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Transforming Instruction with Technology

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Welcome LAUSD/UTLA Salary Point Classes


Select a course from any of the libraries on the left.

What you need to know

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LAUSD has revised its policy on how many courses CE Credits Online may provide to LAUSD educators for Salary Points, which have been approved by the Joint Salary Point Committee. Participants are able to submit up to 12 credits/salary points from CE Credits Online per trimester by agreement with LAUSD. (Jan-Apr, May-Aug, Sept-Dec). 

All courses listed in the catalog on this landing page (LAUSD/UTLA Salary Points) are currently eligible for Salary Points.

 For all courses that are not approved for salary points, please see LAUSD University Credits.

Any and all courses eligible for salary points, regardless of the provider, must meet the criteria established in the LAUSD/UTLA contract.

Your district requires you spend a minimum of 45 hours for a 1 salary-point course (15 in the online classroom and 30 doing outside work), 90 hours for a 2 salary-point course (30 in the online classroom and 60 hours doing outside work) and 135 hours for a 3 salary-point course (45 hours in the online classroom and 90 hours doing outside work).  There are many linked resources in the courses you may use as well as all your planning time for your all your assignments, lesson planning time for the implementation portions of the course, assessments and any other research you do for any course.  A time log is provided in every course so you may track your time and how it was spent as you proceed through the course, and we maintain your log in the event your district requests proof you did all the required work so you may receive your salary points.  Please see the LAUSD/UTLA contract for details.

Our refund policy, as stated on our site and restated here is that you may receive a refund within two weeks of purchase if you have not started the course. Once you have started a course and submitted an assignment to be moderated, there are no refunds. There is a $30 processing fee to refund fees that are eligible for refund.  You have 105 days to complete any course, and your time does not start until you click the “Start” button.  Therefore, you may purchase courses, and only begin (Start) them when it is convenient for you to actually take the course.  You may also purchase two-week extensions for an additional $30 if you need the extra time to complete. 

For more information regarding the Salary Point Allocation Department, click on the link provided:

Before beginning your course, you will be required to provide the following information to CE Credits Online:

  • Name:
  • LAUSD Employee Number:
  • School where you are now teaching or most recent school assignment:

This information is required so CE Credits Online can process your completion paperwork to the salary point committee upon completion of your course(s). Below are the steps to ensure you obtain Salary Points, please read them to familiarize yourself with the process. We want your experience with CE Credits Online to be the best possible so please, if you have questions, call (425) 788-7275 ext. 104. You may also email

Steps to ensure you obtain Salary Points:

  1. Enroll in the course(s).
  2. Provide the required information described above.
  3. Complete your CE Credits Online course(s), including the time log.
  4. Your completion paper work will be submitted directly to LAUSD Professional Development Unit by CE Credits Online along with the NA Claim for Staff Development Point Project form on the 1st of the month following your completion.
  5. Your portion of the NA form can be found on your Student Homepage. You will be able to see and print your portion of the NA form by selecting the NA Tab located in the upper right corner of your Student Homepage. You will see your completed courses listed and if the completion paperwork has been sent to LAUSD Professional Development Unit there will be a date listed showing when it was sent in. If it has not been processed yet it will say “Not Processed Yet."
  6. PLEASE DO NOT SUBMIT ADDITIONAL PAPERWORK If you decide to request university academic credits for your completed course, and this course is still eligible for Salary Points (all courses listed in the catalog on the LAUSD/UTLA Salary Point landing page are eligible for Salary Points) the official transcript you receive from the university will be for your own personal records. You may only submit the course once for Salary Points and we submit all the paperwork necessary for you to receive your Salary Points. Salary Point courses are less expensive because there is not the additional expense of university credit fees, which are charged by the University.
  7. ATTENTION: Salary point credit approval for NA Forms is done by the Professional Development Unit and may take up to 3 months to process. The delay in processing your salary points will not affect the eligibility date of your schedule advancement, as they are backdated to the date of completion. If the points from your NA Form have not been posted to your account on the LAUSD website at the end of 3 months, please contact the Salary Allocation Unit at 213-241-5100.
  8. We highly recommend that you check the number of salary points you have in your account before you complete your CE Credits Online course(s). Then check again eight weeks after receiving notification on your Student Homepage that your completion paperwork has been processed and submitted to the Salary Point Committee by CE Credits Online. Since the new salary points are added to your account without identifying the coursework for which you earned the salary points this will help you to identify receiving the additional salary point(s).

CE Credits Online and Los Angeles Unified School District / UTLA are pleased to offer you Salary Point approved online professional development courses.

  • Standards-based, research-driven, supports California Standards for the Teaching Profession
  • Immediate classroom impact
  • Start at any time, user friendly
  • Video modeling and instruction
  • One-on-one facilitation
  • Completely online – no commuting, parking, missed classes and no dress code!
Your State Information

*University Credits: All CE Credits Online courses are eligible for University Credit. Please visit our University Affiliation page for more information. (University credit fees are additional)

We are affiliated with the Humboldt State University (HSU), part of the California State University System, located in Arcata, CA.

Approved for graduate level semester credits

  • 45 hours = 3 semester credits
  • 30 hours = 2 semester credits
  • 15 hours = 1 semester credit

Receiving HSU Semester Credit: On or about the 1st and the 16th of every month CECO submits completion paperwork to HSU along with the participant’s fee of $50 per credit. Processing the credits through HSU can take up to 6-8 weeks from the time of the initial credit request. Please visit our University Affiliation page for more information. (University credit fees are additional)


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*Not available in all districts.

Why Choose CE Credits Online

CE Credits Online has been providing continuing education credits to K-12 educators since 2002. Our courses are offered nationwide, serving the professional learning needs of thousands of K-12 educators. Our courses are:

  • Standards-based
  • High-quality online professional learning courses designed to improve teaching and student achievement.
  • 100% online - no commuting, no missed classes, and no dress code.
  • Self-paced courses, offering participants the flexibility to work anytime, anywhere, 24/7.
  • Facilitated by highly trained moderators, experienced in education 
  • User-friendly and engaging with numerous videos that model new strategies & skills 
  • All CE Credit Online courses are eligible for University Credits (for an additional fee) through our university affiliates. Please visit our University Affiliation page for more information.

Our courses cover a variety of instructional areas and meet the needs of many educator groups, including;

  • Reading / Language Arts
  • Instructional Strategies
  • English Language Learners (ELL)
  • Transforming Instruction with Technology
  • Classroom and Behavior Management
  • Creating Effective Learning Environments
  • Beginning Teachers
  • Special Education
  • Counseling
  • Support Staff
  • I have enjoyed learning some new strategies for teaching problem solving and look forward to incorporating them into my instruction the remainder of this year, as well as with a fresh group of students from the beginning of the year next year. One element that resounded strongly with me was Polyps four steps for problem solving. I found it enlightening to learn how to improve upon an instructional strategy that I thought I was already using. The clarity and simplicity of the process helps me to help my students to dig deeper into the problems, incorporate previous learning, and have a plan for moving forward with their solution. Another learning experience I appreciated dealt with extending word problems. I never thought it could be so easy to give students multiple opportunities to solve similar problems, not to mention the opportunities to differentiate. What a great way to get the most bang for your buck when teaching kids to recognize the structure of word problems. There are many other elements of this course that I have embraced to help kids to dig deeper, and understand more.I will continue to use the four steps for problem solving and extensions daily, and I will continue to work to help them become better "math writers".

    What a participant from California said about Improving English Language Learner Instruction through the Use of Technology
  • This is my first time using CE Credits online and I was very impressed. The material was very informative and helpful and easy to navigate through. I will definitely take another course!!                                

    What a participant from California said about Conducting the Parent Conference
  • This course provides educators with a foundation to impact the greatest number of students in a most effective and focused manner. Most every class is comprised of various levels of readiness, ability and achievement. All of these classes can benefit from the use of differentiation and will see real results in the form of student's increased learning. The key learnings of this course for me included, instructional strategies, differentiated assessment models, anchor activities, tiered instruction applications, use of differentiation through: content, process, and product. It also provided guidance in the use of learning modalities, in differentiation. All of these practices will be utilized in my classroom. I also found the, "Asking Powerful Questions," to be particularly informative and useful. The incorporation of strategies to increase active student participation, will also be reflected in my classroom. "Scaffolding performance tasks," was very helpful in supporting differentiation during the assessment phase, as were the many suggestion for assessing. I learned a great deal from this course and plan to incorporate as many, if not most of the practices. I plan to increase the use of these strategies, as I become more experienced in using them and as I see their effectiveness. I was particularly grateful for the overall viewpoint and approach the course had and the obvious sensitivity to the needs of all children. I believe that the course was reflective of the understanding that all children are equally valuable and have the potential to make important contribution to society, in many different ways and forms. It conveyed to educators that we are a vital and critical force in determining the path to success for our students. It also conveyed, that we must take responsibility if we prepare students in a manner that is not equitable. We can expect all students to reach their full potential if we are the vehicle which supports their individual learning needs and design our instruction around that belief. Every child has much to offer, but need us to believe in their potential and give each of them equal, individual support, for this to be realized. I appreciate the overall philosophy that every child has the right to and must have a quality education, in order to be able to become a productive member of society.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • The lessons and course information was extremely useful and informative. I enjoyed gaining the new information and am looking forward to implement the vast majority of it in my classroom. The ideology of the coursework was also enlightening and enhanced my understanding of the course material.                                

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I found this class enlightening and encouraging. Due to working with students with severe needs I found that I already implement some of the tactics in my teaching such as scaffolding and utilizing different learning styles such as tactile and audio. I found it interesting that I tend to have the students produce the same end product when I know that the students differ in their learning styles. Reflecting on this I realized that I use what is comfortable to complete and what I feel is easiest to grade. I don't have it all figured out and there is much more that I can implement in my class. I was a little worried that differentiating instruction was going to mean that I had to individualize to each student but through working the chapters I realized that it is giving students opportunities to demonstrate their knowledge and receive knowledge through different modalities. I am aware through this class that I need to break my lesson into three pieces the content, process and product. Even though they are different I learned that all three parts blend and compliment each other.The tools I learned are the basics and foundations of good teaching. Implementing them in my classroom will not allow students to be successful but will enhance my teaching and breath new life into my lessons.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • I am surprised at the amount of material I’ve learned. Now I know the names and techniques of things I actually do within my classroom. One key component I have learned is that differentiation doesn't mean a different learning plan for each student, but using various modus operandi will address the needs of all learners in my classroom. If only just using different content, process and products doesn't reach all students then I can tier and scaffold lessons so that high, middle, and low struggling learners can reach the criteria and benchmarks that they need to meet. Students who are advanced or need extra encounters can work on anchor activities. I already have many ideas that I want to use this school year in my class, especially an "anchor wall" or an “on-going work folder” where students can come in contact with material or ideas to keep going and further their knowledge, understanding and awareness of a subject or academic focus. I do many of the things suggested in this course already, but I can do them more deliberately and with more diligence with the end in mind.

    What a participant from California said about Differentiating Instruction in Your Classroom
  • The Moderator comments were VERY useful. I love taking these courses.                                

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • Great course! Moderator responded VERY promptly! The information from this course I found most interesting was that there are described physical factors that can lead to the reasonableness and necessity of using force. I found it valuable to learn that my school should have a plan that describes when force can and should be exerted, and I will be doing more research into this plan or the implementation of a plan if none is discovered. I think knowing when force can and cannot be used will help keep things orderly in the school, as well as keep all students safe while respecting the rights and responsibilities we as teachers have.

    What a participant from California said about Rights & Responsibilities in the Disciplinary Process
  • All the information from “Today’s Classroom Foundation of and Current Trends in Education” has given me a lot to think about. Although, what I found to be most beneficial and useful is the understanding that not everyone is going to be equal in their abilities, but that we give everyone, through a good public education, an equal opportunity to increase their capabilities so that they can succeed in life. Some useful aspects from the information that I found to contribute to a good public education are: more insight into what is expected from the Common Core Standards, theories of learning, classroom management, and the utilization of alternative forms of assessments. Understanding of Common Core Standards, theories of learning, classroom management techniques, and alternative forms of assessments will give me as an educator the foundation needed to provide students with the learning environment they need to progress emotionally, physically and academically. By using Common Core Standards as my foundation, I can provide my students with a more in depth understanding of not only what they need to know but also the how’s and why’s of what they know. Incorporating the various models of learning, I can use research on learning that provides intrinsic and extrinsic rewards that motivate students to learn the concepts expected. For example, I plan to involve the ABC model of learning to enhance the enthusiasm for learning in my classroom. I plan to combine this research with the classroom techniques discussed in the course to enhance the learning environment of my classroom. Providing a personal and organized classroom with clear expectation and rewards will create a positive atmosphere for students to reach their potential. Assessments provide the tools to evaluate a student’s progress and plan accordingly. The ideas on alternative assessments have opened my eyes to creating tests and rubrics that evaluate the whole child. These aspects of the course are only a few examples of what I plan to draw on as an educator. This course has given me a firm and stable foundation to provide my students the skills they need to be successful inside and outside of the classroom. If every teacher in the United States implemented the information that has been given in this course, our schools would be more effective. I plan to take what I have learned and apply it to my classroom.

    What a participant from California said about Today's Classroom: Foundations of and Current Trends in Education
  • I have learned several things that are useful and will sustain me in the future as an effective teacher. First of all, I have been teaching for 6 years and never considered myself knowledgeable enough to offer anyone any real good advice on teaching. After this course however, I have learned that I have much to offer and gain from peer to peer coaching. I have learned at least 3 main points from this course. I learned that self reflection on one’s teaching is vital in creating long lasting effective teachers. I also learned that sometimes it is much more productive to invite someone to critique your teaching in order to point things that you cannot see yourself that might be hindering student learning. I also learned that having a data driven coaching conference is important so that one can stay as objective as possible and have credible outcomes related to the teaching objective. I have made it a priority to rid myself of things that will not increase student achievement like round robin reading, word searches and the like. I am now devoting myself to creating lesson plans that first focus on a learning goal and then acquiring reading material that will help students attain that goal. Before, I would choose a novel and then pick out reading standards that would fit what I was already teaching. This caused a great deal of confusion. Thanks to this course, I am moving away from that and calling other teachers to do the same.

    What a participant from California said about Building Capacity for Effective Reading Instruction through Collaborative Inquiry