Category Archives for Accredited By CSUP

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Getting Googled: Your Students Will Never Lose their Homework Again!

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Establish a free account with Google.
Determine how to set up your Gmail and create classroom labels with assignment files.
Review the similarities between Word and Docs to see what carries over and what major
differences exist.
Develop living windows into your classroom along with resources that will be incorporated into
your ecourse including tutorials.
Evaluate current web resources such as Forms, Slides and Sheets.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Getting Googled: Your Students Will Never Lose their Homework Again!

What Others Are Saying...

I would like to personally thank the individual or group who decided to offer courses that were very ideally fitting for educators. I am more excited about these courses than any professional development I have taken in over ten years. Thank you for thinking outside the box and offering courses that sound so fascinating and meaningful.” – Tina B. , Maryland

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana

Thank you for your willingness to e-mail me promptly regarding my questions. I really, really appreciate the format that TLC provided me. I will definitely continue to share my positive experience with fellow staff and hopefully you will see continued fruit from that. I will definitely use TLC again.” – Darin K. , Oregon

My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…” – Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type

Insert Content Template or Symbol

Fifty Strategies for English Language Learners

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course will present 50 research-based ELL strategies that help teachers convey content material while simultaneously giving their students English-language skills. Step-by-step instructions and concrete examples will help teachers quickly and easily use the strategies in any K-12 classroom and subject area. New strategies and suggestions for assessments are also incorporated throughout the book. Educators will view the enclosed book DVD to apply researched-based instructional strategies and concepts for increasing English proficiency for students in school settings.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

English Language Learners: 50 Strategies

- 3 Graduate Credits -

Course Objectives

Educators will learn about enhancing instruction through planning and visual scaffolding for language support and connecting communication to the real world.
Participants will learn how to create language-focused lessons, including read aloud techniques, to support ELL vocabulary building.
Educators will be exposed to academic language scaffolding and creating frameworks for language acquisition in skill level groupings while supporting individualized instructional needs.
Participants will be presented with dictoglos, GIST, and syntax surgery concepts for manipulating English grammar to comprehend a variety of language forms.
Educators will view the DVD 50 Instructional Strategies provided in the back of the book and complete activities to improve teaching techniques for ELL classrooms.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

English Language Learners: 50 Strategies

What Others Are Saying About This Course

Megan S. – OR –

“Thank you very much! As discussed, I modified my final essay to be more of a working document for the preparation to guide our newly formed bullying awareness and prevention group in our county. My research outside of the book has really helped to supplement ideas for implementation, as well. I hope you enjoy my work! I have to renew my license by June, so I just wanted to be sure I got this in to you right away!”

Jack A. – CO –

“This course was great!“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.” – Christine G. , Indiana

My superintendant forwarded an email about TLC to me” – J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education” – M. Barry. Fairfax, VA

$425

(3 Semester Graduate Credits)

Format

Type

Smartphones in the Classroom: Strategies for Effective Implementation

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

This course will explore the advantages of student smartphone use in the classroom, as well as the potential obstacles that may arise from implementation. Participants will discuss the pros and cons of smartphones in the classroom, examine smartphone use policies, review potential apps, and design a lesson plan that effectively implements smartphones in the classroom.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Smartphones in the Classroom: Strategies for Effective Implementation

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Examine the advantages and disadvantages of smart phone use in the classroom.
Construct an effective smart phone use policy.
Assess the educational value of various smart phone applications.
Create a lesson plan that effectively implements the use of student smart phone use.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Smartphones in the Classroom: Strategies for Effective Implementation

What Others Are Saying...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type

Student Anger Management

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course examines the issue of anger management and how teachers can identify the personal anger triggers and responses in students. Using a variety of control strategies to have student express anger constructively to deal with crises situations are presented. Activities and handouts are available to use in the classroom and counseling situations. The course expands the repertoire of interventions techniques for individual or group settings. Setting various realistic expectations for student's second-language proficiency are also presented. Educators will also research the topic of anger management along with an application essay or develop lessons for implementation.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Anger Management for Youth: Stemming Aggression and Violence

- 3 Graduate Credits -

Course Objectives

Educators will review the issues related to anger management and the traditional approaches that have been utilized to address anger in youth, society and schools.
Participant will present sample lessons, key concepts, learning objectives and various approaches to develop working model lessons that they can design and implement.
Educators will learn about defining anger acceleration, its sequences and methods to control anger responses. Handouts and strategies are provided for use in class settings.
Participant will explore the use of coping strategies, self-talk and appropriate expressions of anger in group settings and how to apply them in counseling, school, home, work and personal relationships.
Educators will research a topic related to anger management and develop a written application essay and/or unit/ lesson plans or anger management processing activity for classroom or school settings.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Anger Management for Youth: Stemming Aggression and Violence

What Others Are Saying About This Course

Amy M. – IN –

“Thank you so much for your help. I truly appreciate your efficiency! “

Philip M. – OH –

“Just wanted to thank you, everything worked out perfectly!“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type

How To Deal With Difficult Parents

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course explores the dynamics of today’s difficult parents who may challenge schools or teachers. Analyzing the cause of combative parents such as poverty, affluence and family system dynamics help educators understand these parents. Ways of dealing with and communicating with difficult parents are presented. Strategies for teachers and school personnel to prevent conflict with parents and handling difficult situations are discussed. Presenting bad news to parents as well as increasing parent involvement is also addressed. Educators will research this issue and write an application essay or project activity that addresses difficult parents in schools

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Dealing with Difficult Parents

- 3 Graduate Credits -

Course Objectives

Educators will review the historical dynamics of today’s parent and their relationship to schools, how that has changed and how to handle parenting situations that may arise.
Teachers will be presented with a variety of strategies to communication and cultivating relationships with parents as well as being proactive to avoid potential problems that may arise in difficult situations.
Educators will examine ways of presenting bad news or other student deficiencies to parents in a manner that is none threatening and yet is consistent with school policy.
Teachers will explore the curriculum's focus and how teachers, principal, students, and parents all contribute to the harmony of a positive school experience for students.
Educators will then research this topic and parent involvement in monitoring student responsibilities such as homework as well as parent involvement in school activities.

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Dealing with Difficult Parents

What Others Are Saying About This Course

Jane T. – IL –

“I learned a great deal in this class and appreciate it’s affordability.”

Peter M. – NJ –

“Thank you for being so considerate and understanding. If you need anything else please let me know.“

Mary M. – WA –

“I have received all I need for now. Thank you so much for expediting these papers for me. I appreciate the quick response and will start work on the course at the end of our final school day today. I’m looking forward to learning more about this subject.“

Helen F. – VT –

“Dear Joseph, thanks for this information. It was a pleasure to complete the work! I have used the research paper a few times in school meetings. Thanks again for offering these services to teachers, especially those of us living in the hinterlands!”

Whitney D. – CA –

“Thank you for a wonderful experience. I cannot wait to take what I have learned and apply it to my new first grade teaching job. I know I will be able to use both classes to continue improving myself as an educator.“

Anne B. – OH –

“I found the course very interesting, and can’t wait to begin the paradigm with some of my high school students. Thank you.“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type

The Mysteries of Motivation and Learning

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course will provide strategies and tips on ways for teachers to increase motivation and learning for students in the classroom. They will examine brain-based learning and multiple intelligences to help teachers design instructional units. Hundreds of teaching tips and student activities are presented for teacher implementation. Teachers will view DVDs about consciousness, quantum physics and the Law of Attraction. Educators will also learn about developing instructionally supportive activities and strategies to improve motivational and instructional impact in classrooms.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Motivation and Learning

- 3 Graduate Credits -

Course Objectives

Teachers will review student relationships and how to make learning easier without lowering standards. They will learn how to use various teaching tips and strategies.
Students will read about various quick-tips for increasing motivation and learning. They will examine and apply the various ideas for possible applications into their teaching environment.
Educators will examine how motivation works in human behavior and how to get students to be intrinsically motivated. The video: The Law of Attraction and are also viewed to blend mental consciousness concepts into motivation applications.
Educators will examine the motivation tips as they relate to instructional content and teaching for classroom implementation.
Teachers will learn about assessments, testing, and grading tips as they check for validity regarding testing and how they can be used for motivating students

Credit Hours

3 Semester Credits (post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Motivation and Learning

What Others Are Saying About This Course

Giuseppe L. – NJ –

“As an Assistant Principal in the beginning stages of implementing PLC’s I found the book to be a useful resource. I hope that my work reflects the valid real life experiences I was able utilize in my position.“

Giuseppe L. – NJ –

“This is the third course I’ve completed through your program and again I will be able to incorporate what I have learned in my everyday experience.“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)

Format

Type

Understanding ADHD & LD Students

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course will provide understanding and assistance to teachers working with Attention Deficit/Hyperactive Disorder (ADHD) and Learn Disabilities (LD) students. Educators will be able to define and diagnose students with commonly used assessment instruments. Understandings of the legal requirements are presented along with developing IEP's and Section 504 plans. Student self-management and behavior interventions are explained. Teachers will understand the role of medication and addressing gifted ADHD or LD students. Teachers will write chapter and video reviews and develop a project/activity showing how the information in the book can be utilized in schools and classrooms.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Helping Adolescents with ADHD & Learning Disabilities

- 3 Graduate Credits -

Course Objectives

Educators will have a working knowledge about the specific definitions and spectrum ofproblems that students with ADHD and Learning Disabilities may have.
Participants will be able to understand the legal requirements and main laws dealing withstudent disabilities and the underlying premises of IDEA and section 504 plans.
Participants will explore the resources, role models, discipline and support systems.
Educators will research the culture of poverty issue regarding alternative theories and conclusions presented in the book, as well as present a variety of solutions.
Educators will view a video, write an essay or develop lesson or unit plans utilizing the information in the book for classroom and school applications.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Robin Lasley Ma.Ed.

Grade Type

University Transcript: Click Here For Details

Helping Adolescents with ADHD & Learning Disabilities

What Others Are Saying...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)

Format

Type

Tweens, Teens, and Teachers

- 3 Credits -

3 Semester Credits

(post-baccalaureate
PD credits for re-certification and
pay-lane increases)

accredited nationwide
start any time
up to 5 months to complete
independent study
all course materials included with course tuition
view FAQ

Course Description

This course examines new brain learning research findings and how they work with psychology. It looks at brain mapping, environment and genetic effects. How the brain goes through a variety of changes during adolescence is explained. The use of technology, computers, cell phones and other devices has changed how the brain is programmed and how adolescents in today’s society have changed. Strategies for engaging student in learning are presented to assist teachers and school administrators to improve academic performance. Educators will research the topic of teen brain and social development write and application essay or a project activity for implementation.

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Engaging Teens and Tweens

- 3 Graduate Credits -

Course Objectives

Educators will review the new findings in brain research that explain how the brain learns, make new connections and how our thinking is changed through brain plasticity.
Participants will be presented with the various changes that the brain makes during adolescence and explore how technology and the media have changed how the brain functions with the new generations of students.
Educators will learn about making material meaningful, how emotions affect the brain and learning as well as how stress affects the brain and body.
Participants will explore techniques for managing student psychological states in order to engage them in learning and help them to recall and apply knowledge.
Educators will research this topic as it applies to student choices regarding drugs, promiscuity, and alcohol as well as to their broader decision-making abilities.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

Joseph C’de Baca MaEd.

Grade Type

University Transcript: Click Here For Details

Engaging Teens and Tweens

What Others Are Saying About This Course

Eric R. – MI –

“Thanks for your help! I enjoyed both courses. “

Laurie R. – CO –

“Thank you! I sure appreciate your program – it is great for a single, busy mother/teacher like me!“

Marge M. – IL –

“I hope someday we can meet! You crack me up!! You seem like the kind of professor I would enjoy having a class with!Thanks for all your kind words! Have a wonderful weekend! I plan on working on working on some ideas this weekend for the next week of classes!“

Marge M. – IL –

“thank you!I enjoyed taking your courses and I am sending many fellow teachers your site to take additional courses! I wish I could have gotten started with your courses soon, I felt they were much more applicable to teachers.Have a great summer!“

Cathy L. – NY –

“Thanks so much. It was a fun course. I think I might actually be able to use some of the info I learned. 🙂“

Alexis L. – PA –

“Thank you very much for getting back to me so quickly! I just have one more question. Is there any way I can get an electronic copy of my receipt for these two courses? Thank you so much for your time. I’ll be sure to let more of my colleagues know about the wonderful opportunities you present to educators for continuing education!“

TLC Testimonials

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

$425

(3 Semester Graduate Credits)

Format

Type

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Grade Type:

University Transcript: Pass/Fail Grade

Accredited By:

- Colorado State University Pueblo

Course Description

This course will explore what it means to be "at-risk" and the strategies, programs, and services that exist to support at-risk students. Participants will define the term at-risk, identify strategies from motivating and encouraging at-risk students in the classroom, research available community programs and services, and create a detailed individual student profile and plan.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Strategies for Reaching At-Risk Students in the Elementary Setting

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Characterize the at-risk student.
Incorporate effective strategies for at-risk students into classroom procedures and policies.
Explore district and community programs for at-risk students.
Develop a comprehensive, individualized plan for an at-risk student.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Strategies for Reaching At-Risk Students in the Elementary Setting

What Others Are Saying...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type

Tomorrow’s Technology in Today’s Classroom

- 3 Credits -

Instructor:

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type:

University Transcript: Pass/Fail Grade

Course Description

In this workshop participants will gain an understanding of several current technological resources (wiki's, blogs, Moodle, surveys) that are available for free use, as well as, understand the advantages of implementing such resources.

View Full Course Description

$425

3 Semester Graduate Credits

Format

Type

Item categoryaccredited-by-csuppage2 not found.Item ma-categoryaccredited-by-csuppage2 not found.Item categoryaccredited-by-csuppage22 not found.Item ma-categoryaccredited-by-csuppage22 not found.

Tomorrow's Technology in Today's Classroom

- 3 Graduate Credits -

Course Objectives

From this course, participants will:

Review the variety and ever-growing availability of technological resources.
Design and utilize a wiki program.
Utilize and customize virtual communication mediums.
Discuss with the instructor and classmates varying platforms for student implementation of technological resources.
Produce and implement a virtual survey.
Create an online classroom using one of the recommended ecourse sites.

Credit Hours

3 Semester Credits
(post-baccalaureate professional development credit)

Course Instructor

David A. Beyers Ed.M.

Accredited By:

- Colorado State University Pueblo

Grade Type

University Transcript: Pass/Fail Grade

Tomorrow's Technology in Today's Classroom

What Others Are Saying...

Thank you very much, I appreciate your help in getting this to me for timely processing with my district.”
– Christine G. , Indiana

My superintendant forwarded an email about TLC to me”
– J. Churchill. Danvers, MA

I heard about this program through a friend. The courses were approved by the Virginia Board of Education”
– M. Barry. Fairfax, VA

Thanks for the feedback on Part B of the coursework. I used it as part of a World Geography course, and it was a success, so I will make it a regular part of curriculum!…”
– Carolyn P. Boulder, CO – Understanding Hispanic Students and Issues

Format

Type