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Quality IEP: Elementary/Orange County



Prerequisite: Must have attended an OCPS PEER training. You may register for PEER on OCPS Canvas.

Target Audience: New Orange County School-based Staffing Specialists, teachers, service providers, and staff who develop individual education plans for students with disabilities in the elementary environment.


Course Description: The primary purpose of this professional development is to provide information that will support the development of quality individual educational plans (IEPs) for students with disabilities that is in compliance with all requirements of state and federal laws and reflects decisions based on the active and meaningful involvement of all members of the IEP team.

Course Objective:  In this training, participants will:

  • Learn the IEP process and role of the IEP team

  • Review general assessment data and special considerations

  • Receive transition planning information

  • Evaluate present level statements of academic achievement and functional   performance

  • Analyze existing and develop new annual goals and short term objectives

  • Generate special education services and supports


The Quality IEP Handbook, 2015 Edition  is available online at the Florida Department of Education website: http://www.fldoe.org/

If you have any questions related to this course please contact: elizabeth.mcaulay@fdlrsaction.org

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Starts Starts: 1/17/2019 8:00 AM
Credits Credits: 6 Inservice Points
Location Location:
Status Status: Closed
Class Size Class size: 42 seats
Closed Enrollment
Unit Organizer & Framing Routines

Target Audience: Middle School Civics Teachers  **See Prerequisite

**Prerequisite:  

  • A deep understanding of what is critical and enduring for your course’s standards is essential when drafting a device for each routine.

  • It is highly recommended that you attend in partnership with a content area expert if you are not yet familiar with your course standards.


Content Enhancement is an instructional method that uses powerful teaching devices to organize and present course information so that all students can understand and remember essential content.  


Through use of the Unit Organizer Routine, teachers can “frame” a unit to enable students to understand the big picture of the unit. Use of the routine helps students understand how the unit fits within a course or sequence of units, see a method for organizing knowledge, define relationships among pieces of information, understand what they are expected to do, monitor their progress, and recognize what they have learned.


Research results showed that when teachers used the Unit Organizer Routine, understanding and retention of the information by low-achieving students, students with learning disabilities, and average-achieving students improved substantially over baseline as reflected in unit test scores and in scores on unit content maps and explanations of these maps.


Students of teachers who regularly and consistently used the Unit Organizer Routine scored an average of 15 percentage points higher on unit tests than students of teachers who used it only irregularly.


Teachers and students use the Framing Routine in conjunction with a graphic organizer called a “Frame” to develop a thorough understanding of information associated with key topics and main ideas. The Frame, a concrete representation of abstract ideas, helps students study essential information and focus on relationships between main ideas and details as well as among several main ideas.


Research results have consistently demonstrated that the routine can effectively facilitate subject-matter learning as well as the development of literacy and thinking skills. In a study focusing on written products of 35 eighth-grade students, the students who were taught with the Framing Routine wrote an average of 102 words more per product than did the students who were in the comparison group. In another study conducted in a fourth/fifth-grade multi-age inclusive classroom, students' scores on answers to essay test questions were an average of 21 percentage points higher when the teacher used the Framing Routine to teach the subject matter.


Implementation Activity: Implementation Activity: Student pre- and post- data are required prior to receiving 24 inservice credits.   


Follow Up Method: Email communication and coaching throughout the implementation period, as well as on-site coaching (per participant request) will be available.


If you have any questions related to this course please contact: jane.hines@fdlrsaction.org
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Starts Starts: 1/17/2019 8:30 AM
Credits Credits: 24 Inservice Points
Location Location:
Status Status: Closed
Class Size Class size: 20 seats
Closed Enrollment
Collaborative Teaching & Planning

Target Audience: K-12 General Education and Exceptional Student Education Teachers who partner in serving students with disabilities in an inclusive service delivery model (Support Facilitation, Co-Teaching). Teachers are expected to attend with their collaborating partner.


Course Objective: Participants will understand the roles and responsibilities of the general educator and ESE educator in the planning and implementation of instruction in an inclusive setting.


Course Description: Strategies for successful collaboration will be shared and resources to support implementation will be provided.  Five collaborative teaching approaches will be modeled and taught including parallel teaching, station teaching, alternative teaching, team teaching and one teach/one support.


Collaborative Teaching in Elementary/Secondary Schools: Making the Co-Teaching Marriage Work!, by Wendy W. Murawski will be provided to all participants.


Implementation Activity: Either student engagement data or progress monitoring pre- and post- data are required prior to receiving 12 inservice credits.  


Follow Up Method: Email communication and coaching throughout the implementation period, as well as on-site coaching (per participant request) will be available.


If you have any questions related to this course please contact: EMcCann@contactFIN.com

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Starts Starts: 1/18/2019 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 33 open seats left
Class Size Class size: 44 seats
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Making Reading Instruction Explicit

Target Audience:  All teachers who provide instruction to students with persistent reading difficulties.

Course Objective: Participants will learn ways to increase the explicitness and intensity of reading instruction to be responsive to students' needs.

Course Description:  The content and instructional strategies presented in this professional learning event are aligned with Florida Standards and the Comprehensive Framework for Effective Instruction.  Research is clear that differentiated lessons, using explicit instruction and increased intensity, are essential for K-12 students experiencing persistent and significant difficulties in reading.  Participants will learn and apply guidelines for differentiation, instructional design principles and teacher delivery methods in various areas of reading instruction including decoding, vocabulary, comprehension and fluency.


Implementation Activity: Progress monitoring student pre- and post- data are required prior to receiving 18 inservice credits.  There is an option to participate in the Making Reading Instruction Explicit Book Club (with either Visible Learning for Literacy by Fisher, Frey and Hattie OR Explicit Instruction by Archer & Hughes) to earn an additional 2 inservice credits for a total of 20 ESE inservice credits.


Follow Up Method: Email communication and coaching throughout the implementation period, as well as on-site coaching (per participant request) will be available.


If you have any questions related to this course please contact: Elizabeth.Finn@FDLRSAction.org, Allison.Kanji@FDLRSAction.org or Melissa.Mulock@FDLRSAction.org

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Starts Starts: 1/22/2019 8:30 AM
Credits Credits: 18 Inservice Points
Location Location:
Status Status: 13 open seats left
Class Size Class size: 30 seats
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Matrix Training/Afternoon Session

Target Audience: Orange County Staffing Specialists, teachers, service providers, and staff who develop Individual Education Plans (IEP) and/or Education Plans (EP) for students in an Exceptional Student Education Program.


Course Description: The primary purpose of this professional development is to provide information about the Exceptional Student Education/Florida Education Finance Program (ESE/FEFP) and the Matrix of Services Form.


Course Objective: In this training participants will:


  • Learn the 5 domains and the 5 levels of intensity of support

  • Note key vocabulary terms

  • Review cautions and special considerations

  • Examine requirements for data and documentation.


The Matrix of Services Handbook, 2017 Edition will be provided at this training and is available online at the Florida Department of Education website: http://www.fldoe.org


If you have any questions related to this course please contact: susan.simo@fdlrsaction.org
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Starts Starts: 1/22/2019 12:30 PM
Credits Credits: 3 Inservice Points
Location Location:
Status Status: 3 open seats left
Class Size Class size: 26 seats
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Matrix Training/Morning Session

Target Audience: Orange County Staffing Specialists, teachers, service providers, and staff who develop Individual Education Plans (IEP) and/or Education Plans (EP) for students in an Exceptional Student Education Program.


Course Description: The primary purpose of this professional development is to provide information about the Exceptional Student Education/Florida Education Finance Program (ESE/FEFP) and the Matrix of Services Form.


Course Objective: In this training participants will:


  • Learn the 5 domains and the 5 levels of intensity of support

  • Note key vocabulary terms

  • Review cautions and special considerations

  • Examine requirements for data and documentation.


The Matrix of Services Handbook, 2017 Edition will be provided at this training and is available online at the Florida Department of Education website: http://www.fldoe.org


If you have any questions related to this course please contact: susan.simo@fdlrsaction.org
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Starts Starts: 1/22/2019 8:30 AM
Credits Credits: 3 Inservice Points
Location Location:
Status Status: 10 open seats left
Class Size Class size: 30 seats
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