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Nimble Transitioning: Integrating Response to Intervention, Professional Learning Communities and Differentiating Instruction to Improve Teacher Effectiveness and Student Outcomes

Price

Nimble Transitioning: Integrating Response to Intervention, Professional Learning Communities and Differentiating Instruction to Improve Teacher Effectiveness and Student Outcomes

Humboldt County Office of Education

  • Tuition: $349.99
What you need to know

CE Credits Online and Humboldt County Office of Education are pleased to offer you discounted pricing for online professional development courses designed to improve teaching and student achievement.

Join other Humboldt County Office of Education educators in taking online coursework for discounted tuition!

Humboldt State University (HSU): HSU offers post baccalaureate, 700 level credits for all CE Credits Online courses.

If you have questions, please contact:

Colby Smart at Humboldt County Office of Education

CE Credits Online

University Credit Request
CE Credits Online is the course provider and Humboldt State University is the accrediting institution. The HSU Office of Extended Education issues the university credit, and there is a fee of $50 per credit. Upon completion of your course, you have two weeks to apply and pay for university credit. University credit fees are not included in the price listed. Once we have verified that all your coursework is completed and approved, and we have received the credit fees, your paperwork, along with the fees, will be sent to Humboldt State University for processing at the end of each month. The processing of your credits can take up to 6-8 weeks from the time of your request.

For more information visit our University Affiliations page.
*(University Credits are available for an additional fee.)

  • Standards-based
  • University credits available (Humboldt State University*)
  • Preferred tuition available for Humboldt County Office of Education
  • Asynchronous – start at any time
  • Self-paced – work at your own convenience
  • Completely online – no commuting, parking, missed classes and no dress code!
  • User friendly and engaging with numerous videos that model new strategies and skills Facilitated by highly trained moderators, experienced in education
Course Description

Are you a teacher who is looking to rekindle their passion, are you new to the profession, or are you struggling to document your own proficiency in the context of a new mandated evaluation system? If you answered yes to any part of this question, this is the course for you!

One can argue the teaching profession is changing more rapidly than at any other time in United States educational history. Teacher evaluation, coupled with new standards and new high stakes testing systems have become the norm across the country and many teachers are experiencing the disequilibrium that comes with these significant shifts.

This course details how a teacher, required to teach differently to conform to this new and complex environment can thrive as a result of understanding the fundamental policy shifts that got us here. Moreover, the teacher taking this course will take away concrete methodologies and strategies she can immediately use in any teaching assignment. Through understanding policy shifts and exploring the best practices in Response to Intervention (RtI), Professional Learning Communities (PLCs) and gaining ideas on how to best deploy the rich learning and teaching strategies through Differentiated Instruction (DI), the teacher consuming this class will gain tools to make herself a powerful, effective educator. The online format allows for reflection, practice, observation and analysis and application of skills to current settings. Emphasis is upon intentional best practice, resulting in a classroom environment where all children have the ability to maximize their learning, and where the teacher deploys skills, methods and strategies to thrive in this challenging time in our profession. Teachers new to the profession, struggling with evaluation systems and teachers, simply wanting “a shot in the arm” are sure to benefit from this course.

Syllabus
Course:
Nimble Transitioning: Integrating Response to Intervention, Professional Learning Communities and Differentiating Instruction to Improve Teacher Effectiveness and Student Outcomes
Instructor:
Erich Bolz
Prerequisites:
None
Number of Credits:
45 hours/ 3 credits

Course Description:

Are you a teacher who is looking to rekindle their passion, are you new to the profession, or are you struggling to document your own proficiency in the context of a new mandated evaluation system? If you answered yes to any part of this question, this is the course for you!

One can argue the teaching profession is changing more rapidly than at any other time in United States educational history. Teacher evaluation, coupled with new standards and new high stakes testing systems have become the norm across the country and many teachers are experiencing the disequilibrium that comes with these significant shifts.

This course details how a teacher, required to teach differently to conform to this new and complex environment can thrive as a result of understanding the fundamental policy shifts that got us here. Moreover, the teacher taking this course will take away concrete methodologies and strategies she can immediately use in any teaching assignment. Through understanding policy shifts and exploring the best practices in Response to Intervention (RtI), Professional Learning Communities (PLCs) and gaining ideas on how to best deploy the rich learning and teaching strategies through Differentiated Instruction (DI), the teacher consuming this class will gain tools to make herself a powerful, effective educator. The online format allows for reflection, practice, observation and analysis and application of skills to current settings. Emphasis is upon intentional best practice, resulting in a classroom environment where all children have the ability to maximize their learning, and where the teacher deploys skills, methods and strategies to thrive in this challenging time in our profession. Teachers new to the profession, struggling with evaluation systems and teachers, simply wanting “a shot in the arm” are sure to benefit from this course.

Course Objectives: Participants will

  • Understand how the principles of Response to Intervention (RtI) and reforms to teacher evaluations mesh so each initiative can support the other.
  • Demonstrate an understanding of multiple measures of teacher effectiveness is more than tracking standardized test scores.
  • Explore the “Big Picture” of how states around the country are approaching the new teacher evaluation system.
  • Explore how Professional Learning Communities (PLC) support both RtI and the new teacher evaluation which presupposes effective teachers differentiate instruction.
  • Develop an awareness of how to collect evidence and to determine whether evidence is quality.
  • Articulate the rationale behind the change trends and mandates creating our current educational atmosphere.
  • Connect the origins of the Common Core State Standards and the trend toward new teacher evaluation systems.
  • Develop an introductory level understanding of value-added modeling as a component of teacher evaluation
  • Explore why each child needs access to a rigorous education through understanding the implications of our global economy.
  • Articulate the rationale behind the change trends and mandates creating our current educational atmosphere.
  • Connect the origins of the Common Core State Standards and the trend toward new teacher evaluation systems.
  • Develop an introductory level understanding of value-added modeling as a component of teacher evaluation
  • Explore why each child needs access to a rigorous education through understanding the implications of our global economy.
  • Understand the origin and key components of proactive and preventative practice and how those practices look at the system, teacher team and individual classroom level.
  • Reflect on the importance of ensuring children access to readiness opportunities prior to formal schooling and identify their community’s response to these learners.
  • Examine their current core instructional practice to ensure the critical evidence-based components are in place, and why these components lead to student success.
  • Identify what student academic and behavioral indicators predict success at the elementary, middle and high school levels. Chapter 4
  • The educator will understand the shift in the profession from independence to interdependence
  • The educator will be able to access and implement best practices related to collaboration
  • The educator will be able to link the best practices of collaboration to a successful teacher evaluation
  • Educators will understand the construction of 21st century skills and why it is critically important why EACH child receive a rigorous education. Educators will gain valuable tools for differentiation, specifically gaining strategies to deeply engage with above, at and below standard students in heterogeneous classrooms.
  • The educator will understand the basic action research cycle as it pertains to education and understand why it is essential to lead with assessment in front of instruction.
  • The educator will gain familiarity with best practice instructional strategies to implement after gaining specific insights from baseline and formative assessment.
  • The educator will develop an understanding of the action research cycle and know why assessment is the foundation for planning and adjusting instruction.
  • The educator will understand the power and the research base centering around Formative Assessment (FA).
  • The educator will understand and develop practical strategies to ensure the key principals of FA become the integral part of their teaching routine.
  • Understand the “big picture” of how RTI, PLC’s, and DI fit together as a framework for improving student learning and meeting evaluative criteria within a framework-based evaluation system.
  • Have new-found confidence to try the skills discussed within this course to their instruction in the classroom.

Student Expectations:

This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, the development of written lessons using differentiated strategies, classroom implementation of these strategies, and analysis of both the lesson and the students’ response to the lesson. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.

Instructor Description:

Erich Bolz currently serves as Assistant Superintendent of Instructional Programs at Richland School District in southeastern Washington. He has served as a remedial reading teacher, pre K-12 principal, and as a central office administrator at the small district, large district and Educational Service District (ESD) levels. Erich also works as an adjunct professor, process facilitator, strategic planner, a systems consultant and is a published author and keynote speaker.

Erich lives in Richland, WA with his adorable wife Shelly, an elementary art specialist and two surprisingly delightful teenagers. When he is not working writing or speaking, Erich can be found traveling, playing tennis, cooking, reading and enjoying a glass of local wine.

Methods of Instruction:

A variety of strategies are employed in this course:

  • Content presented for participants to read online—the formal instruction
  • Video clips illustrating key course concepts and strategies
  • Specific and varied learning activities to practice skills and strategies
  • Online forum for participants to post answers to questions and summarize student responses to differentiated lessons in their own classrooms
  • Classroom examples, specific strategies, activities, implementation assignments, and quizzes are included in each course module so skills are acquired and practiced at high enough levels of understanding to be applied throughout the course

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: Finding Our Professional Equilibrium
    • Objectives:
    • 1.a Making transitions in a time of change
    • 1.b Teacher effectiveness Is more than a test score
    • 1.c Trends around the country
    • 1.d How does an instructional framework impact the evaluation process?
    • 1.e What is evidence and what is just an artifact?
    • 1.f What is quality evidence
    • 1.g How to collect evidence?
    • 1.h Review of Chapter 1chapter one enduring understandings
  • Chapter 2: What does “all students” mean, and who is responsible for them?
    • Objectives:
    • 2.a Where did all this stuff come from anyway?
    • 2.b What does this new evaluation system mean to me?
    • 2.c What are some differences between the “new” standards and the previous version of my state standards?
    • 2.e Putting it all together and a preview of next chapter
  • Chapter 3: An ounce of prevention is worth a pound of cure: Response to Intervention (RTI)
    • Objectives:
    • 3.a What is Response to Intervention (RTI) and where did it come from?
    • 3.b Where they start is where they finish
    • 3.c How do we set targets for our students in our systems?
    • 3.d What do academic prevention and intervention look like in K-12?
    • 3.e What do behavioral prevention and intervention look like in K-12?
    • 3.f What happens if my school or district does not have a proactive, preventative framework?
  • Chapter 4: Assessment precedes instruction, and more minds are better than one mind
    • Objectives:
    • 4.a From a culture of independence to a culture of interdependence (opening teacher practice)
    • 4.b How teacher evaluations and PLCs are “joined at the hip”
    • 4.c Operationalizing PLCs
    • 4.d The relationship between RTI and PLCs
    • 4.e Data to drive individual student achievement improvements
    • 4.f Again, what happens if my school or district does not provide this formal supportive framework?
  • Chapter 5: Instructional Ferocity Entails DI
    • Objectives:
    • 5.a Key principles
    • 5.b DI Allows us to…
    • 5.c Hallmarks of a good DI classroom
    • 5.d Instructional strategies seen in a DI classroom
  • Chapter 6: Formative assessment -- how do I manage it?
    • Objectives:
    • 6.a Assessment is the backbone of all we do and the most important assessment is what we use to drive student learning at the classroom level
    • 6.b Relentless timely effective feedback- what would John Hattie say?
    • 6.c FA Techniques- strategies for checking for understanding
  • Chapter 7: Putting it all together
    • Objectives:
    • 7.a The terror that is the total system
    • 7.b Graphic organizers
    • 7.c RTI + PLC + DI = improved student learning
  • Evaluation
  • Final Exam

Contact Information:

support@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

Save 15% on any course through 6/29/2017


  • 15% Off until 6/29/2017
  • Use promo code:
  • SummerSpecial17
  • at checkout

*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
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.                                

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