Target Audience: Teachers PK-12 ESE who serve students with severe communication disorders, Paraprofessionals PK-12 ESE, Therapists (SLP)

Course Description:The Picture Exchange Communication System (PECS) is a language-training package that is used to teach communication skills rapidly to those with limited functional speech. PECS promotes communication within a social context, without lengthy prerequisite training.

Course Objectives:Participants will learn how:

• Training in PECS begins by teaching a spontaneous request and goes on to teach additional communicative functions such as responding to questions and commenting.

• An added attraction for preschool children with autism and related disabilities is the high proportion of children who acquire independent speech.

• to implement the six Phases of PECS, including attributes, through presenter demonstrations, video examples and role-play opportunities.

• Participants will leave the workshop with an understanding of how to implement PECS with individuals with autism, related developmental disabilities, and/or limited communication skills.

Implementation Activity: Student engagement pre- and post- data are required prior to receiving 19 inservice credits.

Follow Up Method: Email communication throughout the implementation period.

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

Target Audience: Lake 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/

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

Target Audience:  Grades K-5 General Education and Exceptional Student Education teachers and coaches responsible for mathematics instruction

Course Objective: Participants will gain a deep understanding of the Strands of Mathematical Proficiency and the Standards for Student Mathematical Practice and will be able to incorporate their principles in the planning and delivery of mathematics instruction.

Course Description:  This one-day course will provide:

·         An in-depth examination of the five Strands of Mathematical Proficiency (productive disposition, conceptual understanding, procedural fluency, adaptive reasoning, and strategic competence) and how they impact instruction design and delivery

·         An understanding of the eight Standards for Student Mathematical Practice, their impact on learning, and how they may be incorporated in the classroom

·         Collaboration time to review and refine lesson plans, incorporating appropriate strands and practices to maximize student learning

Course Requirements:  Participants must bring at least one current or upcoming lesson plan to the session.  This may be digital or printed.

Implementation Activity:  Participants will be required to submit an original (“pre”) and revised (“post”) lesson plan highlighting the inclusion of appropriate strands and practices to maximize student learning prior to receiving 12 inservice points.

Follow Up Method: Email communication and coaching are available, as well as on-site support (per participant request).

Target Audience:

Lake County 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 intervention.  This 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 prior to earning 12 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

Target Audience: 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