency Area 6: Instituting Family and Community-Centered Programming
- Texas Core Competencies Administrator Training – Texas Core Competencies for Early Childhood Administrators Training: Introduction
- Texas Core Competencies for Early Childhood Practitioners and Administrators
- Texas Core Competencies for Practitioners and Administrators
- Texas Core Competencies Practitioner Training – Core Competency Area 1: Child Growth and Development
- Texas Core Competencies Practitioner Training – Core Competency Area 2: Responsive Interactions and Guidance
- Texas Core Competencies Practitioner Training – Core Competency Area 3: Learning Environments, Planning Framework, Curriculum, and Standards
- Texas Core Competencies Practitioner Training – Core Competency Area 4: Supporting Skill Development
- Texas Core Competencies Practitioner Training – Core Competency Area 5: Observation and Assessment
- Texas Core Competencies Practitioner Training – Core Competency Area 6: Diversity and Dual Language Learners
- Texas Core Competencies Practitioner Training – Core Competency Area 7: Family and Community Relationships
- Texas Core Competencies Practitioner Training – Core Competency Area 8: Health, Safety, and Nutrition
- Texas Core Competencies Practitioner Training – Core Competency Area 9: Professionalism and Ethics
- Texas Core Competencies Practitioner Training – Texas Core Competencies for Early Childhood Practitioners: Introduction
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Module 2: Early Physical Health & Motor Development
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Module 3: Early Social and Emotional Development
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Module 4: Early Language & Communication Development
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Module 4: Language and Communication Development – Suggested Reading for Infants and Toddlers (Handout)
- Texas Infant, Toddler, and Three-Year-Old Guidelines Training – Module 5: Early Cognitive Development
- Texas Prekindergarten Guidelines Training – Domain 1: Social and Emotional Development
- Texas Prekindergarten Guidelines Training – Domain 10: Technology
- Texas Prekindergarten Guidelines Training – Domain 2: Language and Communication
- Texas Prekindergarten Guidelines Training – Domain 3: Emergent Literacy Reading
- Texas Prekindergarten Guidelines Training – Domain 4: Emergent Literacy Writing
- Texas Prekindergarten Guidelines Training – Domain 5: Mathematics
- Texas Prekindergarten Guidelines Training – Domain 6: Science
- Texas Prekindergarten Guidelines Training – Domain 7: Social Studies
- Texas Prekindergarten Guidelines Training – Domain 8: Fine Arts
- Texas Prekindergarten Guidelines Training – Domain 9: Physical Development
- Texas Prekindergarten Guidelines Training – Intro to Texas PKG: School Readiness in PreK Classrooms
- Texas Prekindergarten Guidelines Training – Intro to Texas PKG: School Readiness in PreK Classrooms
- Texas WIC
- Think Aloud (Infant)
- Think Aloud (Toddler)
- Toddler Daily Schedule
- Toddler Lesson Plan
- Understanding Cognitive Bias
- Understanding Your Child’s Assessment Results
- Use Appropriate Pacing (Infant)
- Use Appropriate Pacing (Toddler)
- Use Praise to Encourage Positive Behavior (Infant)
- Use Praise to Encourage Positive Behavior (Toddler)
- Use Props and Extenders
- Use Rhythm and Rhyme (Infant)
- Use Rhythm and Rhyme (Toddler)
- Uses Descriptive Language
- Uses Language to Expand
- Uses Positive Verbal Responses
- Using Pre-K Family Engagement Resources on CLI Engage
- Warm, Safe, Nurturing Environment
- Word Power: A Vocabulary Song
- Written Expression – Scaffolding (Exemplar 1)
- Written Expression – Scaffolding (Exemplar 2)
- Written Expression — Scaffolding (Exemplar 3)
- Find A TRS Provider2
- Parents
- Providers
- Resource Collection Search & Filter
- Screening Form
- Sitemap
- Spanish
- Test
- Texas Rising Star Screening Form Report Statewide
- Texas Rising Star Screening Map
- TRS Tools
- TSROnline
- Vietnamese
- WDB List
