KDS offers teachers a variety of professional development solutions
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WELCOME, EDUCATORS!

KDS provides online programs for Graduate Credit and Professional Development to educators across the country.

Each earns teachers 1 Graduate Credit from Adams State College's Teacher Education Program, accredited by TEAC (Teacher Education Accreditation Council) and the Higher Learning Commission of the North Central Association of Colleges and Schools.

Ask your district for opportunities to apply these credits towards advancement on the salary scale, to meet your MA/BA +15, +30, +45, +54, +60 or to meet your License Recertification or Continuing Education needs. Or use the credits towards your education degree (ex. Master’s of Education, Elective courses).

Cost: $150, + $55 application fee to Adams State College (fees are non refundable) $205 total

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STEPS TO COMPLETE THE COURSEWORK

STEP 1: Choose the KDS online course you would like to take.

STEP 2: Select the ADD TO CART button.

STEP 3: Select CHECKOUT once you have selected all the courses you would like to take. (If you have any questions contact us at info@kdsi.org or 800-728-0032.)

STEP 4: If you are a new student select "New Customer, Click Here" if you are a returning student enter your Username, Password, and School # and click SUBMIT.

STEP 5: Once you pay for the course(s) selected, you will automatically be enrolled and will receive your login information via email within 10 minutes. If you do not receive this email please contact KDS immediately.

STEP 6: You will have on-demand access to complete this course at your own pace over the course of 2 months.

STEP 7: Once you complete the online lectures, pre- and post-assessments, and objectives, you must write a final paper (approximately 3 pages in length).

STEP 8: Once you complete the final paper please email it to finalexam@kdsi.org

STEP 9: Once you have completed the final paper, please go to the website to register with Adams State College and pay the $55 application fee.

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

COURSES OFFERED
Setting the Stage for Teaching ELLs Across the Curriculum
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What is the ultimate goal for ELL students? The answer is academic success across the curriculum. In this course, educators learn the foundations of language development and language acquisition, setting the stage for developing instructional strategies that are more comprehensible for ELL students across all subject areas. Elizabeth Jiménez demonstrates strategies for assessing students’ knowledge, identifying language learning objectives, and developing differentiated instructional practices that address the varying levels of language proficiency often present in a typical classroom. She introduces research-based pedagogical practices that promote comprehension such as background building, frontloading vocabulary, using graphic organizers to enhance higher order thinking, leveraging the primary language to facilitate learning, using culturally responsive materials, and employing media, technology and other visual supports to enhance learning. Participants learn how to preview their textbooks for idiomatic expressions and multiple meaning words, to plan lessons that incorporate academic language development, and to utilize primary language cognates. In addition, Jiménez reviews the contextual factors such as motivation, peer pressure, family values, and L-1 proficiency that impact the success of academic pursuits. In an interview with Sal Flores, a young Latino who recently earned a GED, he explains why, as a youth, he was attracted to gang affiliation and offers some advice for teachers about reaching disaffected students. Jiménez demonstrates classroom strategies such as sorting activities, jigsaw, and cooperative work followed by well-designed interactive activities for online participants to practice and ultimately to apply in their own classrooms to help their students succeed.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Teaching ELLs Across the Curriculum: ESL, Sheltered, and Culturally Responsive Instruction
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How can academic content be delivered in the classroom so that English language learners succeed in all subjects? Ms. Jiménez puts theory into practice by reviewing Cummins’ theory of task difficulty (Cummins’ Quadrants). Then, through a brief, powerful lesson demonstration, using a language other than English, Jiménez showcases how comprehension is enhanced using sheltered instructional techniques. Participants observe several classrooms where English language learners are engaged in content-based ESL lessons. Jiménez demonstrates through examples the key sheltered instruction strategies and illustrates how to plan for and address task difficulty through sheltered instruction techniques. The presenter discusses and models ESL techniques such as Total Physical Response and literacy techniques such as Language Experience Approach. Jiménez presents the benefits of various instructional supports such as team teaching, peer tutoring, educational technology, and working with bilingual paraprofessionals to support student learning. Educators explore the importance of students’ culture, how to organize lessons around meaningful themes, how to communicate effectively with families, and how to engage families and communities in student learning. Participants will take the culture quiz by Judie Haynes to appreciate cultural differences and their impact on student behavior in the classroom. The course also showcases expert interviews with EL literacy author Dr. Gil Garcia, Bilingual Education advocate Dr. Maria Quezada, and Dual Language Teacher Cheryl Ortega. The course addresses instructional strategies using assessments for analyzing data, setting goals, differentiating instruction, and monitoring instruction. Through demonstrations, classroom observations, anecdotal examples, and interviews with students and educators, participants learn to apply ELL strategies to their own classrooms in all four domains of language: reading, writing, speaking, and listening.
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
Elizabeth Jimenez
T3 TI-Nspire
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This course will provide participants with an understanding of using the TI-Nspire handheld and computer software in their classrooms. The power and potential of TI-Nspire's key mathematical and pedagogical features enables students to understand and learn Algebra 1 and 2, Geometry, and Pre-Calculus in a more tangible environment through viewing their equations and implementing their work. Participants will explore the pedagogical implications of the document model as a tool for presentation, curriculum delivery, problem solving and recording students' thought processes. They will be expected to discuss the implications of having students create and use their own documents, along with the value of exploration and investigation using pre-made documents. This course will explore assessment opportunities teachers can use in the classroom for their students provided by the new tools built into the TI-Nspire to encourage the building of a community of educators.
Vince Doty
Vince Doty
Vince Doty
Ruth Casey
Vince Doty
Teaching Diverse Learners
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Character Education, Part 2: Positive Role Models and Proactive Educators
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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.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
NCLB High-Stakes Test Preparation, Part I
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Character Education, Part 1: Community and Cultural Change
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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.
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
Clifton Taulbert
NCLB High-Stakes Test Preparation, Part II
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Challenging Gifted Students Using the SCG Model, Part I (INCLUDES MATERIALS FEE OF $30)
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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.
Susan Winebrenner
Dina Brulles
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Math Classifying, Ordering and Exploring Real, Negative, and Whole Numbers (Requires $69 Math Kit Purchase)
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Challenging Gifted Students Using the SCG Model, Part II
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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.
Dina Brulles
Susan Winebrenner
Dina Brulles
Dina Brulles
Susan Winebrenner
Dina Brulles
Susan Winebrenner
Susan Winebrenner
Teaching in a Mixed Ability Classroom
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Math: Mastering Multiplication, Division, Addition, Subtraction (Requires $69 Math Kit Purchase)
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Differentiated Instruction
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Teaching Elementary & Middle Level Math (Requires $69 Math Kit Purchase)
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Creating & Managing a Successful Classroom
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Teaching Students from Poverty
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DISCOVERY-BASED MATHEMATICS: MANIPULATIVES KIT *NOTE: REQUIRED MATERIALS FOR DISCOVERY-BASED MATHEMATICS COURSES**
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This is a supplemental kit for the Discovery-Based Mathematics Courses led by Paul Lawrence, including ED1060, ED1061, ED1062. The kit includes a custom-tailored workbook to follow the online courses, as well as correlating handouts, Discovery Templates, a Self-Study Guide, and the patented “Communicator,” along with many hands-on math manipulatives. (The materials are packaged in a convenient carrying case.)
Aiding Students with Learning Disabilities
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This course, founded on a systems approach, offers teachers access and understanding of key components of the Multi-Memory system, Self-System, Metacognitive system, and Cognitive system to develop declarative and procedural knowledge. Innovative instructional strategies include advanced use of graphic organizers and methods for exploring/attacking problems that students can integrate into their daily classroom and homework experience. The concept of “automaticity” is explored or tapping into prior knowledge which uses the classroom as a well rather than a dry purveyor of facts and figures. The course, presented by leaders in the field of brain-based education, addresses individuals with diverse learning needs. The special needs of students with reading disorders, emotional and behavioral disorders, attention disorders, and autism are addressed. The particular emphasis of this course is to develop an understanding of the impact of neurobiological differences that present themselves in a regular classroom. The course is based on an assumption that students can gain knowledge and the skills necessary to perform in today’s world through access to a learning menu of teaching strategies and systems to promote learning in all areas of instruction. Finally, this course is a distillation of “best practices” currently available for a truly inclusive, brain-based learning environment.
Marilee Sprenger
Marilee Sprenger
Marilee Sprenger
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Carol Mowen
Coaching: What Every Educator Needs to Know
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This course provides a dynamic series of sessions to develop coaching as a process, a relationship, a specific set of skills, and a powerful strategy for creating change in people and organizations. The role of “coach” is becoming more evident in our schools, and it is essential that educators from the classroom to the boardroom understand the role and skills necessary for successful coaching and for successful change to happen. The course will clarify definitions and roles of coaches. The course allows participants to experience a live workshop with a recognized leader in coaching that will prepare today’s educators for this essential role in promoting personal and organizational change. You will hear teachers, superintendents, and other educator’s role play and determine effective and appropriate coaching scenarios to improve academic achievement and professional development. You may take this course alone or with its companion course, “Mentoring to Improve Student Learning,” which provides strategies to implement an effective mentor/protégé program within a school.
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Karla Reiss
Effective Classroom Discipline: Anger Management, Part I
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This course provides participants with an understanding of the fundamental principles, properties, and characteristics of anger. The speaker presents current brain research that can help clarify neurological and bio-chemical responses to anger-evoking experiences. Research clearly indicates that students learn better when classrooms are emotionally safe and provide clear and consistent guidelines. Participants are encouraged to adopt a healthy philosophy of anger management by challenging common myths and untruths about anger. 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 anger management tools and can be taken alone or with Effective Classroom Discipline: Anger Management, Part II for additional course credits.
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Effective Classroom Discipline: Anger Management, Part II
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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 Anger 101, is repeated in Part II to provide an introduction and/ or review of course content.
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Diane Wagenhals
Karla Reiss
English Language Learners: Strategies for Elementary Teachers
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This course provides daily instructional strategies for working with ELL’s provided by a team of experts. Hope Blecher-Sass and Sharon Russell-Fowler provide a series of informational sessions and handouts that can be downloaded for classroom use. Dr. Donna Walker Tileston shifts her focus to language learning, particularly students who come to the classroom with languages other than English as their first language. She provides an overview of the stages of language development. She stresses the importance of recognizing the affects of native language literacy on the pace of a student's acquisition of English as a second language. Additionally, she offers a variety of strategies that teachers can use to help their English Language Learners acquire new vocabulary and develop proficiency with other aspects of language. Her discussions include insights derived from recent brain science on how language learning takes place. She concludes by considering strategies teachers can use to leverage the ways the brain works. Dr. Carol Mowen provides essential understanding for promoting literacy in today’s diverse classroom.
Donna Walker Tileston
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Hope Blecher-Sass
Improving Literacy in Secondary Schools, Part I
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This course will cover a comprehensive set of topics to improve literacy in the secondary school. The definition of literacy and literacy rates around the world will be explored. A history of literacy and practical techniques for improving literacy in the classroom will be presented. Participants will learn best practices in literacy development based upon current research. The course will emphasize literacy across the curriculum while addressing methods for identifying struggling readers at the secondary level and overcoming obstacles to improve fluency and language acquisition skills. Learning styles theory will be explored along with effective strategies for working with diverse students and students with disabilities to improve school literacy. Literacy is approached as an issue that impacts every curricular area in the secondary school and is set within a multi-cultural framework. This course can be taken alone or with Improving Literacy in Secondary Schools, Part II, which highlights lesson design, media, technology, and literacy with a special emphasis on the reading and writing connection.
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Improving Literacy in Secondary Schools, Part II
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This course provides practical and effective strategies for getting secondary students to read. The reluctant reader and the impact of adult role models and peer pressure on adolescent learning are explored. Choice theory is explored and incentives for reading and establishing long-term goals are provided for adolescence. Media literacy and the use of available technology to promote literacy are discussed. Assessment and lesson plan design to improve literacy are presented with a variety of materials for classroom use. The framework of the course has an emphasis on developing a secondary school that enhances literacy for all students. This course may be taken alone or with Improving Literacy in the Secondary Schools, Part I that highlights the changing definition and multicultural traditions and history of literacy.
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Carol Mowen
Inclusive Teaching for Aiding Students with Disabilities
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The emphasis of this course is on integrating effective instructional strategies and interventions for students with disabilities. Participants will become familiar with general characteristics of various learning disorder along with effective models of service delivery. The course emphasis is on inclusive teaching in the regular classroom with effective strategies for improved social skills, communication skills, motivational skills, and academic performance. Practical suggestions for what teachers and schools can do engage students and increase their capacity to attend to learning are presented. Some of the suggestions she offered are; making learning fun and personally meaningful, setting goals and holding kids accountable, using signals to curb excessive activity, setting clear expectations, breaking learning into reasonable chunks, providing choices, and using graphic organizers and other effective learning tool. Unbiased testing, culturally sensitive behavioral expectations, and pre-referral intervention strategies are explored that may prevent over-referrals to special education for culturally diverse and linguistically diverse students. Communication with parents, families, and relevant school personnel are explored along with access to community resources for students with disabilities and those at risk of failure. Teachers are provided with diagnostic tools, assessment tools, and effective classroom strategies based on current research for promoting academic achievement for all students. This course is delivered by experts in the field for the regular classroom teacher, the special education teacher, or administrator.
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Donna Walker Tileston
Rosemary Planz
Rosemary Planz
Rosemary Planz
Interactive Learning for English Language Learners
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This course is a comprehensive overview of the elements of language acquisition and their impact on content learning. Topics include meeting the unique needs of English Language Learners in today’s classroom, stages of language acquisition, styles of communication, public and private voice, and implications for classroom instruction, and discourse patterns are among the significant issues addressed. The impact of cultural patterns on content learning and language acquisition will be explored. Classroom management techniques for diverse learners and improved overall student performance are the anticipated outcomes for participants of this course. The sessions will give participants key strategies and resources for creating a more interactive learning environment for English Language Learners. These strategies include identifying difficult text and making modifications that will allow English Language Learners to have equal access to the curriculum. A
David Noyes
David Noyes
David Noyes
David Noyes
David Noyes
David Noyes
David Noyes
David Noyes
Legal Issues in Education: A Free and Appropriate Education
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This course provides an overview of the history and impact of current legislation and policies that affect the education of students with special needs. The presenters review the federal and state laws that govern special education: The Individuals with Disabilities Education Act, Section 504; the Americans with Disabilities Act, Titles One, Two, Three, Four, and Five; and the No Child Left Behind Act. They discuss the provisions of each of these acts in detail, with a focus on how they effect the education of children with special needs, including the notion of a “Free and Appropriate Education” and the ideas of Least Restrictive and More Restrictive Environments as these apply to the types of special education services schools are required to provide. Each presenter provides information and current interpretations of the legislative guidelines and policies that impact today’s classroom teachers. Policy guidelines, rationales, and modifications to address special needs are fully explored in these sessions. Practical classroom suggestions and materials are provided along with effective strategies to promote an inclusive environment in any classroom setting. The inclusive classroom is addressed and practical suggestions offered for improving behavior and social skills and promoting inclusion with peers. The impacts of NCLB on preparing students for high stakes testing and working with students at varying stages of language acquisition are also discussed. Each presenter brings a unique level of expertise and anecdotal perspective to the implementation of current legislation impacting today’s classroom teacher. Finally, suggestions are offered for what schools can do to implement special education programs that meet the standards set down in federal and state laws.
Terri Peckham
Donna Walker Tileston
Rosemary Planz
Rosemary Planz
Rosemary Planz
Rosemary Planz
Carol Mowen
Carol Mowen
Mentoring to Improve Student Learning
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This course provides a roadmap for the implementation of an effective coaching and mentoring program to improve student learning. Coaching and mentoring have been proven to be highly effective in filling the gap between increased academic achievement for all students and developing effective “best practices” for teachers. This course will help educators understand and practice essential coaching skills to create continuous improvement in their classrooms. Participants will learn to develop and implement an effective coaching and mentoring program to guide students toward greater academic success. The roles and guidelines necessary for support relationships with colleagues, coaches, and mentors will be demonstrated as a means to improve student learning across the curriculum. Dr. Johnnie Roebuck provides an introduction to educational leadership along with a historical perspective. The foundational theories of leadership are presented. The concepts of theory X and Y and the models of situational leadership are also explored. Participants will be introduced to conceptual thoughts and action plans relating to attitudinal approaches, power and leadership, training and development, and leadership standards for today’s educators.
Carole Helstrom
Johnnie Roebuck
Johnnie Roebuck
Johnnie Roebuck
Bill Alvarez
Johnnie Roebuck
Bill Alvarez
Johnnie Roebuck
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