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Giving Directives That Students Will Follow

Price

Giving Directives That Students Will Follow

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:

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:

Teachers and administrators learn a four-step verbal skill that will help them take responsible control of K-12 students. This online course teaches them to end power struggles and gain cooperation from resistive students. This fast and effective, choice-based approach to behavior management is being used successfully by thousands of educators. Teachers learn to develop meaningful classroom management plans for maintaining a safe and orderly classroom that maximizes learning time.

The information in this 15-hr/1-credit course is also covered in Creating a Culture for Learning: Classroom and Behavior Management Plans that Work (a 45-hr/3-credit course). If you need or want a 45-hr/3-credit course, we recommend you take Creating a Culture for Learning.

Course Objectives:

  • To examine the four-step verbal skill for giving directives to students.
  • To perform the skill and develop mastery of the techniques.
  • To adopt Safety, Order, and Rights™.
  • To formulate plans for using the technique in the classroom.
Syllabus
  • Course:
    The Constructive Discipline Series
  • Prerequisites:
    None

Course Description:

Teachers and administrators learn a four-step verbal skill that will help them take responsible control of K-12 students. This on-line course teaches them to end power struggles and gain cooperation from resistive students. This fast and effective, choice-based approach to behavior management is being used successfully by thousands of educators. Learn to develop meaningful plans for maintaining a safe and orderly classroom that maximizes learning time.

Course Objectives:

  • To examine the four-step verbal skill for giving directives to students.
  • To perform the skill and develop mastery of the techniques.
  • To adopt Safety, Order, and Rights™.
  • To formulate plans for using the technique in the classroom.

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.

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:

  • Lesson 1
    • Introduction
    • 1.a A Teacher's Thoughts Before the Start of School
    • 1.b The Constructive Discipline Approach
    • 1.c Safety, Order and Rights® in the Classroom
  • Lesson 2
    • 2.a Your Classroom Management Plan
    • 2.b Routines & Procedures
    • 2.c Rules & Consequences
    • 2.d Your School’s Discipline Policies
    • 2.e Appropriate Consequences
    • 2.f Constructing Your Plan – The First Days of School
    • 2.g Lesson Plan for Classroom Rules
  • Lesson 3
    • 3.a Overview of the 4-Step Verbal Technique
    • 3.b Learning the Skill Steps
    • 3.c Step 1 - The Polite Directive
    • 3.d Quiz on Step 1 - The Polite Directive
    • 3.e Rehearsing the Skills
    • 3.f Step 2 - Establish the Expectation
  • Lesson 4
    • 4.a Step 3 - State the Consequences
    • 4.b Step 4 – Provide a Choice
  • Lesson 5
    • 5.a Review
  • Lesson 6
    • 6.a Plan Your Discipline Policies
    • 6.b Practicing the Steps with a Group
    • 6.c Review of Dealing with Groups
  • Lesson 7: HOW STRESS AND TRAUMA IMPACT LEARNING
    • 7a. Plan Your Discipline Policies
    • 7b. Final Thoughts
  • Post Survey
  • 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
  • I enjoyed watching the video of the teacher using the directives with a group. He displayed a calm demeanor and was able to remain clear on his path with the opportunity for choice with the first boy and then looked at the other boy and gave him a different directive while still sticking with the script. I feel that many times I can become flustered when there is more than one student who is in need of choosing to correct their behavior and more than one is testing my authority. By having the script to stick with strictly it allowed for the teacher to effectively communicate and show his objective with the boys. I feel that the value set is very important and helpful to always remember in the classroom, as these are reasons for why we want students to make better choices at times. I think that colleagues might be open to accepting the value set, but it will be a challenge to have every teacher stick to the script verbatim as there are always some who feel they have a better way of doing things, they may become flustered and forget the script verbatim or they may feel that using the general ideas of the script will work as well. I think that the entire school would benefit from participating in a professional development course where they were all presented with the script and the importance behind sticking with it.                          

    What a participant from Alabama said about Giving Directives That Students Will Follow
  • I enjoyed this course. The most valuable ideas presented in this course were the four-steps to giving directives. I think that mastering these four steps will help me better manage a classroom. I also enjoyed the video examples of the four-steps in action. Also, I believe the value set will be helpful in my classroom, because it focuses on behaviors that specifically effect student learning and safety. It gets away from focusing on changing behaviors that I may find annoying, but do not disrupt learning or safety. I think my school would benefit from learning the value set and rethinking our discipline model. It could be used as a framework for beginning this discussion.

    What a participant from Alaska said about Giving Directives That Students Will Follow
  • There were many helpful ideas presented in this course. The ideas I found most helpful were those related to the four step directive and the reasons behind the exact language. I feel that the directive empowers students to make their own choices while thinking of the consequences. I believe this directive will reduce student-teacher power struggles.

    I believe the Safety, Order and Rights value set will be helpful in my classroom. I took last year off to stay home with my new daughter, so I'll be starting next school year at a new school and
     I'm eager to introduce the value set I learned to my new collegues.

    What a participant from Alaska said about Giving Directives That Students Will Follow
  • Most valuable: videos to see the verbal technique, creating my plan for Lesson 7 I think this value set will be helpful in my classroom. I was able to organize and establish my routines and procedures in order to communicate them effectively to my students. I think this value set could be helpful to my school and colleagues. I would suggest these ideas to teachers that I mentor or teachers that I see struggle with classroom management.

    What a participant from Colorado said about Giving Directives That Students Will Follow
  • I feel that the Safety, Order and Rights value set is something that almost any educator or even administrator could get on board with. It's simple, and it emphasizes the need for classroom behavior to promote learning in all students. In my experience, I know that the script for giving directives is effective and will remain an important part of my classroom management.

    What a participant from Colorado said about Giving Directives That Students Will Follow
  • I feel that the Safety, Order and Rights value set is something that almost any educator or even administrator could get on board with. It's simple, and it emphasizes the need for classroom behavior to promote learning in all students. In my experience, I know that the script for giving directives is effective and will remain an important part of my classroom management.

    What a participant from Colorado said about Giving Directives That Students Will Follow
  • The most valuable idea presented was the whole discipline policies activity. I have never listed out all of my classroom activities and wrote down specific and actionable expectations for each. So many times I find myself in a struggle for time, that I forget to mention all parts of each learning activity. I will print out this list and have it with me so that I can be sure that I didn't miss anything. I have to keep remembering to go back to this list often. The safety, order, and rights set is already somewhat in place in our school. It seems to fit our school mantra well, and will look forward to sharing the verbal techniques with my colleagues who have students who like to argue. It seems to be a powerful tool that will avoid power struggles.

    What a participant from Colorado said about Giving Directives That Students Will Follow
  • Firstly, shew! My county has put us through many workshops lasting 2 days over the last five years. I seriously got more out of this course for one PLU than the last five years combined. The 4 step process that took me a second to comprehend what I was suppose to do has led me to develop much better communication tactics with my students. I've reflected on my past teaching and have learned there are several areas in which I need to tweek my style and pedagogy. The wording of the 4 step has given me new angles in which to improve my environment and rapport with the students. What I read about the culture of the learning was also very valuable, and great methods in managing student behavior addressing fairness and consistency. Mostly, I like the idea of being flexible with the students and being properly responsive to their actions or words. I'm definitely going to be sharing this course with as many peers as possible. It will be recommended to my department chair that we might try to see if our district to financially assist at least our faculty to take the same course. I do believe my colleagues will accept every bit of the value set, which is why I'm going to strongly recommend this course. The Safety, Order, and Rights aspects of this course is definitely going to help me for the coming school year. I have now gotten, from the course, new ideas and angles dealing the many issues that come our way as teachers. I sincerely am appreciative and happy I took this course.

    What a participant from Georgia said about Giving Directives That Students Will Follow
  • I am really looking forward to having the scripted format to deal with defiant students. I think this will help to reduce my frustration as well as well as help me be more successful in getting students to do as they should. One of my frustration has always been my students not thinking about if they should do something before they do it, but I think that the scripted responses of presenting their choices will help to get them to realize that everything they do is a choice and to think about those choices before they make them. The Safety, Order and Rights value set is similar to what I have used in my classroom in the past but is a little more specific, which I think will be helpful. My rules in the past have been "Do the right thing" and "Treat other people right". My teammates would be likely to accept the values as it does a good job of simplifying what we are already trying to do, and we are always looking for ways to streamline what we do. As far as instituting the values at a school level, that is not likely to happen as a directive from the administration because we are given a lot of autonomy in our own rooms to manage discipline. Also, it might be not specific enough for the youngest students in kindergarten and first grade.

    What a participant from Indiana said about Giving Directives That Students Will Follow
  • I very much enjoyed the scope of this course and took much valuable information away from it. I think the stress that was put on using the same language every time was very beneficial. It is easy to try to improvise with each situation or group of students. However, with this plan students soon learn what will be expected of them and their will be no question in their minds on what will happen if certain behaviors occur. I believe this value set will be very useful in my classroom. It is very simple and easy to use. I does not leave any room for questions between staff and students. I think my school will be very open to using this value set as in applies to almost any situation that can occur at the school.

    What a participant from Iowa said about Giving Directives That Students Will Follow