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ESE/SPECIAL EDUCATION
- Assessment for Special Education Students for Grades 6-12 – No. 210
- Best Classroom Management Practices for Inclusive Classrooms for Grades 6-8
- Best Classroom Management Practices for Inclusive Classrooms, Grades 9-12 – No. 213
- Best Classroom Management Practices for Inclusive Classrooms, Grades K-5 – No. 211
- Best Practices for Differentiating in Inclusive Classrooms, 6-8 – No. 254b
- Best Practices for Differentiating in Inclusive Classrooms, K-12 – No. 254a
- Diagnosing Learning Difficulties, Grades K-12 – No. 216
- Differentiation as a Behavior Management for Special Needs Students Grades 6-8
- Differentiation as a Behavior Management for Special Needs Students, Grades K-5
- Differentiation as a Behavior Management Strategy for Special Needs Students Grades 9-12
- Evidence-based Methods for Teaching Exceptional Learners in All Content Areas, K-12
- Functional Behavior Assessment for Students with Disabilities, Grades K-12 – No. 218
- Implementing RtI: Tiered Intervention Strategies Grades K-12 – No. 221b
- Implementing the Florida MTSS – Multi-Tiered System of Support for Grades K-12 No. 221a
- Instructional Environments for Special Education Students Grades K-12, No. 219
- Intervention Strategies for Tiers II and III Students – Grades K-12 – No. 220
- Organizing and Maintaining Successful Classroom Environments, Grades 6-12 – No. 207
- Positive Behavior Supports, Grades 6-8 – No. 230
- Positive Behavior Supports, Grades K-5 – No. 229
- Positive Intervention Strategies, Grade K-12 – No. 228
- Remediating Learning Difficulties Grades K-12, No. 235
- Research-Based Assessment Practices for Special Needs Students Grades 3-8 – No. 234
- Response to Intervention for Incidence Disabilities, Grades 3-12 – No. 225
- School Procedures and ESEA Rules for Identification of Students with Disabilities: Assessment of Eligibility, Grades K-12 – No. 236
- Teaching to Autism for Grades K-5 – Course No. 239a
- The State of Florida Special Education Law Grades K-12, No. 237
- Tools and Practices for Effective Progress Monitoring, Grades K-12 – No. 231
- Transitional Plan Development for Students with Disabilities, Grades K-12 – No. 238
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, the 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.