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Language Matters: Adopting a Growth Mindset/AFTERNOON SESSION/2102002-102
Target Audience: Seminole county educators

In this session, you will learn about using People First Language to promote a growth mindset.
Language and mindset influence our actions and impact the mindsets of others. 
You will learn to understand the influence of language on mindset, the research on the effects of praise statements, and their impact on student engagement and performance.

Three (3) inservice points will be awarded upon completion.


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Starts Starts: 6/20/2019 12:30 PM
Credits Credits: 3 Inservice Points
Location Location:
Status Status: 18 open seats left
Class Size Class size: 25 seats
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Language Matters: Adopting a Growth Mindset/MORNING SESSION/2102002-101
Target Audience: Seminole county educators

In this session, you will learn about using People First Language to promote a growth mindset.
Language and mindset influence our actions and impact the mindsets of others. 
You will learn to understand the influence of language on mindset, the research on the effects of praise statements, and their impact on student engagement and performance.

Three (3) inservice points will be awarded upon completion.



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Starts Starts: 6/20/2019 8:30 AM
Credits Credits: 3 Inservice Points
Location Location:
Status Status: 7 open seats left
Class Size Class size: 25 seats
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Discipline in the Secondary Classroom

Target Audience: Educators Grades 6-12


Course Objective: Participants learn how to develop a learning environment  for secondary grade levels 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 Discipline in the Secondary Classroom Textbook published by Safe & Civil Schools.


Implementation Activity: 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.


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


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Starts Starts: 6/24/2019 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 1 open seat left
Class Size Class size: 46 seats
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Collaborative Teaching/Lake County

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: 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: 7/23/2019 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 6 open seats left
Class Size Class size: 40 seats
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SIM The Framing Routine/2400010-100
Target Audience: Seminole county educators

In this course, you will learn about the Strategic Instruction Model (SIM) Framing Routine. 

Teachers and students in any content area 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 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.


After successfully completing this course, you will be able to:
use a research-validated routine to dissect critical course content and support and engage all students, regardless of literacy level, as they process, record, analyze, and apply critical information.

Implementation Activity: Implementation Activity: 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: jane.hines@fdlrsaction.org

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Starts Starts: 7/23/2019 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 19 open seats left
Class Size Class size: 25 seats
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Facilitated IEP: Conflict Prevention and Resolution Through IEP Meeting Facilitation

Target Audience: Osceola County Staffing Specialists, LEA Representatives, ESE Teachers, Program Specialists and Administrators who conduct and participate in IEP Meetings.


Course Description: This 2-day professional development is based upon the work and research of Doug and Joyce Little with the Key2Ed Company.  The desired outcome is to teach IEP meeting facilitators how to: build collaborative relationships among team members; focus the IEP content and process on the needs of the student; exercise an efficient guided meeting process; increase effective communication and reflective listening; and assist team members in reaching true consensus

Course Objective: In this training, participants will:

  • Learn what a Facilitated IEP Meeting is

  • Understand meeting functions and roles of the team members

  • Review the stages of a discussion

  • Examine facilitative behaviors: preventions and interventions

  • Analyze a facilitated IEP Meeting

  • Practice facilitating an IEP Meeting


The Key2Ed Conflict Prevention and Resolution through IEP Meeting Facilitation Handbook, 2013 Edition will be provided at this training.

If you have any questions related to this course please contact: elizabeth.mcaulay@fdlrsaction.org
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Starts Starts: 7/24/2019 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 23 open seats left
Class Size Class size: 25 seats
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