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NNG
Nature and Needs of Students Who Are Gifted is designed as a 60-hour course that includes participation in instructional activities, research, and extended learning outside of the classroom. Nature and Needs of Students Who Are Gifted provides an overview of the evolution of gifted education on the national, state, and local level. Major events affecting
gifted education are described as well as major policies and procedures governing the delivery of gifted education. Cognitive, social, and emotional characteristics common to individuals who are gifted are identified along with strategies that can be used to meet the academic needs of different categories of students who are gifted.
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Dates:
Course runs from January 19 through April 20, 2021 online
Credits:
60 Inservice Points and 1 Credit Type
Location:
Status:
Closed
Class size:
30 seats
VSEC
Utilizing visual supports to improve struggling students and students’ with disabilities academic skills, communication, behavior, information, and organization. Participants will have an opportunity to create several visual supports to use in all classrooms.
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Starts:
1/19/2021
1:00 PM
Session:
1
Credits:
5 Inservice Points and 3 Credit Type
Location:
Status:
28 open seats left
Class size:
30 seats
ADHDRMS
Explore the realities myths, and strategies to assist students with Attention Deficit Hyperactivity Disorder with study skills, behavior, and organization in the classroom.
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Starts:
1/20/2021
1:00 PM
Session:
1
Credits:
10 Inservice Points and 3 Credit Type
Location:
Status:
Closed
Class size:
30 seats
IS-W
Designed for K–12 general and special education teachers, the strategies taught in this course help educators create fully inclusive classrooms where students of all abilities can collaborate and achieve.
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Starts:
1/21/2021
10:00 AM
Session:
1
Credits:
5 Inservice Points and 3 Credit Type
Location:
Status:
28 open seats left
Class size:
30 seats
DMI
This course enables educators to develop, increase and demonstrate knowledge about how to apply the guidelines of differentiating instruction to mathematics instruction. Emphasis is on evidence-based practices structured by a responsive decision-making framework in order for all students to achieve at the highest possible level. Content includes how to use pre-assessment, continuous assessment, and summative assessments to design and deliver effective lessons for initial instruction in mathematics and how to effectively use flexible small group instruction to respond to individual learner needs.
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Starts:
1/26/2021
4:30 PM
Session:
1
Credits:
10 Inservice Points and 3 Credit Type
Location:
Status:
18 open seats left
Class size:
30 seats
DRHEF-W
This professional development will give you strategies to help students who may struggle with cognitive flexibility, self-control, memory, organization/planning, and initiating task/staying focused on tasks. Complete your Wonderland Passport as you navigate through the complexities of Executive Functioning.
One course split over two days attendees will need to attend both sessions of the course to receive all content. More
Starts:
2/2/2021
4:00 PM
Sessions:
2
Credits:
10 Inservice Points and 3 Credit Type
Location:
Status:
27 open seats left
Class size:
30 seats
ASD-NNAD
This course is designed to enable the participant to identify characteristics associated with Autism Spectrum Disorder (ASD), to understand current trends and methodologies used in the instruction of those students, and to become familiar with current formal and informal assessments used in diagnosis and instructional planning.
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Dates:
Course runs February 10th through April 28th, 2020 online
Credits:
80 Inservice Points and 1 Credit Type
Location:
Status:
27 open seats left
Class size:
30 seats
PDADRI
This course enables educators to develop, increase and demonstrate knowledge about using the guidelines for differentiation and strategies that support differentiation to improve instruction for all students, especially students with persistent or significant reading difficulties. Emphasis is on the instructional design principles and teacher delivery methods that can be applied at appropriate levels of intensity and duration to increase the explicitness and intensity of language arts instruction in order to achieve optimal results for students who are challenged by learning to read or reading to learn. Conspicuous strategies, strategically integrated skills, and judicious review, delivered with appropriate pacing and precise monitoring, are all part of carefully scaffolded instruction to ensure that each learner is able to comprehend increasingly complex text.
This course aligns with current Florida reading initiatives and awards credit for competency four of the Florida Reading Endorsement.
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Dates:
Course runs February 10th through April 28th, 2020 online
Credits:
60 Inservice Points and 1 Credit Type
Location:
Status:
58 open seats left
Class size:
60 seats
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