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: Teachers Grades K-2

Course Description: This book study, based on Dr. Becky Bailey’s Conscious Discipline: Building Resilient Classrooms, is designed to equip teachers with skills they need to create an emotionally safe learning environment for young students. The book study will begin with a face-to-face overview, three virtual Adobe Connect sessions, and face-to-face wrap up. Attendance at all five sessions is required.

Course Objectives: Participants will learn:

• How to create a School Family through classroom rituals and routines

• Why people react and respond differently while operating from certain brain states

• How to respond effectively to others using the seven skills of discipline

Implementation Activity: Student engagement pre- and post- data are required prior to receiving 24 in-service credits.

Follow Up Method: Email communication throughout the implementation period.

If you have any questions related to this course please contact: andrea,dunckel@fdlrsaction.org

Target Audience: Teachers PreK-12 ESE, behavior specialists, MTSS Coaches, and paraeducators teaching and supporting multiple students with behavior challenges

Course Objective:  Participants will commit to being a part of a 3-session, year-long cadre, where they will  learn how to harness the power of Google Forms to make individual and class behavior data collection and analysis easier and more effective!  All participants will leave this first course having created a ready-to-use Google Forms template that is tailored to their specific student/classroom behavior data needs.  

Participants also agree to attend one half-day Resource Development and a third full day “Got Data, Get Graphs” Professional Development to complete their part in the cadre. You may use the computers in our lab or bring your own device.

Class Requirements: All participants MUST bring or have online access IEPs in order to create Data Form.  For MTSS coaches, please come with data that has been collected for students that you need to create forms for.

Course Description: Participants will learn and understand:

• How to turn IEP and Behavior goals/benchmarks into clear questions to help collect the data you really need

• How to set up multiple students in the Google Forms Behavior Data Template and track their behaviors across multiple devices (iOS, Android, PC or Mac)

• How to use Google Form tools to customize your own Behavior Data template for one student or an entire class

• How to enter data into a Behavior Data Form

• How to find and analyze auto-created graphs of behavior data entered

• How to download your Behavior Data form onto your IOS/Android device (ie. phone, iPad, etc)

Implementation Activity: A follow up satisfaction survey and submission of student implementation data are required prior to receiving 12 inservice points.

Follow up Method: Email communication and coaching throughout the implementation period will be available upon participant request. Additional technical assistance will be provided during the ½ day Resource Development.

Target Audience: Teachers of students 2nd-12th.

With the Possible Selves program students not only learn the value of school and the skills they can learn, but they also develop hopeful and exciting plans for the future. They also learn that they have choices among several future paths.

The first step on the road to developing such plans involves identifying strengths and interests, which is exactly what students do. Next, they take a look at themselves as a worker, a learner, a person, and someone who has their special talents (e.g., as an artist, athlete, musician, car mechanic). What are their hopes, expectations, and fears for themselves in each of these roles? Based upon the results of this personal survey, students draw a tree that graphically illustrates their strengths and weaknesses and their hopes, expectations, and fears in each area. Next they set goals to strengthen their trees, which actually represent the students’ lives. Finally, concrete action plans are developed for goals, and a monitoring system is set up for checking progress on action plans. Goals are reviewed regularly throughout the school year, and students adjust their goals as old goals are attained and new goals are needed.

Developed originally for use with college athletes, Possible Selves has also been used successfully with elementary, middle school, and high-school students. The entire program can be completed within a few weeks. The impact, however, can last a lifetime.

Implementation Activity: Progress monitoring student pre- and post- data are required prior to receiving 12 inservice credits.  This strategy takes 6-9 weeks to complete. Fully implementing the entire strategy is required to submit student outcome data and receive professional development points.

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