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Developing Data Driven IEP Goals/Lake County

Target Audience: Lake County school-based Staffing Specialists, teachers, service providers, and staff who develop individual education plans for students with disabilities

***Prerequisite: Prior to signing up for this course, participants should have completed either the Quality IEP Elementary or the Quality Transition IEP training.


Course Description: The primary purpose of this professional development is to provide information that will support writing measurable IEP goals and objectives that makes taking data straightforward and easy.  

Course Objective:  In this training, participants will:

  • Write measurable goals and objectives

  • Recognize unreliable data

  • Decide which data collection systems to use

  • Analyze data collected and communicate progress accurately

  • Make data-based decisions about the effectiveness of interventions and instructional strategies


Data Without Tears, 2014 Edition will be provided at this training

Implementation Activity: A follow up activity and online satisfaction survey are required prior to receiving 6 inservice credit points


If you have any questions related to this course please contact: pam.taylor@fdlrsaction.org
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Starts Starts: 2/25/2020 8:30 AM
Credits Credits: 6 Inservice Points
Location Location:
Status Status: 1 open seat left
Class Size Class size: 30 seats
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Tough Kids Social Skills

Target Audience: Behavior Specialists, Counselors, School Psychologists, Social Workers and K-8 teachers who facilitate social skills groups


Course Objective:  Tough Kids often have a difficult time getting along in social situations, largely because they have not learned appropriate ways of behaving.The Tough Kid Social Skills Book teaches those learned behaviors that students need to get along successfully in a majority of social situations.  This one-day professional development is designed to help professionals teach a variety of social skills to children.  


Course Description:  

Participants will learn a variety of tools and strategies to help:

  • Identify Tough Kids in need of direct social skills training.

  • Gather data to assess important social skills.

  • Lead productive social skills groups.

  • Conduct structured social skills programs in small group, classroom, or schoolwide applications.


Each participant will receive a copy of  the Tough Kids Socials Skills book containing examples and procedures for a variety of social skills lessons and group activities.


Implementation Activity:  Participants will be required to complete a follow up implementation activities prior to receiving  12 inservice credits.


Follow-up Method:  Email communication and coaching throughout the implementation period will be available upon participant request.  


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

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Starts Starts: 2/25/2020 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 18 open seats left
Class Size Class size: 48 seats
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Verbal De-escalation:Setting Limits

Target Audience:

General education and exceptional education teachers K-12, deans, behavior specialists, paraprofessionals/support personnel, counselors, and administrators - any school staff who work with students with challenging behaviors


Course Objective:

This 1-day, face-to-face, professional development is based upon the philosophies and work of CPI (Crisis Prevention Intervention).  This course will empower staff with techniques to increase confidence for intervening with challenging, non-compliant behaviors.  


Course Description: 

Special focus will be placed on increasing staff’s ability to set limits in a systematic and effective manner.  In this course only verbal de-escalation strategies will be modeled and practiced; no physical interventionThis course will NOT count as an annual CPI refresher and will NOT meet district requirements for CPI certification.  


In this course participants will:

  • acknowledge that the behaviors and attitudes of staff directly impact the behaviors and attitudes of students and vice versa.

  • learn to recognize and avoid personal power struggles

  • develop strategies for setting clear and enforceable limits

  • strengthen listening skills and use them as a tool to sharpen your ability to set limits

  • support the Care, Welfare, Safety, and Security of staff and students you support


Implementation Activity:

Participants are required to complete and submit an assignment in order to demonstrate implementation of content and earn professional development points. 


Follow-up Method:

Email communication and support will be available throughout the implementation period upon participant request.


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



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Starts Starts: 2/26/2020 8:30 AM
Credits Credits: 12 Inservice Points
Location Location:
Status Status: 14 open seats left
Class Size Class size: 30 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, teacher delivery methods and multi-sensory instruction 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 20 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

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Starts Starts: 2/27/2020 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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No More Eeyore: Maintaining Confidence & Happiness Working with Students with Challenging Behaviors

Target Audience: Teachers of elementary aged students with ASD (Autism Spectrum Disorder) who are demonstrating significant behavioral challenges in the school environment.


Course Objective: Participants will gain an introductory level of understanding of how improving thought patterns can improve a teacher’s work life in the classroom and student behavior.


Course Format: This is a 1.5 hour online session offered through Adobe Connect


Course Description: Teachers often feel overwhelmed by student behavior, paperwork, and various district, school, and parent expectations. It may seem impossible to juggle these expectations and still maintain a sense of confidence and happiness when working with students who have challenging behavior. This stress from school (and possibly life outside of school) may cause cognitive distortions that may lead to pessimism and doubt, which indirectly affects students. Cognitive distortions are exaggerated/irrational thought patterns that can lead to changes in behavior. Research shows that pessimism is the leading factor when predicting a child’s challenging behavior. When educators change their thought patterns, they gain confidence and happiness and hence, improve student behavior. The goal of this session is not to point out that negative thought patterns predict challenging behavior, but to show and encourage teachers that something so small as improving thought patterns can improve a teacher’s work life in the classroom and student behavior.

Objectives:

A. Learn strategies on how to become happier in the classroom

B. Learn to identify cognitive distortions and how they impact teacher and student behavior

C. Learn strategies to improve cognitive distortions and increase distress tolerance


Implementation Activity: Teacher attendance for the Adobe Connect session and completion of implementation reflection logs are required in order to earn 6 inservice points.



Follow Up Method: Email communication throughout the implementation period. Additional coaching and support is available upon request.


If you have any questions related to this course please contact: joanna.couch@ucf.edu or elizabeth.mcaulay@fdlrsaction.org
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Starts Starts: 2/27/2020 4:30 PM
Credits Credits: 6 Inservice Points
Location Location:
Status Status: 22 open seats left
Class Size Class size: 50 seats
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BIP Builder: What's the Function?/ Morning Session

Target Audience:Orange County Teachers (preK-12) ESE, Teachers (preK-12) General Ed,  Behavior Specialists, MTSS coaches


Course Objective:  Do you wonder why your student continues to act out in the classroom? Do you wish there was a tool to help you identify and understand the function of the behavior, that was research based and easy to use? There is! Come learn how to use the web-based  tool, “The Skills® BIP Builder”, to identify the FUNCTION of the behavior of one or more student(s) with challenging behaviors in the classroom which can be used to create a functional behavior assessment/plan and identify possible positive interventions. The Skills® BIPBuilder program  is based on scientifically-proven and least-intrusive procedures and makes plans more function based, evidence based, and effective. This tool, as presented in this half day course, DOES NOT create a Behavior Intervention Plan. Please always consult your Behavior Team/Specialist for the process and information needed in your district to create a Behavior Intervention Plan.

* Participants will be given a free one year web-based subscription.*


Course Description: Participants will learn and understand:

  • Why identifying the function of a student’s behavior is crucial to increasing student success.

  • What are the 4 main functions of behavior?

  • How to use “The Skills® BIP Builder to identify the function of each specific unwanted behavior for your targeted student(s).


Implementation Activity: Participants are required to complete a follow-up survey to receive 3 inservice points.


Follow up Method: Email communication and coaching will be available upon participant request.  Contact Mia Laudato at mia.laudato@fdlrsaction.org or Robin Williams at  robin.williams@fdlrsaction.org.

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Starts Starts: 2/28/2020 8:30 AM
Credits Credits: 3 Inservice Points
Location Location:
Status Status: 21 open seats left
Class Size Class size: 24 seats
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