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Conducting the Parent Conference


Conducting the Parent Conference

LAUSD/UTLA Salary Point Classes

  • Tuition: $125.00
  • Tuition: $99.00
  • (You Save: $26.00)
What you need to know

New Course Approved!

Our course, Nimble Transitioning, has been approved for LAUSD educators!

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!
Course Description

Course Description:

This course provides teachers and administrators with persuasive and effective strategies for conferencing with parents, including uncooperative or difficult parents. This 7-step interview using the 7-Cs of communication will move parents toward becoming committed participants in the goal of solving their child’s academic and behavioral challenges. Teachers and administrators will learn how the Safety, Order and Rights value set provides a firm and logical foundation for setting goals and finding solutions.

Course Objectives:

  • To investigate a technique designed to improve teacher/parent interaction.
  • To perform the skill and develop mastery of the technique.
  • To adopt Safety, Order, and Rights™, and utilize it as a fundamental tool for teacher/parent interaction.
  • Course:
    The Constructive Discipline Series
  • Prerequisites:

Course Description:

This course provides teachers and administrators with a persuasive and effective strategy for conferencing with uncooperative or difficult parents. This 7-step interview will move parents from being part of the problem to being committed participants in the solution.

Course Objectives:

  • To investigate a technique designed to improve teacher/parent interaction.
  • To perform the skill and develop mastery of the technique.
  • To adopt Safety, Order, and Rights™, and utilize it as a fundamental tool for teacher/parent interaction.

Student Expectations:

Students will be required to:

  • Rehearse the skills and report on the results.
  • Complete written self-reflection exercises.
  • Collaborate with peers using the on-line forum.


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:

  • Lesson 1
    • 1.a Conducting the Parent Conference Introduction
    • 1.b Parents as Allies
    • 1.c The Constructive Discipline Approach
    • 1.d The Safety, Order, And Rights® Value Set
    • 1.e Overview of the 7 Steps
  • Lesson 2
    • 2.a Planning the Interview
    • 2.b Planning What You Need to Say
    • 2.c The Disruptive Student
    • 2.d Discipline Log for Disruptive Students
    • 2.e The Disruptive Student
    • 2.f The Behavioral Contract
    • 2.g Review
    • 2.h Plan How To Say It
    • 2.i Guiding the Interview
  • Lesson 3
    • 3.a Step One: Establish the Goal
    • 3.b Plan How To Say It
    • 3.c Step Two: State the Behavior Problem
    • 3.d Step Three: Support Your Position
    • 3.e Step Four: Communicate Your Commitment
    • 3.f Step Five: Solicit a Commitment
    • 3.g Step Six: Develop or Propose and Effective Plan
    • 3.h Student Behavior Contract
    • 3.i Step Seven: Plan a Follow-Up
    • 3.j Follow-up Plan Notes
    • 3.k Review of the 7-Step Plan
  • Lesson 4
    • 4.a Overcoming Resistance
    • 4.b Overcoming Resistance: Emphasizing the Goal
    • 4.c Overcoming Resistance: Resistance With Empathy
    • 4.d Overcoming Resistance: Paradox
    • 4.e Overcoming Resistance: Expand the Problem
  • Lesson 5
    • 5.a Putting an End to an Unproductive Interview
  • Lesson 6
    • 6.a Creating a Worksheet for the Parent Conference
    • 6.b The Worksheet
    • 6.c Your Final Thoughts
  • Post Survey
  • Evaluation
  • Final Exam

Contact Information:


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)


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
  • The ideas I found to be most valuable in this course were the use of the paradox technique and to not use the words “I understand” during the empathy step.  The only way I have ever used the paradox technique before was when a parent didn’t agree with a report card grade. I teach elementary school, so many grades are subjective. After stating my rationale for the grade I gave, I couldn’t get the parent to agree, so I simply grabbed a bottle of White-Out and asked them what grade they wanted to see there. It worked for me just the way it did for the teachers in the video. I had never considered it a technique or thought about the possibility of it working under different circumstances.  I have often used the terms “I understand” or “I can only imagine how you must feel” when discussing negative issues with people. In the future I will focus on what they’re feeling and not what I think about it.

      I believe the Safety, Order and Rights value set is helpful in my classroom. I began implementing this value set after I took the first course in this series. The value set is something everyone can agree on that gives a great structure for a successful learning environment.

    What a participant from Alaska said about Conducting the Parent Conference
  • The Seven Steps were all very valuable and this is a good approach to handling a parent conference. The 7 Steps were very strategic and well thought out and if they are followed in order each time it will give a teacher or administrator the confidence needed to achieve their goal. I think the most valuable step was 7 because there are times you are faced with confrontations that it seems you want to defend yourself and just be done. To take it a step farther and suggest what could happen due to the parents resistance helps them visualize the negative or unfortunate consequences that could occur. I think the Safety, Order, and Rights Value Set is very helpful and should be practiced in all schools. Not only does it emphasize the positive outcome if followed it also gives us a defense when we try to explain to parents about the behavioral problems from their child. Parents need to have examples and the bigger picture because not all problems just effect their child.

    What a participant from Arizona said about Conducting the Parent Conference
  • The most valuable part of this course was the lesson regarding defensive parents. The suggestions relating to paradox and empathy provided excellent tools to diffuse emotionally charged situations. I also valued the approach to re-emphasize the goals related to the Safety, Order and Rights value set. I think it would be effective to use statements such as, "Which of the values would you like us to put on hold for Johnny in dealing with this situation." This is a powerful reminder to parents that the goal of the school is not to "pick" on their son, but to afford all students safety, order and rights within the educational environment. I also appreciated the technique to possibly end an interview without becoming emotional. I tend to personalize any situations where conflicts arise. In this course, I learned ways to keep a rational mindset to keep the meeting on track without defaulting to irrational emotion that does not provide solutions to the problems.

    What a participant from Arizona said about Conducting the Parent Conference
  • I really enjoyed many ideas presented in this course, and the videos were very helpful. I especially like the segment of how to deal with difficult parents. Unfortunately, I deal with them often, so I enjoyed learning about the strategies to put a stop to it. I will definitely incorporate the Safety, Order and Rights value set into my next conference. I think it is a clear, concise way to start the conference and to set guidelines and expectations!

    What a participant from California said about Conducting the Parent Conference
  • 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
  • Before this course I had not read, watched, or studied any material on Parent Conferences. I have just learned from experience and didn’t feel like I was getting everything out of it that I could. After going through this course there were many ideas and processes that I will use seen and into the future. I really connected with the “The Seven C’s” for effective communication. I really liked this checklist because they pertain to more than just parent conferences and I could use these in everyday communication with students and colleagues. I know I will be using the “The seven-step plan for Conducting the Parent Conference” in the very near future. I tend to get nervous during some parent conferences and having a planned out list to follow would help me stay focused and keep a clear path to the end. I do believe that the “Safety, Order and Rights” value set would be something beneficial to have posted on our campus. We already have a staff that is dedicated to safety, order, and rights but having this as a campus wide focus and continuous goal.

    What a participant from California said about Conducting the Parent Conference
  • I am committed to the Safety, Order and Rights value set. It sums up what our commitments and priorities are to our children. The 7 step process was extremely helpful, and the outlined worksheet will help me get organized, stay focused and set a tone of confidence. The strategies taught will help me stay focused on the issue and possible solutions. It is respectful for all parties involved and gives a much better opportunity for building strong, positive relationships with our families. When children know we are united and consistent, they will have a better chance of begin successful.

    What a participant from California said about Conducting the Parent Conference
  • I think the ideas about how to approach resistance were the most helpful. These are often places I get stuck and don't know of my options. With some practice, I think I will be able to use emphasizing the goal, using paradox, and expanding the problem. I feel as though I use empathy quite a bit but did not realize it was helpful for dealing with resistance. I also found the worksheet a helpful tool. I think this will help me plan out some ideas to help the conversation stay on track and be efficient. Often, conferences can be about storytelling and I think this step by step process will help me be more aware of the steps I need to take to be productive. I think the Safety, Order and Rights value set is going to be helpful. Mainly because it encompasses a wide range of values that we all hold for students. It is broad which I think is great because it provides the foundation for all of our rules/policies. Therefore it is easy to reference when speaking with parents. I believe it will be helpful and I look forward to trying it out to see how easy it will be.

    What a participant from Colorado said about Conducting the Parent Conference
  • I think that the most useful Ideas of this course was the step by step interview plan. I think that the template will help me stay on track when conducting a tough conference with parents and allow the conversation to stay on track. I find that it is easy for me to get emotional during tough conferences and the template will create a focus for the conference. I think that I will have more confidence prior to the conference because I actually have taken the time to plan out our conversation. I also think the section about overcoming resistance was very useful. I think that all four techniques will benefit the conference depending on the problem being discussed. Lastly, the three commitments, safety, order and rights would be useful in our school community. If all of the staff discussed these values during conference then parents will become use to the terminology over the the years. This type of value system would be a wonderful addition to our district.

    What a participant from Colorado said about Conducting the Parent Conference
  • The videos were extremely helpful. These are skills no one teaches teachers how to deal with before they happen. I wish this course would have been offered before I started teaching. One of the most trying situations in teaching is to get the parent on the same page as the school and I are on. I frequently get a feeling of fear when dealing with parents because nobody ever really taught me what to say to them. The value set of safety, order and rights gives me a place to start and then direct the conversation. So you want me to put the commitment of safety on hold for your student? I think this question could have helped me in the past. I tend to become defensive and don't really know how to continue once a parent says something nasty or places the blame on me personally. I think that helping to disarm and turn the questions back on the parent to find out what they really want is brilliant. I'm not so sure they think that far ahead when they are upset about their greatest assets. It would be helpful to have the parent state the goal because I don't think they always know; they are simply frustrated. I think that these questions and samples fit me more than the ones I learned in other classes. I am grateful for the verbal examples given because I can go 'down that rabbit hole' pretty easily. I have never before been told that I can just continue with the next question.

    What a participant from Colorado said about Conducting the Parent Conference