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COMMUNITY EDUCATION PROGRAMS – ONLINE TEACHER EDUCATION

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Advanced Classroom Management: Children as Change Agents

Course Number: CED 5001
Instructor: Mick Jackson, MS/ED
Price: $250
Prerequisite: Suggest taking Behavior is Language or other behavior intro course
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

This course is primarily for professionals (e.g., regular or special educators, instructional assistants, school psychologist, counselors) serving children and youths presenting behavior problems the school or community. Focuses on cognitive- and cognitive-behavioral interventions (often lumped together under the rubric "social skills") with an emphasis on teaching students how to change and manage their own behavior.

Attention Deficit Disorder: Information & Interventions for Effective Teaching

Course Number: CED 5002
Instructor: Mick Jackson, MS/ED

Price: $250
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

This course is designed to give students a complete history of ADD along with accepted and experimental treatment methods of treatment. The course reviews current treatments of the disorder and practical intervention strategies designed to increase on-task behavior while decreasing disruptive, inappropriate, and off-task behaviors in the classroom. Instructor access is obtained through E-mail or phone office hours.

Autism & Asperger’s Disorders: Information & Effective Intervention Strategies

Course Number: CED 5003
Instructor: Marrea Winnega, Ph.D.

Introduction to Autism and Asperger’s Disorder provides information on the characteristics of the disorder, learning styles associated with the disorder, communication weaknesses, and various intervention strategies that have proven to be successful when working with students with autism spectrum disorders. The course helps you make sense out of why individuals with autism spectrum disorders act the way they do and what you can do to enhance more appropriate behavior. This course also lists resources for educators, related service personnel, and parents who would like more help or information on autism and Asperger’s Disorder.

Behavior Is Language: Strategies for Managing Disruptive Behavior

Course Number: CED 5004
Instructor: Mick Jackson, MS/ED

Price: $350
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Learn behavioral techniques and intervention strategies that remediate disruptive behavior, reduce power struggles, increase classroom control, and reduce burnout and feelings of ineffectiveness, without increasing your work load. Gain a new perspective on students' behavior and learn effective tools for facilitating positive student changes. Then practice your new skills with the simulated classroom scenarios presented in the program. Learn all this at home or work, on your own computer, on your own time, at your own pace.

Child Abuse: Working with Abused & Neglected Children

Course Number: CED 5005
Instructor: Joan Halverstadt, MS/ED

This course is designed to help you identify and effectively teach students affected by child abuse and/or neglect. This course teaches you to recognize the signs of physical abuse, emotional abuse, sexual abuse, physical neglect, and emotional neglect in students. It also discusses the specific factors which exist in families who abuse or neglect their children. A major emphasis in this course is to help the participant understand the special learning needs of the abused or neglected child and how to meet those needs in the regular classroom. Working with parents and community agencies is also emphasized.

Drugs & Alcohol in School: Understanding Substance Use & Abuse

Course Number: CED 5006
Instructor: Peggy Rapp, MSW, Ph.D.

Welcome to Drugs & Alcohol in Schools, an instructional computer-based instruction (CBI) course designed to give you a more comprehensive understanding of alcohol, drugs, and their influences in your classroom. Drugs & Alcohol in Schools provides a contextual framework for understanding what students may be experiencing through their own substance use or the impact of substance use around them. The course provides a basic historical overview of substance use along with information about the biological, psychological, and social factors that comprise the disease of addiction. This program will help you better understand a multitude of complex dynamics that contribute to this biological and social phenomenon.

Early Childhood: Family-Centered Service

Course Number: CED 5007
Instructor: Aumony Dahl, M.Ed.
Prerequisite: None
Price: $250
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Welcome to Family-Centered Services, an interactive computer-based instruction (CBI) course, designed to give you a new perspective on serving the needs of young children and their families. In this course you will learn what is meant by family-centered services as it applies to diverse systems of care, gain an understanding of family diversity, and explore the major stress factors facing families today. We will discuss the theoretical basis for family-centered services, as well as reflect on current research and best practice. Family-Centered Services will also examine the role of early childhood educators and explore ways to build partnerships with parents and create communities of careâ€”for the benefit of our children, and ultimately society as a whole.

Part of the five-course Early Childhood series (Family-Centered Services, Infant & Toddler Mental Health, Program Planning, Observation and Assessment, Typical and Atypical Development)

Early Childhood: Observation and Assessment

Course Number: CED 5008
Instructor: Darcie Donegan, MA/ED

Price: $350
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Welcome to Early Childhood: Observation & Assessment, an interactive distance learning course which explores observation and assessment instruments, as well as recommended practices and available resources for infants, toddlers, and preschoolers. Content includes an emphasis on observing young children and assessing their early childhood learning environments. This distance learning course is a self-supporting program that provides instruction, structured practice and evaluation all on your home or business computer. Information on installation and technical support can be found, and will be covered in detail, in the User Guide section of your computer software.

Part of the five-course Early Childhood series (Family-Centered Services, Infant & Toddler Mental Health, Program Planning, Observation and Assessment, Typical and Atypical Development)

Early Childhood: Program Planning

Course Number: CED 5009
Instructor: Aumony Dahl, M.Ed.

Welcome to Early Childhood: Program Planning, an interactive distance learning course designed to give you a new perspective on planning and implementing developmentally appropriate programs for young children from birth through age eight. In this course you will learn what is meant by curriculum, assessment, evaluation, and program planning as these terms apply to early childhood education. We will discuss several historical perspectives and theories of child development, and examine best practice for early childhood education. We will also examine key concepts and specific activities for teaching various curricular content areas including language and literacy, mathematics and science, and the expressive arts.

Part of the five-course Early Childhood series (Family-Centered Services, Infant & Toddler Mental Health, Program Planning, Observation and Assessment, Typical and Atypical Development)

Early Childhood: Typical and Atypical Development

Course Number: CED 5010
Instructor: Darcie Donegan, MA/ED

Welcome to Early Childhood: Typical and Atypical Development, an interactive distance learning course which explores contemporary best practice and perspectives on early childhood development. Content includes patterns and sequences of typical development for children from birth to six years. Emphasis is on individual differences, cultural influences, and the impact of developmental delay and disability during infancy, toddlerhood, and the preschool years. Discussion will also include instructional technology (IT) and assistive technology (AT) applications for this population.

Part of the five-course Early Childhood series (Family-Centered Services, Infant & Toddler Mental Health, Program Planning, Observation and Assessment, Typical and Atypical Development)

Educational Assessment: Assessing Student Learning in the Classroom

Course Number: CED 5011
Instructor: A. N. (Bob) Pillay, Ph.D.

Price: $250
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

This course is designed to further develop the conceptual and technical skills required by teachers to help them identify their educational goals, and implement meaningful instructional strategies for effective learning by students with special needs. The focus of this course will therefore be on assessment for instructional programming. The course will outline procedures for designing or selecting, administering and interpreting, a variety of informal assessment measures typically used in schools. The presentation of assessment information in an acceptable format to parents and teachers will also be addressed.

Harassment, Bullying & Cyber-Intimidation in Schools

Course Number: CED 5012
Instructor: Candyce Reynolds, Ph.D.

This interactive computer-based instruction course will discuss definitions and the personal, social, and legal ramifications associated with sexual harassment, bullying, and cyber-intimidation. The course will address what we know about these troubling areas. We will then explore preventative strategies as well as how school staff can address these issues when they occur. A clear understanding of what constitutes harassment and the harmful effects of harassment on people and institutions is essential to providing a safe and inclusive school environment for all.

Inclusion: Working with Students with Special Needs in General Education Classrooms

Course Number: CED 5013
Instructor: Florah Luseno, Ph.D.

This interactive computer-based instructional course is designed to help you with concepts/terms related to educating students in inclusive classrooms. Learn to: Determine the continuum of placements school systems can use in providing special education services to students with disabilities; Understand the federal definition of students entitled to special education services, and procedures educators can use in determining whether these students can be educated in the regular classroom; and Identify and describe the role and responsibilities of special and general educators in providing special education services to students educated in inclusive classrooms.

Infant & Toddler Mental Health: Issues & Information for Educators

Course Number: CED 5014
Instructor: Aumony Dahl, MA/ED

Infant and Toddler Mental Health: Issues & Information for Educators is an interactive computer-based instruction (CBI) course designed to help you achieve a better understanding of infant and toddler mental health, child development, and strategies you can use to promote positive relationships with children and their families. This course provides information that will help you to understand and identify your role as a child care provider, educator, and early childhood professional. Infant and Toddler Mental Health will provide you with research-based information on child development, attachment, temperament, and curriculum. This course also lists resources for both teachers and parents who would like more help or information about infant and toddler mental health.

Part of the five-course Early Childhood series (Family-Centered Services, Infant & Toddler Mental Health, Program Planning, Observation and Assessment, Typical and Atypical Development)

Learning Disabilities: Practical Information for Classroom Teachers

Course Number: CED 5015
Instructor: A. N. (Bob) Pillay, Ph.D.

Welcome to Learning Disabilities. This computer-based instruction (CBI) course will cover diverse theoretical approaches, lay the foundations for sensitive and appropriate assessment and evaluation of students, provide directions for program planning and implementation, indicate the importance of and the need for a close and positive partnership with parents (or alternative caregivers) and consider ways for ensuring that the home-school axis is effective and meaningful. This program will also consider some major trends and unresolved issues in the field of Learning Disabilities.

Reading Fundamentals #1: An Introduction to Scientifically-Based Research

Course Number: CED 5016
Instructor: Mick Jackson, MS/ED

Price: $250
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

An Introduction to Scientifically-Based Research, the first in a three-course series on effective reading instruction, was designed to give background on Reading First as it applies to the No Child Left Behind federal legislation. The course discusses the research that supports scientifically-based research as it applies to phonetically-based instruction, assessment, and evaluation. The course explores myths and misconceptions concerning reading instruction and remediation. It also presents an evaluation checklist designed to assess the effectiveness of your current reading program. The goal of the course is to present you with research, trustworthy evidence, and background information that support the need for a reading program that is based on scientific research and proven methods.

Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction

Course Number: CED 5017
Instructor: Mick Jackson, MS/ED

Price: $250
Prerequisite: Reading Fundamentals #1
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Reading Fundamentals #2: Laying the Foundation for Effective Reading Instruction, the second course in this three-course series is designed to lay the foundation for effective reading instruction. As part of this course, you will learn about the elements of effective instruction. It is important that all teachers have a firm understanding of effective instructional procedures. Teachers benefit, and more importantly, students benefit, both in terms of their behavior and their academic performance. Further, you will learn about the importance of reading instruction and read some sobering statistics on reading performance in this country and what happens when individuals are not proficient in reading.

Reading Fundamentals #3: The Elements of Effective Reading Evaluation & Assessment

Course Number: CED 5018
Instructor: Mick Jackson, MS/ED

Price: $350
Prerequisite: Reading Fundamentals #1 & #2
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Fundamentals #3: The Elements of Effective Reading Evaluation & Assessment will focus on learning to read, reading to learn, and an introduction to reading assessment. As part of these two key areas of reading instruction, the five elements of effective reading instruction will be highlighted, including definitions, implications for instruction, and future directions. These five elements include instruction in: phonemic awareness, phonics, fluency, vocabulary, and text comprehension. Further, we discuss information on teacher preparation in learning about comprehension strategy instruction and reading instruction, as well as how to integrate computer technology into the classroom. Additionally, the course will provide information on important assessment terms and definitions and will explore how reading assessment fits within the Reading First Program. This analysis includes specific recommendations on 29 reading assessments. Finally, the course describes how teachers can conduct pivotal curriculum-based measurement procedures in their classrooms.

Talented & Gifted Education: Working with High Achievers

Course Number: CED 5019
Instructor: Pamela Bernards

Talented and Gifted Education provides information on the history of the exceptional in relation to education, current law, and accepted methods for referral, assessment, and identification of these students. The course also covers major program models and methods of differentiating instruction to meet the rate and level of learning of those students identified. The course gives you an understanding of ways to meet the affective needs of the gifted and talented student in the regular classroom. This course also lists resources for teachers and parents who would like more information about the talented and gifted.

Teaching Elementary Math Conceptually: A New Paradigm

Course Number: CED 5020
Instructor: Kim Chappell

This course will expand your methodology for teaching Mathematics. The course will explore an innovative teaching model that incorporates strategies for teaching concepts constructively and contextually. The goal is for you to gain a deeper understanding of the underlying concepts of various math topics and explore the principles of teaching those concepts to learners. This course will focus on the topics of number sense, basic operations, and fractions.

Teaching Diversity: Influences and Issues in the Classroom

Course Number: CED 5021
Instructor: Pamela Bernards

This course is designed to give you the knowledge, tools and dispositions to effectively facilitate a diverse classroom. This course will help you understand and identify differences in approaches to learning and performance, including different learning styles and ways in which students demonstrate learning. An emphasis in this course will be on understanding how students' learning is influenced by individual experiences, talents, disabilities, gender, language, culture, family and community values. You will be challenged to apply knowledge of the richness of contributions from our diverse society to your teaching field.

Traumatized Children: The Effects of Stress & Trauma on Student Learning

Course Number: CED 5022
Instructor: Joan Halverstadt

This course is designed to help you identify and effectively teach students affected by stress, trauma, and/or violence. The course teaches you to recognize the signs of stress, trauma, or violence in students. It also discusses the specific factors which exist in families and communities where stress and violence are common. A major emphasis in this course is to help the participant understand the special learning needs of the student who is experiencing stress, trauma, or violence in his/her life and how to meet his/her needs in the regular classroom. Working with parents and community agencies is also emphasized.

Understanding Aggression: Coping with Aggressive Behavior in the Classroom

Course Number: CED 5023
Instructor: Michael Sedler, Ph.D.

Price: $350
Prerequisite: None
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Understanding Aggression includes topics on violence, aggression in the classroom, youth gangs, aggression in sports and on television, how drugs and alcohol play a role in aggression and violence, and “hot spots” that tend to breed aggression and violence The course helps school personnel become more aware of the causes of aggression and ways to evaluate aggression and intervene before the aggression turns to violence in the schools. The course also speaks about aggression in our communities through driving, dating, sports, television, music and how these issues are dealt with in modern society.

Violence in Schools: Identification, Prevention, and Intervention Strategies

Course Number: CED 5024
Instructor: Michael Sedler, Ph.D.

Violence in the Schools provides a foundational understanding of violence and motivational purposes behind aggression. The correlation and impact of the media, community and family upon violence will be investigated. The course teaches identification and intervention approaches to working with out-of-control behaviors. In addition, each student will receive information on national resources available to both parents and teachers. This course will help students to increase their understanding of violence, the motivations behind the use of violence and specific strategies to minimize the occurrence of violence in a school and community.

Why DI? An Introduction to Differentiated Instruction

Course Number: CED 5025
Instructor: Steve Dahl

Price: $350.00
Prerequisite: none
Course Requirements: Students must have access to a Windows or Mac computer with an operating system newer than 2002. Access to a stable high-speed Internet connection is required for students taking any course online.

Welcome to Why DI?: An Introduction to Differentiated Instruction, an interactive computer-based instruction course, designed to give you an understanding of the framework of and need for creating supportive learning environments for diverse learning populations. In this course you will learn what is meant by Differentiated Instruction (DI) and the common myths associated with creating the differentiated classroom. We will discuss the legal, theoretical, and pedagogical foundations in the field of education that support the utilization of differentiated instructional practices and principles. We will reflect on best practices and national trends in the design of the educational setting to meet the needs of a diverse learning population. Why DI?: An Introduction to Differentiated Instruction will also provide connections to a variety of concepts, variables, and resources that will assist practitioners in aligning their own professional practices with those found in the differentiated classroom.

FACULTY BIOs

Pamela Bernards, Ed.D. has 30 years of combined experience in diverse PK-8 and high school settings as a teacher and an administrator. In addition to these responsibilities, she was the founding director of a K-8 after school care program and founder of a pre-school program for infants to 4-year-olds. When she was a principal, her school was named a U.S. Department of Education Blue Ribbon School of Excellence. More recently, the school in which she serves as curriculum coordinator was named a 2010 Blue Ribbon School. Areas of interest include curriculum, research-based teaching practices, staff development, assessment, data-driven instruction, and instructional intervention (remediation and gifted/talented). She received a doctorate in Leadership and Professional Practice from Trevecca Nazarene University.

Kim Chappell, Ed.D. is an Assistant Professor of Education at Crown College in Minnesota. Currently, she teaches undergraduate courses in the Teacher Education Department. She supervises student teachers, mentors students, and writes curriculum. Professor Chappell has over 19 years of teaching experience, 14 of those years in grades 1 through 8. She spent 9 years teaching middle school mathematics. She holds two master’s degrees, a Master of Education in Curriculum and Instruction, and a Master of Science in Mathematics Education. She also holds an Ed.D. degree in Instructional Leadership.

Aumony Dahl, MA/ED Aumony received her Master’s of Arts in Education and Early Childhood from Western Washington University in Exceptional Children. She is certified to teach in K-12 Special Education with an additional endorsement in Early Childhood Special Education. Aumony began her career working as an elementary special education teacher for several years. She is currently an instructor in the Special Education Department at Western Washington Universityâ€”teaching a variety of classes on topics related to early childhood special education, students with complex special needs, assessment and evaluation, and program planning. Aumony also enjoys her role as a supervisor for practicum students who are training to become teachers.

Steve Dahl, M.Ed. has served as a district-level administrator overseeing a variety of federal programs, such as Special Education and Title 1, for the past 5 years. He has a Master's Degree in Special Education and has completed post-Master’s coursework to obtain a Washington State Administrator Credential which certifies him to oversee programs ranging from Preschool settings through 12th grade (as well as post-secondary vocational programs for 18-21 year old students). He has 17 years of combined experience in resource-room special education classrooms, inclusion support in a comprehensive high school, and provision of support to adults with disabilities in accessing a wide range of community settings.

Darcie Donegan, MA/ED Darcie Donegan has her Master of Arts in Education and Human development. Darcie received her BA at the University of Washington and her Master’s Degree from Pacific Oaks College in Human Development, specializing in Early Childhood Education and Adult Education. She has worked with young children and their caregivers for over 25 years in a various capacities, including preschool teacher, center director, parent educator, trainer, and consultant. Darcie has also been an international consultant through the Soros Foundation and taught in many different countries. She is currently adjunct faculty in ECE at Western Washington University and Whatcom Community College, where she also coordinates the Parent Education program. Areas of special interest include infants and toddlers, child development, observation and assessment, social-emotional development, childcare, and program planning. Darcie is the mother of a teenage son and twin ten-year old daughters.

Joan Halverstadt, MS/ED has been a school counselor since 1994 working with at-risk preschool and elementary aged students. Ms. Halverstadt has over thirty years of experience working in early childhood education with children and families, including working with children affected by family issues, abuse or trauma. She also teaches graduate education counseling and special education courses for teachers and counselors. She received her School Counseling Educational Staff Associate Degree from City University, her Masters in Education Degree from George Mason University, and her BA in Psychology and Elementary Education from Whitman College.

Mick Jackson, MS/ED is an Intervention Specialist with a Master's Degree in Special Education, Behavioral Theory. Mr. Jackson has 15 years of combined experience in self-contained special education classrooms, resource rooms and hospital day treatment in K-12 settings. He has developed and overseen mental health and intervention programs and directed staff in four states. Mr. Jackson has worked as a higher education adjunct faculty teaching distance courses in behavioral theory, Attention Deficit Disorder and reading remediation for the past 14 years. Currently his courses are being offered through distance education programs with over 70 colleges and universities nationwide. He is the current President and Dean of Faculty for Virtual Education Software and has been working on distance course development since 1995.

Florah Luseno, Ph.D. an assistant professor at Chicago State University, developed “Including Students with Disabilities in the General Education Classroom.” She received her Ph.D. in administration and supervision of special education from Virginia Polytechnic Institute and State University (Virginia Tech). Her background experience is in the area of special education, with specific interest in emotional and behavioral disorders, mental retardation and inclusion. Dr. Luseno has conducted research on inclusion and has presented at several workshops and conferences on strategies for assessing and teaching students with disabilities.

A. N. Bob Pillay, Ph.D. is a doctorate level instructor who has been teaching in the field of special education for the past 30 years. Dr. Pillay has received numerous national and international awards for his research in the field. He has headed boards and committees in more than five countries to develop and strengthen special services for Australia, the Philippines and Southeast Asia. Dr. Pillay has extensive knowledge of special education issues in the USA due to his doctoral studies at the University of Louisville. Dr. Pillay is currently the Senior Lecturer and Executive Officer of Special Education at the University of Melbourne.

Peggy Rapp, Ph.D. is Social Work Program Director at Concordia College Bronxville and the Assistant Dean of Professional Studies. She has 14 years of combined experience in social work and theology in both clinical and non-clinical settings. She has work as a professor or in an assistant’s capacity at Maryword University, Mercy College, New York University, and Hudson Valley Community College. Peggy has also directed the social work program in Wartburg and NYU-CSS Community Support Services Program along. She currently serves as the assistant to the Bishop of the Atlantic District of the Lutheran Church.

Candyce Reynolds, Ph.D. is Associate Professor of Post Secondary Adult and Continuing Education in the Graduate School of Education at Portland State University. Her current scholarship focuses on developing inclusive classrooms and the role of a supportive environment on student learning. She has served at Portland State University as the Director of Affirmative Action where she spearheaded the development of Sexual Harassment Training Program as well as the development of the university’s sexual harassment and consensual relationship policy. Currently, she also works closely with a number of alternative and charter schools on their boards or as a consultant in creating supportive learning environments. She holds an AB in Psychology and Social Welfare from UC Berkeley and an MS and PhD in Counseling Psychology from the University of Oregon. Dr. Reynolds is past board member of Open Adoption and Family Services and the Leadership and Entrepreneurial Public Charter High School in Portland, Oregon.

Michael Sedler, Ph.D. has presented seminars and classes throughout the Pacific Northwest and Canada. Dr. Sedler has worked as an administrator, behavior specialist, teacher and social worker within the public school setting. Dr. Sedler is an adjunct professor for two universities in the state of Washington and has been a professor for a college in Georgia. He has been a consultant for governmental agencies and worked for a state correctional facility for juveniles and for a community mental health agency. His 15 years of public education experience combined with business experience increases his knowledge base for course delivery. He has presented in schools, hospitals, residential settings and for businesses in the public and private sectors.

Marrea Winnega, Ph.D. is a Licensed Clinical Psychologist with over 14 years of experience in the field of Autism Spectrum Disorders. She consults for schools and agencies serving individuals with Autism Spectrum Disorders including Asperger’s Disorder. Dr. Winnega conducted assessments as part of the University of Chicago’s Developmental Disorders Clinic. She has facilitated numerous parent groups for parents of children with autism in her position at the University of Illinois at Chicagoâ€“Institute on Disability and Human Development (UAP). She has also conducted numerous workshops, in-services and training's throughout the United States. Three years ago, Dr. Winnega developed the Autism Dynamic Beginnings classroom, an intensive, multimodal classroom for 3 to 6-year-olds with autism.