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WELCOME, CHICAGO EDUCATORS!

SUMMER REGISTRATION NOW OPEN

Earn Lane Credits & CPDUs Online!
(CPS-Approved Program)

Participants are allowed to earn up to 9 Lane Credits per year from any given provider.

KDS is CPS Vendor #37988 and IL-Certified CPDU Provider #50911183215058.

Knowledge Delivery Systems (External Lane Credit Course Provider) offers online, self-paced courses each for:
- 2 Lane Credits towards salary advancement (towards the MA+15, 30, 45) in Chicago Public Schools and
- 30 CPDUs in General & Special Education (for license recertification) in the State of Illinois. The following courses may count towards Special Education & General Education: Aiding Students with Learning Disabilities, Differentiated Instruction and Teaching Diverse Learners.

(Course access: 3 months per course, 6 months for 2 courses, 9 months for 3 courses, etc.)

PRINT A FLYER to share with your colleagues, principals, and teacher union reps! For any additional information or questions, please contact Melanie Fox at 1-800-728-0032 or at cps@kdsi.org.

TO REDEEM CPDUs:
After completing the course please go to the following website:
https://sec1.isbe.net/ecs/
TO REDEEM LANE CREDITS, REGISTER WITH PD CENTRAL:
https://pdcentral.cps.k12.il.us

Check out our New Testimonials for the KDS Classroom.

Access to dozens of streaming-video workshops from the preeminent names in American education, all in the comfort of your home or school
Only $199 per user for the 30-hr Online Courses with FREE study guides!
Self-Paced Course Schedule, complete work from home

COURSES OFFERED

ANGER MANAGEMENT & EFFECTIVE DISCIPLINE TO PREVENT VIOLENCE
PURCHASE|SHOW DESCRIPTION

NOTE: ACCESS AVAILABLE / COURSE UNDER CONSTRUCTION This course will comprehensively cover topics relating to understanding the relationship between anger, the brain, and violence prevention and effective discipline in schools. The speaker will impart essential information on the nature of anger, ways to effectively manage one's own anger, respond appropriately to anger expressed by students and will relate core principles of anger to the principles and best practices of effective discipline. Research clearly indicates that students’ learning is impacted by classrooms that are emotionally safe. Brain research indicates that all children need to function in a calm brain state in order to learn. This course equips teachers to apply fundamental principles and best practices that promote climates of emotional safety through enhancing their understanding, appreciation and abilities to manage anger well and discipline effectively. Educators will be encouraged to adopt a healthy philosophy of anger and understand the relevancy to their own productivity and their student’s ability to learn and conform to unrealistic expectations. This course provides innovative, preventive modalities and well-researched information, tools and techniques for students, colleagues and/or parents. We will empower participants with knowledge, skills and principles to help them become more aware and confident in managing and responding to anger, their own and others, and to be better equipped to teach students, colleagues and parents effective ways to be in charge of their own anger.
Anger 101		Diane Wagenhals
Perceptions of Anger		Diane Wagenhals
When I’m Angry I		Diane Wagenhals
Handling Protests		Diane Wagenhals
Who Me? Angry?		Diane Wagenhals
There’s No Shame in Trying		Diane Wagenhals
To Shame or Not to Shame is Not the Question		Diane Wagenhals
Structure vs. Discipline		Diane Wagenhals
This is Your Brain on Anger		Diane Wagenhals
Can I Get a HUG?		Diane Wagenhals
Do Not Pass “No”		Diane Wagenhals
Discipline vs. Punishment		Diane Wagenhals
The Brain is Connected to the…		Diane Wagenhals
The Discipline Report Card for Educators & Parents		Diane Wagenhals
Persistent Problems		Diane Wagenhals

CHARACTER EDUCATION: A FOUNDATIONAL CLASSROOM ASSET
PURCHASE|SHOW DESCRIPTION

Participants are introduced to historical and modern concepts that support the role of “character” within a civilized K-12 learning environment. Participants learn to identify character issues in their classrooms and mobilize resources from parents and community members to implement a plan that integrates character education into the core curriculum. Participating educators will be able to identify the role that “character” plays in the learning process and be able to identify warning signs of at risk students. Participants will learn techniques to engage parents to promote the character of their children and to engage the community to support moral and character development in schools. Participants will learn to identify strategies to develop character through conflict resolution and problem solving. Furthermore, participants will understand how to create a positive moral culture in their schools, promote moral conversations among parents and children, create an assessment process for discipline issues, and implement appropriate classroom rules. Participants will utilize these concepts to develop a school-wide character education program.
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 4: Voices of Character: Professionals I Know		Clifton Taulbert
Session 5: The Role of the Teacher in the Midst of Change		Clifton Taulbert
Session 6: From 8th Century Cicero to 21st Century Lickona: The Character Journey		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
Session 11: Character at Work - 21st Century Case Histories 1		Clifton Taulbert
Session 12: Character at work - 21st Century Case Histories 2		Clifton Taulbert
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

THE SCHOOLWIDE GIFTED CLUSTER GROUPING MODEL ($30 book fee included)
PURCHASE|SHOW DESCRIPTION

Participants will be able to identify and serve gifted students in a setting that maximizes academic achievement for all students, develop positive interactions with parents of gifted students, provide a cost-effective way to serve identified gifted students, offer enrichment opportunities and a challenging learning environment to ensure academic success for all students. Participants will be guided through implementation phases of establishing the Schoolwide Cluster Grouping Model (SCGP) by model developers. The SCGM facilitates full-time services for gifted students within the gifted cluster classroom. Resources and information are provided to help participants identify gifted students for Schoolwide gifted cluster classes and to effectively integrate “best practices” for gifted education into a total classroom environment. Participants will be able to use the SCGM model to serve gifted students who are not fluent in English, are children of poverty, or are gifted but not performing within their academic setting. Participants will also be able to locate, develop, utilize effective extension strategies for gifted students in the primary through middle grades. Furthermore, participants will learn to use successful classroom management techniques to facilitate their differentiation efforts. The integration of effective questioning strategies is a key component of the SCGM, participants will learn to formulate classroom questions that facilitate higher thinking behaviors and lead classroom discussions that elicit thoughtful responses from all students. Finally, participants will be able to recognize and understand the advanced learning needs of gifted students in the primary though middle grades. Viewing actual classroom segments in which the SCGM is in place will reinforce instructional goals and course objectives. The presenters will provide commentary and significant indicators of the SCGM “in action” for the classroom clips section of the course.
Description of the SCGM to Administrators		Susan Winebrenner
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
Training for Gifted Specialists and Mentors		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
Creating and Using Effective Extension Menus		Susan Winebrenner
Gifted Cluster Teacher Meeting		Dina Brulles
Gifted Specialist/Mentor Meeting		Dina Brulles
Panel with Gifted Program Coordinators		Susan Winebrenner
Panel with Administrators		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

IMPROVING LITERACY IN SECONDARY SCHOOLS
PURCHASE|SHOW DESCRIPTION

NOTE: ACCESS AVAILABLE / COURSE UNDER CONSTRUCTION This course will comprehensively cover topics relating to literacy in the secondary school, including both a history of literacy and practical techniques for improving literacy in the classroom. Best practices in literacy development based on current research in learning styles theory in addition to obstacles in achieving fluency in reading will be discussed. The connection between reading and writing will be explored. Issues such as reading comprehension, ESL, learning disabilities and multiculturalism will be discussed in terms of how they affect literacy and what can be done by the classroom teacher to improve literacy. The connection between student achievement and literacy will be made, with practical applications for improving literacy provided to the classroom teacher, regardless of the area of curricular expertise.
A Brief History of Literacy		Carol Mowen
Defining Literacy		Carol Mowen
The Essential Nature of Literacy in Today’s Society		Carol Mowen
Identifying Struggling Readers		Carol Mowen
Reading Comprehensions		Carol Mowen
No Child Left Behind and Secondary School Literacy		Carol Mowen
Diversity and Literacy		Carol Mowen
ESL, ELL, and LEP Literacy Topics		Carol Mowen
Learning Disabilities and Literacy		Carol Mowen
Learning Styles and Literacy		Carol Mowen