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

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

Knowledge Delivery Systems (external Lane Credit course provider) offers online, self-paced courses 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.
Cost: $129 (over 25% off retail price of $199) (non refundable)
Length: 30 contact hours

PRINT A FLYER to share with your colleagues, principals, and teacher union reps!

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 KDS Salary Upgrade Programs.

For any additional information or questions, please contact us at 1-800-728-0032 or at cps@kdsi.org.

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

COURSES OFFERED

TEACHING ENGLISH LANGUAGE LEARNERS ACROSS THE CURRICULUM: ESL, SHELTERED, AND CULTURALLY RESPONSIVE INSTRUCTION
PURCHASE|SHOW DESCRIPTION

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. The presenter discusses the legal issues and court cases surrounding ELLs; more importantly, she explains how legislation and court decisions impact the classroom teacher in designing daily lessons and the school administrator in designing academically sound instructional programs that comply with the law. 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.
Foundations of Programs for English Learners–Content Instruction		Elizabeth Jimenez
Introduction to Teaching English Language Learners and Foundations of Language Acquisition		Elizabeth Jimenez
Who Are Our English Language Learners–Data and Case Studies of English Language Learners in the United States		Elizabeth Jimenez
Theories, Models and Processes of Second-Language Acquisition		Elizabeth Jimenez
Linguistic Foundations–Receptive (listening and reading) Language Structure and Use		Elizabeth Jimenez
Linguistic Foundations–Expressive (speaking and writing) Language Structure and Use		Elizabeth Jimenez
Contrastive Analysis–Why Some Elements of English are so Difficult and How to Help English Language Learners Overcome Them		Elizabeth Jimenez
Contextual Factors in Second Language Acquisition		Elizabeth Jimenez
Legal Foundations and Political Factors Affecting Language Development–Key Laws, Court Cases, and Policy Directions		Elizabeth Jimenez
Assessment of English Language Learners–Roles, Purposes and Types of Assessment		Elizabeth Jimenez
Foundations of Programs for English Language Learners–Content Instruction		Elizabeth Jimenez
Principles of Standards–Based Assessment and Instruction		Elizabeth Jimenez
Instructional Planning and Organization for ESL and Sheltered Instruction		Elizabeth Jimenez
Components of Effective Instructional Delivery in ESL and Sheltered Instruction		Elizabeth Jimenez
The Importance of Culturally and Linguistically Appropriate Instructional Materials		Elizabeth Jimenez
What is English Language Development? Research and Practice of ESL		Elizabeth Jimenez
Understanding the Critical Relationship Between ESL and ELA		Elizabeth Jimenez
What is Sheltered Instruction? Developing Academic Language While Teaching Content		Elizabeth Jimenez
Culturally Relevant Instruction–When Teachers and Students Bring Different Cultural Experiences to the Classroom		Elizabeth Jimenez
Characteristics of Universal Access		Elizabeth Jimenez

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
Literacy across the Curriculum		Carol Mowen
Implementing Research to Improve Literacy		Carol Mowen
Choosing Reading: Getting Secondary Students to Read		Carol Mowen
Adult Role Models and Adolescent Literacy		Carol Mowen
Making the Reading and Writing Connection		Carol Mowen
Literacy and Technology		Carol Mowen
Media Literacy in the Secondary School		Carol Mowen
Lesson Design to Improve Literacy		Carol Mowen
Assessment and Literacy		Carol Mowen
Developing a Secondary School Classroom that Enhances Literacy		Carol Mowen

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

AIDING STUDENTS WITH LEARNING DISABILITIES
PURCHASE|SHOW DESCRIPTION

This course illustrates the best practices to teach students with various learning differences, difficulties, and disabilities. Exploring methods to teach to “Different Brains” serves to introduce teachers to the brain barriers to learning. The neurobiology of different brains will be presented and studied.
Brain Structure and Development		Marilee Sprenger
Brain-Compatible Teaching Principles		Marilee Sprenger
Wiring the Brain for Literacy		Marilee Sprenger
A Free and Appropriate Education		Donna Walker Tileston
Special Education and the Brain: Part 1		Donna Walker Tileston
Special Education and the Brain: Part 2		Donna Walker Tileston
Attention Disorders		Donna Walker Tileston
Attention Solutions		Donna Walker Tileston
Emotional and Behavior Disorders		Donna Walker Tileston
Autism		Donna Walker Tileston
Speech and Language Disorders		Donna Walker Tileston
Reading Disorders		Donna Walker Tileston
Learning Disabilities in Mathematics		Donna Walker Tileston
Introduction to Inclusive Teaching		Rosemary Planz
Collaboration: Partnerships and Procedures		Rosemary Planz
Teaching Students with High-Incidence Disabilities		Rosemary Planz
Teaching Students with Low-Incidence Disabilities		Rosemary Planz
Individuals with Other Diverse Learning Needs & Effective Instruction for All Students		Rosemary Planz
Improving Classroom Behavior & Social Skills & Promoting Inclusion with Classroom Peers		Rosemary Planz
Enhancing Motivation and Affect Improving Attention and Memory		Rosemary Planz

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

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

DIFFERENTIATED INSTRUCTION
PURCHASE|SHOW DESCRIPTION

How do teachers successfully teach and manage a diverse group of students with different backgrounds and academic needs? This course will show teachers how to effectively “differentiate” instruction – maximizing student growth and learning by recognizing that students in the same class have varying abilities, experiences, language backgrounds, and learning preferences. This course will comprehensively cover topics relating to Differentiated Instruction and Literacy including teaching and classroom management techniques. More specifically, this course will help teachers hone skills in the following areas: Assessment and Grading, Differentiated Instruction, Teaching, Learning, and Assessing Through Multiple Intelligences, Designing Standards-Based Lessons, Classroom Management, Addressing Academic Diversity, Teaching Kids with Learning Difficulties in the Regular Classroom, School-Wide Literacy, Content Area Literacy, Brain Research, Learning Strategies and Content Enhancement Routines.
Differentiation and the Issue of Quality		Carol Ann Tomlinson
More Strategies for Differentiation		Carol Ann Tomlinson
Strategies for Differentiation		Carol Ann Tomlinson
More Strategies for Addressing Academic Diversity in the Middles Grades		Carol Ann Tomlinson
Strategies for Addressing Academic Diversity in the Middle Grades		Carol Ann Tomlinson
Brain Research and the Middle School Student		Rick Wormeli
Teaching and Learning Through Multiple Intelligences		Bruce Campbell
The Brain, Learning and Multiple Intelligences		Bruce Campbell
Differentiated Teaching and Assessing Through Multiple Intelligences		Debbie Silver
Designing Standards-Based Lessons that Meet Different Student Needs		Debbie Silver
Building a Classroom Community that Supports a Differentiated Environment		Debbie Silver
Managing the Differentiated Classrooms		Debbie Silver
Finding Your Strengths as a Teacher		Debbie Silver
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
Literacy on All Fronts - Teaching Reading, Writing & Vocabulary in All Subjects		Rick Wormeli
School Wide Literacy, Part 1: The Building Blocks for Academic Achievement		Judith Irvin
School Wide Literacy, Part 2: Improving Academic Achievement Through Content Area Literacy		Nancy Dean
Early Intervention - When Can Language Experience Deficits Be Detected And Addressed		Todd Risley
Differentiated Assessment and Grading		Rick Wormeli

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

TEACHING DIVERSE LEARNERS
PURCHASE|SHOW DESCRIPTION

This course will provide teachers of any grade level and discipline with realistic information, strategies, and practices related to teaching students today. Participants will look at the factors that make students diverse and the instructional implications for teaching to diverse populations. Information on building resiliency, fostering a sense of community within the classroom, the importance of teaching to student modalities and the effects of poverty on student learning are included. Emphasis is placed on working with: (1) English Language Learners, (2) students from poverty, and (3) urban learners from poverty.
Session 1: The Vocabulary of Diversity		Donna Walker Tileston
Session 2: Diversity and Education		Donna Walker Tileston
Session 3: The Different Modalities of Learning		Donna Walker Tileston
Session 4: Six Types of Bias		Donna Walker Tileston
Session 5: Generational Poverty		Donna Walker Tileston
Session 6: Poverty and Learning		Donna Walker Tileston
Session 7: Building Relationships		Donna Walker Tileston
Session 8: Setting Goals and Following Through		Donna Walker Tileston
Session 9: Declarative Knowledge and Poverty		Donna Walker Tileston
Session 10: Teaching Cognitive Skills to Children From Poverty		Donna Walker Tileston
Session 11: Teaching Processes to Students from Poverty		Donna Walker Tileston
Session 12: Process Skills and Poverty		Donna Walker Tileston
Session 13: Teaching Decision Making and Problem Solving		Donna Walker Tileston
Session 14: Changing Behaviors		Donna Walker Tileston
Session 15: Discipline and Poverty		Donna Walker Tileston
Session 16: Working With English Language Learners		Donna Walker Tileston
Session 17: Putting It All Together		Donna Walker Tileston
Session 18: Giving Meaning to Learning		Donna Walker Tileston
Session 19: Teaching The Diverse Brain to Read and Understand		Donna Walker Tileston
Session 20: Closing the Gap in Achievement		Donna Walker Tileston

ELL / ESL LITERACY AND CULTURAL AWARENESS
PURCHASE|SHOW DESCRIPTION

This course will comprehensively cover topics relating to meeting the needs of English Language Learners in today’s classrooms. The process of language acquisition and its impact on content learning will be explored in detail. The course will also provide educators with a multicultural perspective to help them understand the needs of their students and strategies to improve the school-home partnership.
A to Z of ELLs: Part 1 - ELLs as Cultural Resources for School Communities		Hope Blecher-Sass
A to Z of ELLs: Part 2 - Creating an Environment Conducive to Learning		Hope Blecher-Sass
A to Z of ELLs: Part 3 - Education for all Students		Hope Blecher-Sass
A to Z of ELLs: Part 4 - Increasing Comprehension in the ELL Classroom		Hope Blecher-Sass
A to Z of ELLs: Part 5 - Risk Taking to Increase Learning		Hope Blecher-Sass
A to Z of ELLs: Part 6 - Enhancing the Learning Environment for ELLs		Hope Blecher-Sass
A to Z of ELLs: Part 7 - The Affective Filter and Impact on Learning		Hope Blecher-Sass
A to Z of ELLs: Part 8 - Building the ELL Team		Hope Blecher-Sass
A to Z of ELLs: Part 9 - Resources to Enhance the ELL Classroom		Hope Blecher-Sass
A to Z of ELLs: Part 10 - Shaping the Framework of the ELL Program		Hope Blecher-Sass
Understanding Language Acquisition		Terri Peckham
Stages of Language Acquisition		David Noyes
Making Connections: Prior and Background Knowledge		David Noyes
Cooperative Learning and English Language Learners		David Noyes
Vocabulary and English Language Learners		David Noyes
Interactive Learning and Text Adaption for English Learners		David Noyes
Multiple Intelligences		David Noyes
The Application of Formal Language and Social Context for ELL		David Noyes
English Language Development		David Noyes
Assessment for English Language Learners		David Noyes

COACHING & MENTORING TO IMPROVE STUDENT LEARNING
PURCHASE|SHOW DESCRIPTION

This course will comprehensively cover topics relating to Instructional Coaching & Mentoring to Improve Student Learning Across the Curriculum. Both coaching and mentoring have been proven to be highly effective strategies for ensuring positive change in people and organizations. This course will help educators learn and practice essential coaching skills to create continuous improvement in there classroom. Teachers will learn to coach/mentor their students and fellow educators to achieve academic success. Within this course, the roles of support, relationships with colleagues, coaches, and mentors will all be illustrated as a means to improve student learning across the curriculum. Teachers will learn to develop relationship skills for emotional and instructional support. Self-reflection, questioning and observation skills will be developed throughout the course. Emphasis will be placed on developing communication skills both verbal and non-verbal that will help to build rapport between and among students, teachers, parents and administrators. Presenters will highlight effective evaluation skills and feedback strategies that reflect best practices in education. In addition, technology in the form of Movies and Websites will be used as a resource from which to inspire teachers and students, and ultimately, to improve teacher practices and help build professional applications to real world situations.
POWERful Coaching, Session 1: What Every Educator Must Know About Coaching		Karla Reiss
POWERful Coaching, Session 2: Becoming a Great Coach		Karla Reiss
POWERful Coaching, Session 3: Creating Coaching Competency, Part 1		Karla Reiss
POWERful Coaching, Session 4: Creating Coaching Competency, Part 2		Karla Reiss
POWERful Coaching, Session 5: Creating Coaching Competency, Part 3		Karla Reiss
POWERful Coaching, Session 6: The POWERful Coaching Model		Karla Reiss
POWERful Coaching, Session 7: Say Yes to Change, Part 1		Karla Reiss
POWERful Coaching, Session 8: Say Yes to Change, Part 2		Karla Reiss
POWERful Coaching, Session 9: Thinking Your Way to Peak Performance		Karla Reiss
POWERful Coaching, Session 10: Successful Coaching in Practice		Karla Reiss
Examining The "Grains" Of Education: Part 1		Michael Hattman
Examining The "Grains" Of Education: Part 2		Michael Hattman
Examining The "Grains" Of Education: Part 3		Michael Hattman
The Mentor/Protégé Voyage Leadership and Adults		Johnnie Roebuck
Foundations of Mentoring		Johnnie Roebuck
Mentoring Processes and Practices		Johnnie Roebuck
Mentoring as Adult Learning		Bill Alvarez
Understanding Leadership Concepts		Johnnie Roebuck
Understandings Leading to Mentoring Success		Bill Alvarez
Advanced Mentoring Processes and Practice		Johnnie Roebuck

CLASSROOM MANAGEMENT
PURCHASE|SHOW DESCRIPTION

How do great teachers manage and maintain successful learning environments? This course will provide the teaching and classroom management techniques to help teachers become great teachers. They will hone skills in the following areas: Classroom Management, Homework Practices and Policies that Work, Strategies to Reduce Classroom Disruption, Integrating Curriculum, Games as Tools for Learning, Motivating and Engaging the Middle School Student, Motivating Colleagues, School Administration and Improvement, Building Integrity Based Learning Communities, Failure Is Not An Option: Closing the Achievement Gap, School Leadership, Teaching Gifted Kids in the Regular Classroom, Technology Integration, User Friendly Data Tools for Schools, Web Resources for a Standards-Based Curriculum.
Games as Tools for Learning		Rick Wormeli
Motivating and Engaging the Middle School Student		Rick Wormeli
Motivating Colleagues		Rick Wormeli
Building Integrity Based Learning Communities		Eileen Griffin
Failure Is Not An Option: Closing the Achievement Gap		Alan Blankstein
School Leadership		Michelle Pedigo
Teaching Gifted Kids in the Regular Classroom: Part 1		Susan Winebrenner
Teaching Gifted Kids in the Regular Classroom: Part 2		Susan Winebrenner
Teaching Gifted Kids in the Regular Classroom: Part 3		Susan Winebrenner
User Friendly Data Tools for Schools		Lynda Irvin
Web Resources for a Standards-Based Curriculum		Jim Moulton
Homework Practices and Policies that Work		Rick Wormeli
Strategies to Reduce Classroom Disruption		Rick Wormeli
Integrating Curriculum: Part 1		Mark Springer
Integrating Curriculum: Part 2		Mark Springer
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
What Great Teachers Do Differently: Part 4		Todd Whitaker
What Great Teachers Do Differently: Part 5		Todd Whitaker

BUILDING EDUCATIONAL LEADERS AND STRONG SCHOOL COMMUNITIES
PURCHASE|SHOW DESCRIPTION

This course will comprehensively cover topics relating to building Educational Leadership and will include: Team-building using proven techniques by Clifton Taulbert, Best Practices in Leadership, Management, and Motivational Strategies by Lee Jenkins, Coaching Model Instruction with Best Practices by Drs. Donald Deshler and Keith Lenz. Teachers will learn Best Practices for taking a leadership role in Modeling Classroom Management and Curriculum Planning Techniques to implement across their department, school or district in order to optimize outcomes on state assessments and high stakes tests. Teachers will take a proactive role in school leadership by learning and analyzing their school’s alignment with ISLLC Standards. The course will incorporate best practices for student motivation and evaluation. Finally, the seminar will show teachers how to improve school-parent relations, as well as after-school and outreach programs. All courses will incorporate diversity training and awareness in regard to socioeconomic background, academic level, and learning styles in order for schools to build a more effective learning environment.
What Great Principals Do Differently		Todd Whitaker
School and After School Connections		Daryl Bundrige
Strategic Instruction Model		Donald Deshler
Using Rubrics to Evaluate and Improve Student Performance Part I		Jay McTighe
Enhancing Your Instructional Content		Keith Lenz
Aligning School Leadership with the ISLLC Standards		Doug Fiore
Dealing with Difficult Parents		Doug Fiore
The Content Literacy Continuum		Keith Lenz
Support Interventions for Struggling Adolescent Learners		Donald Deshler
Learning Strategy Instruction for Struggling Adolescent Learners		Donald Deshler
Using Rubrics to Evaluate and Improve Student Performance Part II		Jay McTighe
Teaching Kids In a Mixed Ability Classroom: Part 1		Susan Winebrenner
Teaching Kids In a Mixed Ability Classroom: Part 2		Susan Winebrenner
Educators: Leading for Excellence, Part 1		Clifton Taulbert
Educators: Leading for Excellence, Part 2		Clifton Taulbert
Educators: Leading for Excellence, Part 3		Clifton Taulbert
Educators: Leading for Excellence, Part 4		Clifton Taulbert
The Ten Root Causes of Educational Frustration		Lee Jenkins
Data in the Classroom: Part I		Lee Jenkins
Data in the Classroom: Part II		Lee Jenkins

PREPARING STUDENTS FOR HIGH-STAKES TESTS
PURCHASE|SHOW DESCRIPTION

It is estimated that 85% of all state tests are based on one common thread. This course will thoroughly illustrate to teachers what the common thread is, how to find it in the state standards, and how to teach the necessarily test-taking tools to students so that they learn, remember, and perform well on various high-stakes tests. Through this course, participants will learn how to unpack state standards, align their teaching to the standards, identify what is really important for students to know and be able to accomplish on any state exam or high-stakes test. Based on meta-analysis and the latest brain research, participants will learn powerful strategies to help all students succeed at a higher rate. The practitioner of High-Stakes Test Preparation techniques will also learn what is essential in preparing students for state tests along with powerful strategies for declarative and process skills on any state or high-stakes test. These strategies can be used across the curriculum in all daily lesson plans to increase student learning.
Session 1: How Did We Get Here?		Donna Walker Tileston
Session 2: Why Standards Will Survive		Donna Walker Tileston
Session 3: The Vocabulary of Tests		Donna Walker Tileston
Session 4: The Difficulty of Vocabulary		Donna Walker Tileston
Session 5: Power Tools for Teaching Vocabulary		Donna Walker Tileston
Session 6: Step-by-Step Process for Teaching Vocabulary		Donna Walker Tileston
Session 7: Teaching Vocabulary in the Classroom		Donna Walker Tileston
Session 8: Finding the Process Skills in the Standards		Donna Walker Tileston
Session 9: Teaching Compare and/or Contrast		Donna Walker Tileston
Session 10: Teaching Non-Linguistic Organizers		Donna Walker Tileston
Session 11: Using Non-Linguistic Organizers to Prepare for High Stakes Learning		Donna Walker Tileston
Session 12: Enhancing Writing Skills For High Stakes Tests		Donna Walker Tileston
Session 13: Teaching Kids to Summarize for High Stakes Testing		Donna Walker Tileston
Session 14: A Plan for Improving High Stakes Testing		Donna Walker Tileston
Session 15: Aligning Classroom Assessments		Donna Walker Tileston
Session 16: Building Effective Assessments		Donna Walker Tileston
Session 17: Leading Kids to Self-Assess		Donna Walker Tileston
Session 18: Building Rubrics for Formative and Summative Assessments		Donna Walker Tileston
Session 19: Putting It All Together		Donna Walker Tileston
Session 20: The Emotion Of Testing		Donna Walker Tileston

DISCOVERY-BASED MATHEMATICS (INCLUDES MATERIALS FEE OF $69)
PURCHASE|SHOW DESCRIPTION

The course will provide teachers with easy-to-implement, well-sequenced activities that promote conceptual understanding and that relate concrete understanding to symbolic interpretation. Teachers will acquire techniques to assess all students’ understanding of skills and concepts so that lessons can be adjusted to meet student needs and expand their understanding. Teachers will be provided with activities that require pattern recognition and descriptions with respect to operational procedures including whole numbers, fractions and decimals. Teachers will be able to utilize activities that provide creative practice with operational skills. They will be introduced to strategies that promote number sense, estimation strategies, and foundational understanding so that students can chose appropriate and efficient strategies to determine solutions. (Includes MATH MANIPULATIVES KIT, $69 value.)
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 4: Mastering Multiplication and Division Facts: Part 1		Paul Lawrence
Session 4: Mastering Multiplication and Division Facts: Part 2		Paul Lawrence
Session 4: Mastering Multiplication and Division Facts: Part 3		Paul Lawrence
Session 5: Mastering Multiplication and Division Beyond Facts: Part 1		Paul Lawrence
Session 6: Concepts of Fractions and Decimals: Part 1		Paul Lawrence
Session 6: Concepts of Fractions and Decimals: Part 2		Paul Lawrence
Session 6: Concepts of Fractions and Decimals: Part 3		Paul Lawrence
Session 7: Addition and Subtraction of Fractions with Same and Compatible Denominators		Paul Lawrence
Session 8: Addition and Subtraction of Fractions with Non-Compatible and Overlapping Denominators		Paul Lawrence
Session 9: Multiplication of Fractions		Paul Lawrence
Session 10: Division of Fractions		Paul Lawrence
Session 11: Addition and Subtraction of Decimals		Paul Lawrence
Session 12: Multiplication and Division of Decimals: Part 1		Paul Lawrence
Session 12: Multiplication and Division of Decimals: Part 2		Paul Lawrence

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