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WELCOME, RHODE ISLAND EDUCATORS!

Enroll in KDS Online Courses to earn Professional Development Credits towards Rhode Island's State Requirement.
(KDS is RIDOE-Approved Vendor #135.)

* SUMMER REGISTRATION OPEN *

Course length: 15 Contact Hours (self-paced)

Credits Earned: 1 Professional Development Credit

Cost: $50, no materials fee

Timeframe: On-demand, 24/7 access over a 2-month period per course

Certificates: Print a certificate upon completion of each of 8 segments.

Ask your district for opportunities to use courses to In-Service Credits towards Salary Upgrade!

PRINT A FLYER to share with colleagues!

Graduate Credit Options: www.kdsi.org/RI-Grad
KDS offers programs through Graduate School, Adams State College, accredited by TEAC (Teacher Education Accreditation Council) and the North Central Association of Colleges and Schools.

About KDS Courses:
Rhode Island Professional Development Courses consist of 8 topics, each including an online video-based lecture, pre- and post-assessment questions, and optional discussion board participation. (Printable study guides and resources included.)

* Please contact KDS at 1-800-728-0032 or RhodeIsland@kdsi.org with any questions you may have.

COURSES OFFERED

Classifying, Ordering and Exploring Real, Negative, and Whole Numbers (DISCOVERY-BASED MATH KIT RECOMMENDED)
PURCHASE|SHOW DESCRIPTION


Developing and Assessing Number Sense		Michelle Flaming
Session 1: Classifying, Ordering and Exploring Real Numbers: Part 1		Paul Lawrence
Session 1: Classifying, Ordering and Exploring Real Numbers: Part 2		Paul Lawrence
Session 1: Classifying, Ordering and Exploring Real Numbers: Part 3		Paul Lawrence
Session 2: Exploring Negative Numbers, Scientific Notation and Order of Operations		Paul Lawrence
Session 3: Addition and Subtraction of Whole Numbers: Part 1		Paul Lawrence
Session 3: Addition and Subtraction of Whole Numbers: Part 2		Paul Lawrence
Session 11: Addition and Subtraction of Decimals		Paul Lawrence

Character Education Part 1: Community and Cultural Change
PURCHASE|SHOW DESCRIPTION

Cultural changes in the family structure, the shifting role of parents, and the glorification of violence, drugs, and gang activity in popular culture have all contributed to changes in the behavior dynamics that impact schools, classrooms, and teachers. Students’ feelings, emotions, perceptions, and self-esteem or the “affective” dimension are intertwined with the ability to learn; consequently, the increase in negative social behaviors on campus such as bullying not only negatively influence social interactions but impact students’ ability to acquire new skills and knowledge. This session also focuses on the need to build adult teams (internally and externally) to implement and sustain a “character” focus that takes into consideration the federal, state, and local mandates of 21st Century educators. Participants will be given guidelines for building a classroom, school, and community that focus on character development and making “character” education a central part of the teaching and learning process, resulting in improved human relationships among teachers and students. Participants discover the avenues to create a moral community in the classroom and identify the role that they play in the process of fostering positive student character traits. This course can be taken alone or with Character Education, Part 2 for additional course credits.
Session 1: Character: An Initiative with Far-Reaching Consequences		Clifton Taulbert
Session 2: Why the Character Focus: The Cultural Shift - A Society in Change		Clifton Taulbert
Session 3: The Cultural Shift: Impact Upon the Classroom		Clifton Taulbert
Session 5: The Role of the Teacher in the Midst of Change		Clifton Taulbert
Session 7: The Role of the "Affective" Dimension of the Learning Process		Clifton Taulbert
Session 8: Character Education on Campus		Clifton Taulbert
Session 9: The Federal Government in Schools		Clifton Taulbert
Session 10: The Power of Community - Building and Sustaining		Clifton Taulbert

Character Education, Part 2: Positive Role Models and Proactive Educators
PURCHASE|SHOW DESCRIPTION

This course encourages participants to create an environment that is conducive to learning by encouraging students to take personal responsibility for their actions and by creating a positive moral climate for solving conflicts. Students emulate behaviors they see and hear; therefore, establishing positive role models at home, within the community, and in the classroom is fundamental to establishing a positive character development program. Participants are given strategies for identifying at risk students and developing a school-wide character education program that leverages community involvement from businesses, faith communities, parents, and coaches to support moral character development. Participants will explore the role of leadership in creating the desired “community” to impact student behavior and will be introduced to the concept of “igniting” leadership at all levels to create an environment where positive relationships are treasured. The eight habits of the heart are introduced including Nurturing Attitude, Responsibility, Dependability, Friendship, Brotherhood, High Expectations, Courage, and Hope, and participants will explore the dynamics of these timeless and universal principles as lived out by ordinary people during the 20th Century and their relationship to building the “affective” dimension of 21st Century classrooms. This course can be taken alone or with Character Education, Part 1 for additional course credits.
Session 13: Building Partnerships - Beyond the School		Clifton Taulbert
Session 14: The Athletic Coach - A Character Development Asset		Clifton Taulbert
Session 15: Adult Behaviors Matter - Your People Will Do What They See You Do		Clifton Taulbert
Session 16: Empowering Your Intent - Personal Leadership		Clifton Taulbert
Session 17: Empowering Your Intent - Timeless Habits 1		Clifton Taulbert
Session 18: Empowering Your Intent - Timeless Habits 2		Clifton Taulbert
Session 19: Empowering Your Intent - Timeless Habits 3		Clifton Taulbert
Session 20: The Proactive Educator - Knowledgeable and Committed		Clifton Taulbert

Challenging Gifted Students Using the SCG Model, Part 1 INCLUDES MATERIALS FEE OF $30
PURCHASE|SHOW DESCRIPTION

This course will cover an in-depth set of topics that describe the School-wide Cluster Grouping Model to educators. The SCGM is a method for providing full-time gifted services without major budget implications. Implementing these strategies has the potential to raise achievement for all students. With the SCGM, all students are purposely placed into classrooms based on their abilities and potential. The course will cover effective evaluation of the gifted cluster program. Participants will learn to identify gifted students and learn how to implement the SCGM in the classroom. Participants will learn the responsibility of the SCGM and the training necessary to become an SCGM teacher. Participants will be introduced to certain relevant terms such as cluster variations, cluster grouping, twice exceptional gifted students, and non-productive gifted students. There will also be video of classroom demonstrations in which participants will learn the name card game, various use of questioning, and other differentiated instruction techniques.
Description of the SCGM to Educators		Susan Winebrenner
Description of the SCGM to Parents		Dina Brulles
Teaching Strategies for Students in the Primary Grades		Dina Brulles
Demonstrations in Primary Classrooms		Dina Brulles
Teaching Strategies for Students in the Intermediate Grades		Susan Winebrenner
Demonstrations in Intermediate Classrooms		Dina Brulles
Demonstrations in Middle School Classrooms		Dina Brulles
Using Effective Questioning Strategies		Susan Winebrenner

Challenging Gifted Students Using the SCG Model, Part 2
PURCHASE|SHOW DESCRIPTION

This is the second course in the School-wide Cluster Grouping Model. This course will cover the meaning and use of effective extension menus. Participant will gain further insight about the name card method and research, which support SCGM theories. The course will also provide additional demonstrations of teaching techniques for gifted cluster teachers and training for gifted specialists and mentors. Participants will be introduced to all aspects of gifted cluster meetings for teachers, and the methods for monitoring progress in the SCGM will be identified. Participants will be given the guidelines for creating a database for tracking the growth of gifted students. The course will offer an in-depth insight to professional development and curriculum differentiation and address the needs of special population students.
Training for Gifted Specialists and Mentors		Dina Brulles
Creating and Using Effective Extension Menus		Susan Winebrenner
Gifted Cluster Teacher Meeting		Dina Brulles
Evaluating the SCGM		Dina Brulles
Special Populations		Susan Winebrenner
Additional Demonstrations of Teaching Strategies		Dina Brulles
Research Supporting the SCGM		Susan Winebrenner
Wrapping Up the SCGM		Susan Winebrenner

Creating and Running a Successful Classroom
PURCHASE|SHOW DESCRIPTION


Games as Tools for Learning		Rick Wormeli
Web Resources for a Standards-Based Curriculum		Jim Moulton
Homework Practices and Policies that Work		Rick Wormeli
Strategies to Reduce Classroom Disruption		Rick Wormeli
What Great Teachers Do Differently: Part 1		Todd Whitaker
What Great Teachers Do Differently: Part 2		Todd Whitaker
What Great Teachers Do Differently: Part 3		Todd Whitaker
Differentiated Assessment and Grading		Rick Wormeli

Differentiated Instruction
PURCHASE|SHOW DESCRIPTION


Differentiation and the Issue of Quality		Carol Ann Tomlinson
Motivating Colleagues		Rick Wormeli
Failure Is Not An Option: Closing the Achievement Gap		Alan Blankstein
School Leadership		Michelle Pedigo
The Brain, Learning and Multiple Intelligences		Bruce Campbell
Teaching Kids with Learning Difficulties in the Regular Classroom: Part 1		Susan Winebrenner
Teaching Kids with Learning Difficulties in the Regular Classroom: Part 2		Susan Winebrenner
The Building Blocks of Differentiated Instruction		Bruce Campbell

Effective Classroom Discipline: Anger Management, Part I
PURCHASE|SHOW DESCRIPTION

This course will provide participants with an understanding of the relationship between anger, effective discipline in schools and violence prevention. The speaker presents current research on effective ways to differentiate between discipline and punishment, structure and discipline, perceptions of anger and persistent problems in responding to conflict in the classroom. Research clearly indicates that student learning is impacted by classrooms that are emotionally safe with clear and consistent guidelines. This course equips teachers with the fundamental principles of authoritative classroom discipline and best practices that promote emotional safety. Participants are encouraged to adopt a healthy philosophy of anger management and to understand their student’s ability to learn and invest in a competitive atmosphere of high stakes testing and accelerated standards-based curriculum. This course provides innovative, preventive modalities and well-researched information, tools and techniques for students, colleagues and/or parents. The course provides an array of effective classroom management tools and can be taken alone or with Anger Management & Effective Discipline to Prevent Violence, Part II for an additional course credit.
Anger 101		Diane Wagenhals
Perceptions of Anger		Diane Wagenhals
Handling Protests		Diane Wagenhals
Structure vs. Discipline		Diane Wagenhals
Can I Get a HUG?		Diane Wagenhals
Do Not Pass “No”		Diane Wagenhals
Discipline vs. Punishment		Diane Wagenhals
Persistent Problems		Diane Wagenhals

Effective Classroom Discipline: Anger Management, Part II
PURCHASE|SHOW DESCRIPTION

This course will provide participants with an understanding of the relationship between anger, brain-based research, effective discipline in schools and violence prevention. The presenter provides a basic overview of six major areas within the brain and how each functions, how varying levels of arousal affect brain states and the overall effect of unhealthy expressions of anger on student learning. By increasing educators' awareness and understanding of brain functioning and brain states, they are more likely to respond to children in brain-sensitive ways. Participants will explore the New Paradigm Training Institute’s (NPTI), Anger Tree to connect feelings with thoughts as an effective classroom tool. Educators are encouraged to appreciate the power of words and how important it is for children to learn to use their words effectively so they do not feel the need to express themselves physically. The presenter will review the impact attitudes of superiority have in anger and aggression and how important it is for educators and other adults to appreciate that students need respect guidance and loving care. Educators will be encouraged to refine and build their appreciation for the connections among discipline, punishment, shame, anger and aggression. The presenter offers specific suggestions teachers can apply to prevent students from developing unhealthy shame and ways teachers can help students when they a have experienced high degrees of shame. The presenter also invites participants to consider Engel’s descriptions of the many styles anger can manifest. The course provides an array of effective classroom management tools and can be taken alone or with Anger Management & Effective Discipline to Prevent Violence, Part I for an additional course credit. Please note that A