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

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

Target Audience: General Education & Exceptional Student Education teachers, grades K-12, Instructional Coaches, and Administrators (all levels)  

Course Design: This course consists of a series of five distinct modules presented approximately one month apart.  Modules build upon each other and must be completed in order. For each module, participants will complete a variety of "pre-work" activities to build background knowledge, attend a scheduled virtual meeting, then complete follow-up and implementation activities.  After successfully completing all modules and all activities, participants will be awarded twenty in-service points.

Course Objectives: Each module has its own specific learning goals and objectives. Overall, participants will:

• understand and apply the concepts of variability, goals, and context as used in Universal Design for Learning

• understand and utilize the building blocks of Universal Design (the Framework)

• differentiate process and content standards & benchmarks and create assignments to assess student mastery

• understand how to scaffold reading assignments utilizing Literacy Trekkers and the gradual release process

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

 UDL Now, by Katie Novak, Ed.D.,  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)

Course and Implementation Activities: For each module, participants will receive "pre-work" assignments, that is, work to be completed before the virtual session.  Participants will post answers to reflection questions and upload these assignments in Canvas.  Participants are expected to complete ALL assignments and earn approximately 80% of all possible points within each module attendance at virtual meetings is required.

After creating assignments in Modules 3 and 4, participants will implement those assignments in their class, collect student data, and report that data to the FDLRS Implementation Database (FID) submission of data is  required prior to receiving 20 in-service points. 

Follow Up Method: Allison and Jane will schedule weekly Virtual Office Hours to answer questions and provide support.  Email communication and coaching throughout the implementation period, as well as on-site coaching (per participant request) will also be available. 

If you have any questions related to this course please contact: AKanji@contactFIN.com  or Jane.Hines@FDLRSAction.org 

Course Description: This book study runs from October 5 - December 7, 2020. Join us for an online book study of the text, “Fostering Resilient Learners” by Kristin Souers with Pete Hall.  Participants will meet for one live virtual meeting via Adobeconnect on October 5th, from 5:00-7:00 pm, then follow the suggested guidelines  on the syllabus for completion of reading and required tasks to extend learning. 

Fostering Resilient Learners is a text grounded in research and the author’s experiences supporting teachers who work with students affected by trauma.  This study will help you cultivate a trauma-sensitive learning environment for students across all content areas, grade levels, abilities, service delivery models and educational settings. Participants will learn specific strategies to help:

• Understand what trauma is and how it hinders the learning, motivation, and success of all students in the classroom.

• Build strong relationships and create a safe space to enable students to learn at high levels.

• Adopt a strengths-based approach that leads you to recalibrate how you view destructive student behaviors and to perceive what students need to break negative cycles.

• Head off frustration and burnout with essential self-care techniques that will help you and your students flourish.

Throughout the book study, we will use the questions and exercises from the book and other supplemental resources to encourage reflection and classroom application. Upon completion of this course, participants will earn 20 ESE inservice points.

Target Audience: Exceptional Education Teachers (K-12), Behavior Specialists, Teachers of students with Emotional/Behavioral disabilities, Counselors, Social Workers and Administrators.

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

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: This two-session training will be conducted via ZOOM. 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: Participants will have course work PRIOR to each virtual meeting, and will need to submit Student Impact Data in order to receive 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: rbedesem@contactfin.com

Target Audience: General Education and Exceptional Education Teachers (K-12)

Course Objective: Participants will learn and practice instructional engagement strategies they can use to

improve student participation that can lead to increased engagement, improved student behavior and

academics.

Course Description: This course will consist of:

• one live 90 minute facilitated module on October 14: 3:30-5:00 OR 7:00-8:30pm

• a brief, asynchronous assignment involving reading or viewing video/s on the strategy the participant

• selects for implementation

• 3 week classroom implementation of the selected strategy with pre- and post-data submission

The course addresses opportunities to respond, various engagement strategies and actions to build cognitive

capacity. Participants will select one of the presented strategies to implement in order to enhance behavior

and learning outcomes in the educational environment.

Participants will understand:

• Opportunities to respond

• Engagement structures

• Actions to build engagement and cognitive capacity

Strategies include:

• Providing multiple ways and opportunities for students to engage and respond, virtually or face to face

• Monitoring engagement

• Concrete activities that enable students to practice thinking and executive functioning

Implementation Activity: Implementation activity/assignment to be submitted to course instructors prior to

receiving 5 inservice credits.

Follow Up Method: Email communication and coaching throughout the implementation period

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