ESE/Special Education

Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 - No. 211

Careful thought and planning can garner the best classroom management practices for inclusive classrooms. Participants in this course will learn how to create balanced classrooms, and evaluate their utility in various settings and scenarios to include co-teaching and collaboration. The use of appropriate supports for exceptional students and students with disabilities will be practiced with through various teaching approaches, to include co-teaching, interactive teaching, parallel teaching, and through lesson development. Participants will glean useful learning strategies as they align with teaching of core content for inclusive settings. Course Objectives:

Understand how to plan for and apply research-based strategies to classroom management practices in inclusive classroom settings.
Understand what balanced classrooms look like, and plan similarly using various teaching methods and models.
Align management strategy with content goals based on industry best practices for inclusive K-5 settings focused on ELL growth.

Teaching to Autism for Grades K-5 - Course No. 239a

Interventions for increasing the academic engagement and progress of students with autism spectrum disorder in inclusive classrooms will be the focus of this course. Use of empirically supported, field-tested strategies for inclusive classrooms will detail strategies for successful implementation. Participants will become familiarity, and develop facility with, strategy pertinent to their own classroom realities. From songs in transition times, to listening activities and visual engagement, participants will end this course with the creation of comprehensive lesson plans that incorporate course strategies as they align with standards, curriculum and instruction for students with autism. Course Objectives

Understand and prepare for the diverse needs of students with autism by aligning research and standards-based instructional strategy to them.
Practice with implementation tools and strategies focused on the needs of students with autism spectrum disorder.
Leverage information, tools and resources with student readiness and differentiated approaches to learning.

Research-Based Assessment Practices for Special Needs Students Grades 3-8 - No. 234

Practical and authentic assessment methods that have a strong research-base will be the central feature of this course in evaluating the needs of exceptional students. Informal and teacher-developed assessment technique will invoke best practices through the use of technology, smart classroom strategy, and through smart curriculum design. Formal, informal assessments and other data will include observation and anecdotal note-taking (kidwatching), SLOs, IEP goals, behavioral assessment, criterion-referenced assessments, standardized and performance based assessments, and learning style inventories. Data gleaned of these assessments will be used to differentiate with while aligning best practices with student needs. Course Objectives:

Evaluate the needs of their ELL students to align best instructional strategy to those needs.
Through job-embedded participation, practice with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support.
Use sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the language needs of the learners.

Intervention Strategies for Tiers II and III Students – Grades K-12 – No. 220

Using a tiered instructional framework model, participants will learn how to deliver multi-dimensional instruction focused on exactly where student challenges lie. Through high quality, differentiated and scientifically based instructional practices, participants will learn how to scaffold learning strategy with increased intensity to meet students at their established levels of performance and learning readiness as they leverage with SLOs, IEP goals, and standards for achievement. Increased achievement and closing learning gaps is the highest priority strategic intervention for Tiers II and III students. Course Outcomes:

Identify, analyze, use and apply tiered instructional models to close achievement gaps among Tiers II and III students.
Learn and practice with the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
Practice with various differentiated, scientifically based instructional technique to address students needs with.
Plan with, and implement, curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.

Assessment for Special Education Students for Grades 6-12 - No. 210

Scientifically-proven and research-based practical and authentic assessments will be examined for application to the needs of exceptional and special education students. The use of research-based assessment practices will be used to inform instructional planning and differentiated classroom practices. Formal and informal assessments will include intelligence testing, examining IEP goals, SLOs, formative assessments to include observational and anecdotal data, performance tasks, learning style inventories, behavioral assessment, criterion-referenced assessments, and standardized assessments. Data will be used to differentiate with while aligning best practices with students’ individual learning needs. Course Objectives

Evaluate and make decisions about the needs of their students to align best instructional strategy to those needs.
Through job-embedded participation, practice with several research-based assessments in order to determine student needs, learning readiness, and needed instructional support.
Use research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the special needs and exceptional learners in their classrooms.

Diagnosing Learning Difficulties, Grades K-12 - No. 216

Formative, criterion-referenced and normative assessment methods contribute to effective diagnose of the exceptional learner, using only the strongest base of research in utility and value. Effective diagnosis of student learning difficulties as determined through formative and summative assessments will be key to intervention and effective planning. Through the use of technology, research-based tools, formative assessments, summative data and differentiated classroom strategy, participants will learn to diagnose student needs in order to plan carefully and strategically for the multiple and unique learning needs among students. Course Objectives

Identify and properly align effective diagnostic tools and techniques to exceptional learner needs in their classrooms.
Evaluate the needs of exceptional learners within the mainstream educational setting in order to align best instructional strategy to those needs.
Use sound research-based strategy to plan for instruction and instructional intervention, or modify existing instructional plans, for the unique and specific needs of their students.

Best Classroom Management Practices for Inclusive Classrooms for Grades 6-8

Research, careful thought and planning are some of the ingredients to effective classroom management practices proven to work in inclusive classrooms. Participants in this course will learn how to create balanced classrooms with sound learning environments for inclusive settings. Examples of various settings will include co-teaching, peer coaching and collaboration, and the use of appropriate behavioral supports for struggling learners and students with disabilities. Various teaching approaches will include co-teaching, interactive teaching, parallel teaching, and the structuring of lessons and classrooms that lead to useful learning in optimal learning environments. Course Objectives

Develop working familiarity with research-based strategies for classroom management practices in inclusive classroom settings.
Understand what differentiated classrooms look like. Analyze and plan using various teaching methods and models.
Align management strategy with content goals based on industry best practices for inclusive 6-8 settings.

Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 – No. 213

Research, careful thought and planning are some of the ingredients to effective classroom management practices proven to work in inclusive classrooms. Participants in this course will learn how to create balanced classrooms with sound learning environments for inclusive settings. Examples of various settings will include co-teaching, peer coaching and collaboration, and the use of appropriate high school and secondary behavioral supports for struggling learners, exceptional students and students with disabilities. Various structuring of lessons in secondary classroom environments that lead to useful learning in optimal learning environments will be learned, planned for and practiced with. Course Objectives:

Understand what and how to vet research-based strategies for classroom management practices in inclusive classroom settings.
Understand and develop working knowledge of what differentiated classrooms look like, and plan similarly using various teaching methods and models.
Align management strategy with content goals based on industry best practices for inclusive 9-12 settings.

Implementing RtI: Tiered Intervention Strategies Grades K-12 - No. 221b

Using a tiered instructional framework model, participants will learn how to deliver sound, research-based instruction focused on specific student challenges. Through high quality, differentiated and scientifically based instruction, participants will learn how to scaffold learning strategy carefully with increased intensity to meet students at their identified level of performance and rate of progress as leveraged with SLOs, IEP goals, and standards criteria. Increased achievement and closing learning gaps are priorities when intervening strategically for Tiers II and III students. Course Objectives

Understand how to use and apply tiered instructional models to close achievement gaps among Tiers II and III students.
Learn and practice with the assessment procedures needed for effective progress monitor monitoring to deliver timely interventions for RtI students.
Practice with various differentiated, scientifically based instructional technique to address students needs with.
Plan with curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.

Implementing the Florida MTSS – Multi-Tiered System of Support for Grades K-12 No. 221a

Using a tiered instructional framework model, participants will learn how to deliver sound, research-based instruction focused on specific student challenges. Through high quality, differentiated and scientifically based instruction, participants will learn how to scaffold learning strategy carefully with increased intensity to meet students at their identified level of performance and rate of progress as leveraged with student learning targets, IEP goals, and the State of Florida MTSS criteria. Increased achievement and closing learning gaps are priorities when intervening strategically for Tiers II and III students.

Course Objectives:

Participants will understand how to use tiered instructional models to close achievement gaps among Tiers II and III students.
Participants will learn the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for MTSS students.
Participants will practice with various differentiated, scientifically based instructional technique to address students needs with.
Participants will plan curriculum and content geared toward meeting the instructional needs of Tiers II and III students using sound tiered intervention strategies.

Differentiation as a Behavior Management for Special Needs Students, Grades K-5

Managing behavior balances with understanding our learners and their learning styles. Differentiating for various student instructional needs is key to harnessing learning style and other data. While much of it is about student engagement, it is also about knowing them, and how they learn, enough to engage them in learning more. Whether they learn kinesthetically (using physical, hands-on), or inter-personally (social) for example, gives us the opportunity to craft activities and performance tasks geared to garnering better behavior that then allows us to help them academically. Participants in this course will learn how to use learning style information to develop effective behavior management strategies. Course Objectives:

Practice with a variety of learning style theories to determine learning styles.
Understand various behavior management theories as they align with multiple learning styles.
Align behavioral theory to identified learning styles in order to successfully manage behavior and instruct students.
Apply, through planning and job-embedded action steps, specific and measurable behavioral management goals and strategies as they align with identified learning styles.

Differentiation as a Behavior Management for Special Needs Students Grades 6-8

Practice with a variety of learning style theories to determine learning styles.
Understand various age and grade appropriate behavior management theories as they align with multiple learning styles.
Align behavioral theory to identified learning styles in order to successfully manage behavior and instruct students.
Apply, through planning and job-embedded action steps, specific and measurable behavioral management goals and strategies as they align with identified learning styles.

Remediating Learning Difficulties Grades K-12, No. 235

Through a tiered instructional framework, participants will be introduced to tools and resources for effective diagnosis of learning and student progress monitoring. Through high quality, differentiated and scientifically based instructional strategy, participants will learn how to scaffold learning carefully and thoughtfully with increased intensity using the tools to meet students at their individual level of performance, level of ability and rate of progress as leveraged with SLOs, IEPs, and standards for learning. Course Objectives:

Use tiered instructional models to close achievement gaps among Tiers II and III students.
Understand and develop utility with the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
Practice with various differentiated, scientifically based instructional technique to address students needs with.
Plan curriculum and content geared toward meeting the instructional needs of Tiers II and III students using tiered intervention strategies.

Instructional Environments for Special Education Students Grades K-12, No. 219

Special and exception needs children and young adults need special environments rife with engagement, differentiation, novelty and cognitive-friendly approaches that reinforce learning daily. From seating, to structuring learning centers, participants will learn the research-based essentials for setting classroom environments up for success with a focus on the special needs student. Careful attention will be given to physical space, design, support systems and activities to accommodate the different and varied needs among exceptional learners. Course Objectives:

Develop working knowledge of the research-based instructional environments that work into success for special needs students and exceptional leaners.
Glean and apply working knowledge about the classrooms and classroom environments that lead to successfully teaching to exceptional learners and special education students.
Develop a model of their own classroom and modify it as it aligns to new ideas, resources, and strategies gleaned from this course.

Differentiation as a Behavior Management Strategy for Special Needs Students Grades 9-12

Apply age and grade appropriate research-based strategy to evaluate students and use this data to plan and/or modify instruction with.
Analyze various age and grade appropriate behavior management theories as they align the needs of exceptional learners.
Identify and align behavioral theory with learning theory to craft effective lessons that engage positive student behavior.
Apply, through planning and job-embedded action, specific and measurable behavioral management goals and strategies as they align with identified student learning objectives.

The State of Florida Special Education Law Grades K-12, No. 237

Beginning with an overview of the Individuals With Disabilities Act of 2004 rights and responsibilities, participants will learn the rules for appropriate identification of students with disabilities through examining IEPs, SLOs, on-going evaluation of student progress or “progress monitoring”, and planning for strategic, differentiated instruction. Strategies and methods for effective student advocacy, along with ideas and requirements of Least Restrictive Environment (LRE), 10 day notice regarding private placements, assessments, evaluations, reevaluations, and Response to Intervention will also be included. Course Objectives:

Develop overall understanding of special education law, rights and responsibilities.
Understand students individual and discipline-specific fiduciary responsibilities within ESEA.
Practice with various tests and measurements endorsed for measuring student progress and regression and development of SMART IEPs.

Best Practices for Differentiating in Inclusive Classrooms, 6-8 - No. 254b

Teaching and differentiating in inclusive classrooms requires careful and flexible planning and creativity. Through design, re-design, and research-based, field tested strategy in inclusive classrooms, participants will invent and reinvent lessons using effective methods for differentiation. Learning profiles, interest survey cognitive-friendly learning environments, tiered questioning and student "hooks" for rigorous learning application are some of the takeaways of this e-course. Course Objectives:

Create differentiated lessons for inclusive classrooms through design and strategy.
Practice with the strategies that lead to effective and diverse learning environments.
Plan flexibly using tools, resources, and new strategy to address the needs of diverse learners.

Best Practices for Differentiating in Inclusive Classrooms, K-12 - No. 254a

Create differentiated lessons for inclusive classrooms through design and strategy.
Practice with grade appropriate strategies that lead to effective and diverse learning environments.
Plan thoughtfully and flexibly using tools, resources, and new strategy to address the needs of diverse learners.

Functional Behavior Assessment for Students with Disabilities, Grades K-12 - No. 218

Functional behavioral assessment is an effective and proven problem-solving process for addressing student problem behavior where a variety of strategies are used to identify the roots of specific behavioral issues. It is also an effective tool used to aid IEP teams in specific interventions that focus directly on the problematic behavior. Participants will learn how to analyze a student’s behavior and develop intervention approaches that go beyond the behavior to focus on social, affective, cognitive and environment factors that may be associated with the occurrence through application of a Functional Behavioral assessment, or FBA. Course Objectives:

Analyze student behavior to identify significant student social, affective, cognitive and environmental factors that affect their actions through the FBA approach.
Apply the FBA approach to develop action plans directed at specific root causes of student behaviors by understand the “why”.
Gain the resources needed to understand the usefulness of the FBA approach to develop associated behavioral intervention plans for their students.

Response to Intervention for Incidence Disabilities, Grades 3-12 - No. 225

Response-to-Intervention (RTI) is a popular method for identifying the presence of a learning disability. It is often the primary method used, a popular term for research, and now considered to be among the most effective and foremost in research-based student interventions. This course will take participants through the RTI process, the research behind it, and leverage it as a method for addressing incidence disabilities. Participants will take away sound and research-based strategies consistent with the RTI model for addressing specific LD student needs. Course Objectives:

Understand and develop working knowledge of the concept of RTI and how to apply it to Tiers I, II and III learners in their classrooms.
Understand the nature of incidence disabilities and learn new strategies to address them in inclusive classroom settings.
Design RTI plans with embedded strategies for addressing students with incidence disabilities in their classrooms.

Positive Intervention Strategies, Grade K-12 - No. 228

Positive behavioral interventions with the proper, carefully selected supports in place make for successful all-around school environments. Predictability, social appropriateness and academic success are the highest goals in a system of effective behavioral intervention strategy. Using research-based strategies supported by several Departments of Education and associations, along with a three-tiered approach to behavior management, participants will learn what proactive intervention looks like. Increasing instructional time, student attendance, attentiveness and academic achievement will result, as will a decrease in the disruptions that preclude time and classroom management. Course Objectives:

Understand and develop utility with the elements of positive intervention strategy and these strategies work into educational effectiveness
Develop an awareness of student behaviors that call need for intervention, and learn how to align such needs to effective intervention strategy.
Plan for, and experiment with, the research-based strategies associated with positive intervention that flows to increased student achievement.

Positive Behavior Supports, Grades K-5 - No. 229

Positive behavioral support offer school environments safety, allow for healthy risks, challenge appropriately, and create elements of predictability needed for successful learning environments. Social appropriateness and academic success are the highest goals for effective behavioral support strategy. Using methods supported by strong research and numerous Departments of Education, along with a three-tiered approach to behavior management, participants will learn what positive behavior support looks like, versus punitive reaction to behavioral challenges. Increased instructional time, heightened attendance, attentiveness and academic achievement will be the end results of positive behavior supports. Course Objectives:

Understand and experiment with the elements of positive student support and how strategy flows to educational effectiveness
Develop awareness and working knowledge of of student behaviors that rise to the need for instructional and behavioral support, and learn how to align these needs with effective strategy.
Plan for, and experiment with, the research-based strategies associated with positive student support that flows to increased student achievement.

Positive Behavior Supports, Grades 6-8 - No. 230

Understand and experiment with the elements of positive student support and how strategy flows to educational effectiveness
Develop awareness and working knowledge of student behaviors that rise to the need for instructional and behavioral support, and learn how to align these needs with effective strategy.
Plan for, and experiment with, the research-based strategies associated with positive student support that flows to increased student achievement.

Tools and Practices for Effective Progress Monitoring, Grades K-12 - No. 231

Through a tiered instructional framework model, participants will be introduced to tools and research-based practices for effective progress monitoring at Tiers II and III of the RtI framework. By evaluating and becoming knowledgeable about high quality, differentiated and scientifically based instructional practices, participants will learn how to scaffold learning strategy carefully, and with increased intensity using the tools to meet students at their tested level of performance and rate of progress. Increased achievement and closed learning gaps are among the priorities when intervening strategically for Tiers II and III students. Course Objectives:

Understand how to use, and practice with, the tools of tiered instructional models to close achievement gaps for Tiers II and III students.
Develop working knowledge of, and utility with, the assessment procedures needed to progress monitor effectively in order to deliver effective and timely interventions for RtI students.
Plan and practice with various differentiated, scientifically based instructional technique to scaffold instruction with.

School Procedures and ESEA Rules for Identification of Students with Disabilities: Assessment of Eligibility, Grades K-12 - No. 236

Beginning with an overview of the Individuals With Disabilities Act of 2004 rights and responsibilities, participants will learn the rules for appropriate identification of students with disabilities through examining IEPs and individual classroom responsibilities across all content areas. Participants will learn, evaluate, and practice with methods of on-going evaluation of student progress or “progress monitoring”, and planning for strategic, differentiated instruction that follow the rules and protocols for effective identification of students with disabilities. Course Objectives:

Develop overall understanding of special education law, rights and responsibilities
Understand individual, discipline-specific responsibilities within ESEA rules for identification of students with disabilities to include assessment and eligibility
Plan and practice with various tests and measurements endorsed for measuring student progress and regression and development of SMART IEPs.

Transitional Plan Development for Students with Disabilities, Grades K-12 - No. 238

According to the Individuals with Disabilities Education Improvement Act of 2004 (IDEA) by age 16 special education students, in collaboration with their IEP team, must determine what instruction and educational experiences will best support and prepare them for transition from school to adult life. Parents, students, and their teachers must all be involved in this important decision-making process. This course will introduce participants to methods of support for all stakeholders involved in a students’ IEP goals through various coaching models, setting of life goals, ways to invoke parental support, and setting college and career goals to ensure the development of important life skills and competencies. Course Objectives:

Identify and prepare to use protocols and models for teaching and guiding students in setting of goals and objectives for high school and beyond.
Aid students in design of an educational plan that assures they gain the skills and competencies needed to achieve their goals.
Design lessons with embedded resources that aid students and their parents in sustaining on-going post-school services and supports as they transition from the special education system.

Organizing and Maintaining Successful Classroom Environments, Grades 6-12 - No. 207

Aligned to: Danielson Domain 2, Marzano Domain 4. Organizing and maintaining classroom environments of respect and rapport are the high thoughtful strategy, while facilitating respectful peer review among students. Active participation will further learning about students’ while aiding in the development of assignments and activities that build from high expectations for all students. Classroom management strategies will further group work, student engagement, and peaceful transitions between and among activities. Course Objectives:

Take an active role in learning about their students in order to establish a successful classroom environment.
Develop working knowledge of behavior management strategies and organization of physical space that contributes to an effective classroom environment.
Study, analyze, and implement successful attributes of student peer review that leads to organized and peaceful transitions and student collaboration.

Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12

20 hours Special and exception needs students benefit from tested, evidence-based methods used in similar environments. Methods and strategies that withstood the challenges and rigors of day-to-day teaching in ESE classrooms will be demonstrated in this e-course. Core content areas with high student engagement and academic success use differentiation, teach academic vocabulary, apply rigorous writing across all genres and manage students in motivating and predictable ways. Participants will plan using Universal Design for Learning templates to plan for differentiated instruction, and apply Marzano (2015) and Tomlinson (2013, 2015) design principles to serve as a framework for effective teaching and learning. From seating to structuring learning centers, participants will apply research-based essentials for organizing effective classroom environments that focus squarely on the special needs student while streamlining strategies across all multiple core content areas. Careful attention will be given to physical space, design, support systems and activities to accommodate the different and varied needs among exceptional learners. Course Objectives:

Develop working knowledge of the evidence-based instructional principles that work into success for special needs students and exceptional leaners.
Glean and apply working knowledge about the classrooms and classroom environments that lead to successfully teaching to exceptional learners and special education students.
Use UDL principles to align student-centered learning goals, and design effective instructional delivery modules.
Apply tiered assessment strategies and respond to tiered assessment with instruction that increases levels of intensity and duration to meet the needs of all students throughout all content areas.