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Target Audience: Lake county 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: A follow up satisfaction survey and 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: Allison.Kanji@FDLRSAction.org or EMcCann@contactFIN.com

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Starts: 6/27/2017 8:30 AM
Credits: 12 Inservice Points
Location:
Status: 10 open seats left 0 wait space available
Class size: 30 seats
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Target Audience: Seminole County General Education & Exceptional Student Education teachers, grades K-12, Instructional Coaches, Administrators (all levels)  


Course Objective: Participants will learn the three essential components for implementing UDL in their classroom:

(1) There are clear goals.

(2) Variability is expected.

(3) The context is proactively planned and designed to address this variability.


Course Description: Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning for all students that enables educators to amplify the instructional experience and plan for variability to teach and reach all learners.

UDL Now, by Katie Novak will be provided to all participants.


Other resources will be shared aimed at assisting participants in applying the UDL Principles by providing learners with:

(1) Multiple means of Engagement (the “why” of learning)

(2) Multiple means of Representation (the “what” of learning)

(3) Multiple means of Action and Expression (the “how” of learning)


Implementation Activity: A follow up satisfaction survey & either student engagement data or assignment completion pre- and post- data are required prior to receiving 18 in-service credits. There is an option to participate in a UDL Book Club to earn an additional 2 in-service credits for a total of 20 for ESE re-certification.


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: Allison.Kanji@FDLRSAction.org or EMcCann@contactFIN.com

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Starts: 7/27/2017 8:30 AM
Credits: 18 Inservice Points
Location:
Status: 16 open seats left 0 wait space available
Class size: 40 seats
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Target Audience: Educators K-12 who provide instruction to students with persistent reading difficulties and educators seeking FL Reading Endorsement Competency 4.

 

Course Description: This facilitated online course enables educators to develop, increase and demonstrate knowledge about using the guidelines for differentiation and strategies that support differentiation to improve instruction for all students, especially students with persistent or significant reading difficulties.

 

Emphasis is on the instructional design principles and teacher delivery methods that can be applied at appropriate levels of intensity and duration to increase the explicitness and intensity of language arts instruction in order to achieve optimal results for students who are challenged by learning to read or reading to learn.

 

Conspicuous strategies, strategically integrated skills, and judicious review, delivered with appropriate pacing and precise monitoring, are all part of carefully scaffolded instruction to ensure that each learner is able to comprehend increasingly complex text. This course aligns with current Florida reading initiatives and awards credit for competency four of the Florida Reading Endorsement.  

 

This is an facilitated online course with six scheduled virtual sessions via Adobe Connect.

 

Course Objectives visit www.fl-pda.org.

 

Implementation Activity: A three-week fluency-building instruction investigation with actual student pre- and post- data are required prior to receiving 60 in-service credits.

 

If you have any questions related to this course please contact: Elizabeth.Finn@FDLRSAction.org
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Starts: 7/31/2017 5:00 PM
Credits: 60 Inservice Points
Location:
Status: 12 open seats left 0 wait space available
Class size: 25 seats
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Target Audience: Educators K-12


Course Objective: Participants learn how to develop a learning environment focused on clear, consistent expectations that increases learner engagement and provides every student the opportunity to be academically successful.


Course Description: Our goal for this day is to support teachers in the development of a cohesive classroom management plan that supports student achievement.  Components of the classroom management plan include:

  • guidelines & rules

  • class organization

  • student expectations (utilizing the CHAMPS acronym)

  • classroom procedures & routines

  • class & student motivation

  • early stage corrections


We focus on a 3-step process for communicating expectations:

  1. teach the expectations

  2. observe student behavior

  3. provide meaningful feedback


Each participant will receive a CHAMPS Teacher Planner published by Safe & Civil Schools.


Implementation Activity: A follow up satisfaction survey and classroom behavior system 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.
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Starts: 8/1/2017 8:30 AM
Credits: 12 Inservice Points
Location:
Status: Full
Class size: 26 seats
Class full

Target Audience: Educators K-12

 

Course Description:  This facilitated online course enables educators to develop, increase and demonstrate knowledge and skills in identifying the stages of career development and in identifying the essential domains of transition planning for students with disabilities.

 

Content and activities emphasize how to identify resources to assist students with functioning effectively in environments to which they are transitioning. Emphasis is on transition planning that incorporates student and family preferences to develop desired post school outcomes.

 

This is an facilitated online course with four scheduled virtual sessions via Adobe Connect.

 

Course Objectives: visit www.fl-pda.org.

 

If you have any questions related to this course please contact: Susan.Simo@FDLRSAction.org    
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Starts: 8/1/2017 5:00 PM
Credits: 60 Inservice Points
Location:
Status: 19 open seats left 0 wait space available
Class size: 20 seats
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Target Audience:  Sadler Elementary teachers grades 3 and above that teach vocabulary/reading.


Course Objective: Participants will understand and apply the instructional sequence of the SIM Word Mapping Strategy and learn the importance of high frequency fidelity and its impact on student learning.


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.  This instructional program has been designed to help older students quickly learn how to predict the meaning of unknown words.  

Low achievers often need such instruction because:

  • ·         they have not learned the meaning of a large number of words,

  • ·         they do not know how to identify parts of words that have meaning,

  • ·         they do not know the meaning of word parts, and

  • ·         they do not know how to use the meaning of word parts to predict the meaning of whole words.

These skills are critical when students are reading a text in school because they cannot take the time to look up the meaning of every word in a dictionary.  These skills are also critical when students take standardized reading comprehension tests where they are required to identify the meaning of words among several choices and where they are required to read passages and answer questions about them.  This program provides teachers with a functional and efficient way to teach these required skills and prepare students for the reading tasks they encounter in school and on tests.


Participants receive The Word Mapping Strategy manual.  After professional learning by a certified SIM Professional Developer participants have permission to copy all the instructional and student materials needed to teach this strategy for their students only.


Implementation Activity: A follow up satisfaction survey & progress monitoring student 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: Melissa.mulock@FDLRSAction.org or emccann@contactfin.com


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Starts: 8/1/2017 8:30 AM
Credits: 12 Inservice Points
Location:
Status: 23 open seats left 0 wait space available
Class size: 35 seats
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