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Every Educator an Advocate

Price

Every Educator an Advocate

Los Angeles Unified School District

  • Tuition: $349.00
  • Tuition: $249.00
  • (You Save: $100.00)
What you need to know

Celebrating Our Sweet 16th


To celebrate our 16th Anniversary, we are offering the following courses at a discount from now until April 28, 2017:

  • Coaching to Improve Teaching and Learning—45 hrs/3 credits ($219.99, save $50)
  • English Language Learners in Your Classroom—45 hrs/3 credits ($219.99, save $50)

Remember to use the promotion code AnniversaryLA at checkout!

Check Out Our Newsletter!


Through the continued support we've only become more inspired. We continue to learn and develop this newsletter to be something worth sharing. We are happy to bring you all:

  • Discounts on courses exclusive to the newsletter.
  • New course announcements and updates.
  • Automatic inclusions in our give-back projects (i.e. Donor's Choose donations ).
  • Relevant news and our take on hot topics in education.

Sign up for our monthly newsletter
to get discounts that we offer every month.


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:

http://achieve.lausd.net//site/Default.aspx?PageID=7568

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 info@cecreditsonline.org.

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!
Course Description

Course Description:

This course will provide a foundation in the principles of special needs advocacy, with an emphasis on practical application of the fundamental legal requirements that drive special needs education. Many educators who work with special needs students are skilled at implementing classroom strategies and adapting curriculum to help those who are struggling. Teachers and other professionals are often familiar with an IEP or 504 Plan, but may be relying on the school administration to interpret the why and how of educational plan development for special needs students. The purpose of this course is to give educators and others working with special needs students an understanding of why special needs identification and planning works the way it does, and how to maximize effectiveness by writing S.M.A.R.T. goals and choosing appropriate accommodations and modifications.

The Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 set the stage for identifying and programming for students with educational disabilities. Course participants will learn about the IEP process and about 504 Plans, and using their knowledge of the rights and entitlements granted by the aforementioned special education laws will become better advocates for the needs of their students.

Educators will benefit from this course by developing a deeper understanding of how to navigate the special needs process and utilize best practices to develop specific and measurable outcomes for their students.

Course Objectives: Participants will

  • Participants will understand the basic concepts and key terms in The Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
  • Participants will recognize signs and classroom behaviors indicating that a student may have an educational disability.
  • Participants will identify general educational interventions and analyze data from these interventions to determine when a student should be referred for evaluation.
  • Participants will identify the essential questions in the special needs eligibility process.
  • Participants will utilize legal criteria to distinguish between eligibility for a 504 Plan and IEP.
  • Participants will identify the parts of the IEP.
  • Participants will effectively write specific and measurable goals based on a student’s present levels of performance.
  • Participants will utilize their knowledge of a student’s strengths and needs, as well as appropriate accommodations, to develop an effective 504 Plan.
  • Participants will learn how to prepare for various types of school meetings, including how to work effectively with school staff and parents in support of the needs of their students.
  • Participants will utilize data gathering techniques in order to accurately and objectively report progress towards a student’s IEP goals.
  • Participants will determine when a Functional Behavioral Assessment (FBA) may be appropriate and how to implement a Behavioral Intervention Plan (BIP) using Positive Behavioral Intervention Strategies (PBIS).
  • Participants will become familiar with educational options beyond neighborhood public school offerings and understand when discussion of these options might be appropriate.
  • Participants will develop a working knowledge of dispute options, including state complaints, administrative review, mediation, and due process.
Syllabus
Course:
Every Educator an Advocate
Prerequisites:
None
Number of Credits:
3 Semester credits
Number of Hours:
45 hours

Course Description:

This course will provide a foundation in the principles of special needs advocacy, with an emphasis on practical application of the fundamental legal requirements that drive special needs education. Many educators who work with special needs students are skilled at implementing classroom strategies and adapting curriculum to help those who are struggling. Teachers and other professionals are often familiar with an IEP or 504 Plan, but may be relying on the school administration to interpret the why and how of educational plan development for special needs students. The purpose of this course is to give educators and others working with special needs students an understanding of why special needs identification and planning works the way it does, and how to maximize effectiveness by writing S.M.A.R.T. goals and choosing appropriate accommodations and modifications.

The Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 of the Rehabilitation Act of 1973 set the stage for identifying and programming for students with educational disabilities. Course participants will learn about the IEP process and about 504 Plans, and using their knowledge of the rights and entitlements granted by the aforementioned special education laws will become better advocates for the needs of their students.

Educators will benefit from this course by developing a deeper understanding of how to navigate the special needs process and utilize best practices to develop specific and measurable outcomes for their students.

Course Objectives: Participants will

  • Participants will understand the basic concepts and key terms in The Individuals with Disabilities Education Improvement Act (IDEA) and Section 504 of the Rehabilitation Act of 1973.
  • Participants will recognize signs and classroom behaviors indicating that a student may have an educational disability.
  • Participants will identify general educational interventions and analyze data from these interventions to determine when a student should be referred for evaluation.
  • Participants will identify the essential questions in the special needs eligibility process.
  • Participants will utilize legal criteria to distinguish between eligibility for a 504 Plan and IEP.
  • Participants will identify the parts of the IEP.
  • Participants will effectively write specific and measurable goals based on a student’s present levels of performance.
  • Participants will utilize their knowledge of a student’s strengths and needs, as well as appropriate accommodations, to develop an effective 504 Plan.
  • Participants will learn how to prepare for various types of school meetings, including how to work effectively with school staff and parents in support of the needs of their students.
  • Participants will utilize data gathering techniques in order to accurately and objectively report progress towards a student’s IEP goals.
  • Participants will determine when a Functional Behavioral Assessment (FBA) may be appropriate and how to implement a Behavioral Intervention Plan (BIP) using Positive Behavioral Intervention Strategies (PBIS).
  • Participants will become familiar with educational options beyond neighborhood public school offerings and understand when discussion of these options might be appropriate.
  • Participants will develop a working knowledge of dispute options, including state complaints, administrative review, mediation, and due process.

Student Expectations:

This online course is reflective and interactive. Participants will engage in a variety of critical thinking activities to learn, practice, and apply the skills outlined in the course. These will include journal exercises and forum exercises requiring short answers that are reviewed by a moderator. Each lesson is divided into multiples sections with an associated quiz. There is a midterm exam as well as a comprehensive final exam. Participants may reference course content and notes during quizzes and exams. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Credit:

Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.

Class Outline:

  • Welcome
  • Chapter 1 Everyone is an Advocate: How and Why We All Advocate for Students
    • 1.a Objectives:
    • 1.b Overview of Special Education Law
    • 1.c Signs that a student might have a disability
    • 1.d Best practices in the classroom
    • 1.e Referral process
  • Chapter 2 Evaluations
    • 2.a Objectives:
    • 2.b Educational Interventions and the Principles of Response to Intervention (RTI)
    • 2.c Types of Disabilities (disability codes)
    • 2.d Evaluation decisions, timelines, and the IEE at public expense
  • Chapter 3 Eligibility Determination
    • 3.a Objectives:
    • 3.b Key Considerations
    • 3.c 504 Plan eligibility vs. IEP eligibility
    • 3.d Timelines for development of IEP or 504 Plan
  • Chapter 4 Parts of the IEP
    • 4.a Objectives:
    • 4.b Overview, Identifying Information and PLOPS
    • 4.c Statements of Assessment, Curriculum and Outcome and Transition Services
    • 4.d Annual Goals and Short-term Objectives
    • 4.e Accommodations, Modifications and Supplementary Aids and Services
    • 4.f Related Services and Consideration of Special Factors
    • 4.g Extended School Year and Educational Placement/Least Restrictive Environment
  • Chapter 5 504 Plans
    • 5.a Objectives:
    • 5.b How is a 504 Plan developed?
    • 5.c Parts of a 504 Plan
    • 5.d When is a 504 Plan reviewed?
    • 5.e What are the key differences between a 504 Plan and an IEP?
  • Chapter 6 Dynamics of a School Meeting
    • 6.a Objectives:
    • 6.b Types of meetings
    • 6.c Roles of MDT members
    • 6.d Steps for preparation
    • 6.e Working effectively with parents and familye
  • Chapter 7 Effective Implementation of Student Plans
    • 7.a Objectives:
    • 7.b Re-evaluation planning and re-evaluation determination
    • 7.c Behavior Interventions
    • 7.d Gathering Data and reporting progress
  • Chapter 8 Educational Options Beyond Public School Offering
    • 8.a Objectives:
    • 8.b What does the school system have to offer?
    • 8.c When does the law mandate private placement?
    • 8.d What happens when a district determines the need for private placement?
    • What happens when the parents and school district disagree?
  • Chapter 9 Dispute Options
    • 9.a Objectives:
    • 9.b Procedural Safeguards
    • 9.c IEP and Facilitated IEP Meetings
    • 9.d Administrative Review
    • 9.e State Complaint
    • 9.f Mediation
    • 9.g Due Process
  • Lesson 10 Overview/Key Concepts
    • 10.a Objectives:
    • 10.b Special Education Law
    • 10.c Signs that a student might have a disability
    • 10.d Evaluations
    • 10.e Eligibility determination
    • 10.f 10 Parts of the IEP
    • 10.g What is a 504 Plan?
    • 10.h Types of school meetings
    • 10.i Gathering data and reporting progress
    • 10.j Private placement at public expense and dispute options
  • Evaluation
  • Final Exam

Contact Information:

info@cecreditsonline.org

425.788.7275

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)

Promotions

Celebrating Our Sweet 16th


To Celebrate our 16th Anniversary, we are offering the following courses at a discount from now until April 28, 2017:

Remember to use the promotion code ceco16th at checkout!


Check Out Our Newsletter!


Through the continued support we've only become more inspired. We continue to learn and develop this newsletter to be something worth sharing. We are happy to bring you all:

  • Discounts on courses exclusive to the newsletter.
  • New course announcements and updates.
  • Automatic inclusions in our give-back projects (i.e. Donor's Choose donations ).
  • Relevant news and our take on hot topics in education.

Sign up for our monthly newsletter
to get discounts that we offer every month.

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
Reviews
  • Wow! I really enjoyed this course. The availablity for me to work at my own pace over the summer was just what I needed. I really enjoyed the format that was used in the lessons that were presented. The refresher course on the history of education and the impact that leaders have had on our educational system was very intersting to me. There is so much that you forget after you have graduated from college and moved out into the working environment. It was a trip going down memory lane to go back and think through the theories of great minds such as those of Piaget, Maslow, Erickson, Vygotsky, Gardner and Kohlberg. I still struggle with the No Child Left Behind law. I live and teach in Alaska. Our geographics is much different from that of other states. There are many communities (villages) and teachers within these communities that struggle to meet the requirements for this law. I do appreciate this being a topic that was touched upon at the end of this course. Thank you.

    What a participant from Alaska said about Today's Classroom: Foundations of and Current Trends in Education
  • Although the one student I work one-on-one with as a teacher and counselor is in the Emotionally Handicap Program (now titled "The Comprehensive Support Program"), the setting up part of classroom rules lessons work well with my student. I know, as mentioned in the lessons, that this program was not designed for the extreme cases I work with but know that a very good portion can be applied for such special needs students. I have spoke to some colleagues about this program and will recommend it to them. I did enjoy taking this course. I felt very at ease with it. I like how I could go back and re-read certain parts of the lessons with ease. This course was very user-friendly.                                

    What a participant from Arizona said about Stopping Disruptive Behavior
  • I really enjoyed the videos. They were very well done and easy to follow and understand. I could take what I learned and apply it immediately to my own instruction.                                  

    What a participant from Arizona said about Transforming Math Instruction with Interactive Whiteboard Systems
  • This course really had me evaluate where I am currently in my teaching. I liked how I was able to consider my students in response to the course information. This course helped me make changes in how I am setting up my classroom lessons to better help my students and I am already seeing improvements in my relationships with students and their relationship with the material. The moderator's further questions helped me focus better on the material and to specify my response to the questions.                                

    What a participant from Arizona said about Maximizing Engagement of All Learners
  • 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
  • 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